london & paris programme specification BA ... - Istituto Marangoni

MMU Programme Specification – Fashion Design 

0 Brief descriptive summary 

Over the past 78 years the programme of 3 courses at Istituto Marangoni has grown and developed 

alongside the thriving Italian fashion industry. Through an exciting curriculum aimed to develop practical, 

creative and business and management skills, which are both subject specific and relevant to the 

international fashion industry, these 3 courses will turn out students fully equipped for a career in Fashion 

Design, Fashion Styling or Fashion Business. 

There will be a strong focus on project-based study. Students will initially acquire basic skills, advancing over 

the 3 years into independent learners, ready for a career in their chosen profession. The course, based in the 

3 European capitals of fashion, inculcates an inherent awareness of Italian style and chic while at the same 

time reflecting the nuances of each national campus. 

Basic Programme and Course Details 

1 Overarching Programme 

Network/Title and programme 

specification code(s) 

Fashion Studies Programme 

2 Final award(s)/title(s) 

(including any PSRB final awards conferred as an 

automatic result of successful completion of the 

course) 

BA (Hons) Fashion Design 

BA (Hons) Fashion Design (sandwich) 

3 Combined Honours 

Subject(s)offered through 

programme specification 

together with associated final 

award(s) 

(where relevant) 

4 Interim exit award(s)/title(s) 

(including Combined Honours interim exit awards) 

Subject(s): None 

Final Awards: None 

CertHE Fashion Design 

DipHE Fashion Design 

5 Mode(s) and duration 3 years full-time 

4 years sandwich 

6 FHEQ position of final award(s) 

Honours (Level 6) 

7 Awarding institution 

(include PSRBs which confer a joint or additional 

qualification on successful completion of 

programme) 

Manchester Metropolitan University 

8 Teaching institution(s) Istituto Marangoni 

9 Relationship with Foundation 

Year 

N/a 

__________________________________________________________________________________________ 

Programme Specification 1 of 18 April 2011


Administrative Details 

10 Home Department/ School/ 

Institute 

Department of Clothing Design and Technology 

11 Home Faculty Hollings 

12 UCAS code(s) N/a 

Collaborative Arrangements 

13 Approved Collaborative 

partner(s) 

Istituto Marangoni 

14 Description of type of 

collaborative provision or 

academic partnership 

Validated 

Approval Status 

15 Date and outcome of most 

recent MMU review/ approval 

N/a 

16 Next Scheduled Review Date: N/a 

17 PS/1 effective date: 

(ie date from which the outcome of approval or 

last review is effective OR the date from which 

amendments to the programme specification are 

effective) 

September 2011 

External References/Relationships 

18 

QAA Benchmark Statement(s) 

Art and Design 

19 PSRB(s) associated with final 

award of course 

(eg those which offer professional 

status/membership/license to practise as result of 

successful completion of the final award. 

20 Date and outcome of last PSRB 

approval(s) 

N/a 

N/a 

__________________________________________________________________________________________ 



Course Information 

21 University and Course Educational Aims 

University Educational Aims: 

• To develop flexible approaches to programme delivery and student support which reflect the needs and 

expectations of our students. 

• To provide a supportive and inclusive learning environment which will enable success for all learners 

• To encourage the development of students’ intellectual and imaginative powers, creativity, independence, 

critical self-awareness, imagination and skills that will enhance global employment opportunities on 

graduation in all programmes. 

• To establish a culture of constant improvement in learning, teaching and assessment that is anticipatory, 

enabling, supportive, rewarding and fully aligned with the University’s vision and strategic objectives. 

• To provide a learning experience that is informed by research, scholarship, reflective practice and 

engagement with industry and the professions. 

Course Education aims: 

Fashion Design: 

To produce graduates who have a breadth of skills and knowledge in design, pattern and garment 

technology, responding to the changing needs of the industry. They will be equipped to deal with 

existing and emerging technologies in today’s apparel manufacturing and retailing environments, and 

have an understanding of business practices within the global clothing industry. We aim to send forth 

our graduates as independent life-long learners who can progress to industry, postgraduate study or a 

self-employed, creative life. 

__________________________________________________________________________________________ 



22 Course Learning Outcomes 

MMU Educational Outcomes: 

On successful completion of their course of study MMU graduates will be able to: 

• apply skills of critical analysis to real world situations within a defined range of contexts; 

• demonstrate a high degree of professionalism characterised by initiative, creativity, motivation and 

self management; 

• express ideas effectively and communicate information appropriately and accurately using a range 

of media including ICT; 

• develop working relationships using teamwork and leadership skills, recognising and respecting 

different perspectives; 

• manage their professional development reflecting on progress and taking appropriate action; 

• find, evaluate, synthesise and use information from a variety of sources; 

• articulate an awareness of the social and community contexts within their disciplinary field; 

1. Honours Degree Learning Outcomes 

On successful completion of the BA (Hons) Fashion Design course, students will be able to: 

• Understand the fashion design process and, within that framework, have developed the creative, 

intellectual and technical skills necessary to practice within the fashion industry; 

• Apply both current and emerging relevant technology, with the intention of demonstrating their 

understanding of the role and application of these technologies; 

• Demonstrate their ability to collate and communicate ideas and information within a variety of roles 

in the fashion industry. 

• Engender a professional approach by demonstrating their skills to solve problems, evaluate 

evidence, conclude and present arguments appropriate for graduate employment or education at 

Postgraduate level. 

In addition, students who have engaged in the placement within the Fashion industry and have successfully 

passed the placement year will be able to: 

• Apply theoretical understanding into a practical application within a working environment. 

2. Pass Degree Learning Outcomes 

Students who are awarded a Pass Degree in Fashion Design will be able to: 

• Understand the fashion design process and, within that framework, begin to develop the creative, 

intellectual and technical skills necessary to practice within the fashion industry; 

• Appreciate both current and emerging relevant technology, with the intention of demonstrating their 

basic understanding of the role and application of these technologies; 

• Demonstrate a fundamental ability to collate and communicate ideas and information within a variety 

of roles in the fashion industry. 

__________________________________________________________________________________________ 



• Express their ability to solve problems, evaluate evidence, conclude and present arguments. 

23 Interim Award Learning Outcomes 

Certificate Higher Education 

Students successfully completing Level 4 may proceed to Level 5, or they may complete their studies at this 

stage and thereby qualify for a Certificate of Higher Education in Fashion Design. 

Students successfully completing Level 4 will have developed: 

• A basic understanding of the elements involved in the design process used in the fashion industry; 

• A fundamental knowledge of the supporting business and fashion garment construction and 

development process; 

• The ability to take different approaches to problem solving; 

• The ability to communicate accurately; 

Diploma of Higher Education 

Students successfully completing Level 4 and 5 may proceed to Level 6, or they may complete their studies 

at this stage and thereby qualify for a Diploma of Higher Education in Fashion Design. 

Students successfully completing Level 5 will have developed: 

• A sound understanding of the principles involved in the design process used in the fashion industry 

and how to apply these principals to fashion product development; 

• A detailed understanding of the new fabrics and technologies that support the changes within the 

fashion industry; 

• The ability to evaluate the appropriateness of different approaches to problem solving. 

24 Teaching/Learning and Assessment Strategy 

Curriculum Design 

The programme is offered as three specialist courses in the fashion subject either as a 3-year full-time course 

or 4-year sandwich course, with placement taking place between Levels 5 and 6. 

The curriculum design allows for students who do not progress from Level 4 to 5, but who have 120 Credits 

at Level 4, to qualify for a Certificate of Higher Education. Likewise students who do not progress to Level 6 

from 5, but who have 120 Credits at both Level 4 and 5, qualify for a Diploma of Higher Education. 

The Programme is designed to facilitate the development of a student who will be highly employable and will 

allow them to investigate and develop their strengths in one of the 3 chosen specialist courses. The 

programme will present students with a variety of approaches to learning and assessment strategies that will 

promote students’ intellectual, imaginative, analytical and critical judgement. It will allow students to develop 

understanding as well as their presentation and communication skills, which they will be able to demonstrate 

in a variety of forms. 

__________________________________________________________________________________________ 



A combination of different learning and teaching methodologies are employed in order to promote reflective 

learning and develop generic transferable skills. 

Methods include: 

• projects to encourage independent learning through investigation, enquiry and problem solving; 

• group project to enhance interpersonal and collaborative skills; 

• tutorials and group tutorials to facilitate shared experiences and best practice; 

• Seminars, formal lectures and workshops 

• Scholastic trips, external projects and competitions present the students with another dimension to 

their leaning experience. 

• Guest speakers provide the students with a full, broader and real prospective to their specialist field 

of study. 

Students will have the opportunity to demonstrate their achievement of the intended learning outcomes 

through a variety of means appropriate to their field of study: 

The BA (Hons) Fashion Design course is part of the three-year full time programme, with an option to 

undertake a four-year sandwich programme. This programme is delivered through a variety of learning and 

teaching methods, which include seminars, tutorials, workshop inductions, study visits, lectures, IT workshops, 

library sessions, group projects, and independent research. 

At Level 4 the unit framework will provide an opportunity for students from widely varied backgrounds and 

abilities to learn the fundamentals of drawing ensuring that by the end of the year they will become proficient 

in expressing their ideas in 2D with good presentation skills. 

Pattern cutting and construction classes throughout the first year will give students an introduction to the 

technical skills required and how they relate to, and are supported by academic practice and contemporary 

fashion design issues. Students will compile a technical file, which includes construction, details and 

manipulations. Portfolio and Collection Creation Unit will help students aim towards the production of an 

individual portfolio and sketchbooks with photographic reference; sketches, ideas, collages, fabric samples 

and a range plan for different markets. A great deal of the focus is placed on working towards practical output 

through projects set by tutors. 

The units comprising Level 5 are designed to encourage students to experiment widely and challenge their 

existing ideas and approach to design implementing skills learnt from Level 4. To this end, units will 

encourage the students to experiment and develop their own personal style. Students will target their 

collections to a variety of market segments. The creative work will take place in the design and pattern 

making studio, a realistic working environment in which students experiment with fabrics, print, pleating, 

silhouettes and details. Students will work with fabric suppliers, print/knit technicians and sample machinists 

towards the production of their capsule collection, developing their practical skills with the support of tutors. 

Level 5 units will prepare students to express, evaluate and present ideas and information clearly in a variety 

of forms appropriate to the situation and audience. At this level, students will be introduced to the practice of 

keeping Reflective Learning Journals. 

Students on the sandwich programme who successfully complete level 5 have the option to progress to the 

Placement Year. This is normally for a minimum period of 36 weeks and on satisfactory completion the 

student is awarded 120 Practice Credits. The Placement Panel, however, reserves the right to recommend to 

the appropriate Examination Board that a student should progress directly onto the Level 6 of the programme 

and thus graduate with a full-time award. 

Whereas Level 5 encourages diverse experimentation and a challenging approach to thinking, at Level 6 

students’ skills are honed to increasingly produce well-informed finished pieces of work that communicate 

their ideas. By this stage the students are aiming to work as independent practitioners. 

Fashion Marketing within units will help students to research and analyse different markets, understand 

consumer demographics, competitors, price points, marketing methods, promotion and the preparation of a 

business plan. At this level of study the student will be equipped to work as a self-employed entrepreneur. 

The introduction to Reflective Learning Journals at Level 5 will endow them with the self-analysis necessary 

__________________________________________________________________________________________ 



to become independent thinkers at Level 6. A portfolio of developmental work will support the final major 

project, the Collection Design Unit. It will demonstrate the culmination of the students’ studies and enable 

them to develop work capable of confronting clients, employers, sponsors and curators. 

At the end of Level 6, students have a choice of units, which they can discuss with their Key Tutor and 

Programme Leader. Collection Development allows students to develop their collection further in relation to 

industry whilst Industry Portfolio Preparation prepares students for interview with a specific company or 

market level. Both these Units play to the students’ strengths. 

The Theory Units run through all 3 years of the BA (Hons) Fashion Design courses forming 

a firm basis for studio practice. 

The Level 4 Theory unit, History of Art and Dress, is designed to paint a broad picture of the evolution of Art 

and Dress from early evidences, e.g. Mesopotamia, Ancient Egypt to the end of the 19th Century. The 

element of Dress will be taught in terms of cut and construction, the development of fabrics & materials, 

jewellery design, footwear, and hair & makeup. Students will explore the relationship between artistic 

movements and the development of dress, within a wider social, cultural, historical and political framework. 

They will draw parallels between artistic movements and the way they are interpreted in recent fashion 

collections. 

Students will become competent both in the demands of academic study and in the skills of effective 

communication in written format. They will access electronic archives and databases and a range of library 

resources, relevant to their discipline. 

At Level 5, Fashion and Cultural Contemporary Perspectives, starts with a presentation of contemporary 

developments in Fashion Studies from 1900 to the present day. In the second and third terms students 

select one option from those on offer: 

1. Fashion and Consumerism 

2. Fashion Photography and Desire 

3. Gender Identity and the Body 

4. Future-Fashion 

At Level 6, Researching Theory and Practice, will give students the opportunity to critically research, and 

through their investigations, gain expert knowledge of a specialist area within their studio practice. It will be 

expected that their choice of subject will be able to sustain sufficient breadth and depth of enquiry, to review 

elements of the social, economic, cultural, and historical implications of their area of study. 

As the research stage progresses students will be asked to submit an initial 500-word written Synopsis. This 

will be followed by a 5,000-word dissertation, which brings together their theoretical and practical work. 

Course Specific Assessment Criteria 

MMU Regulations for Undergraduate Programme of Study apply to all stages of assessment. 

The methods of assessment used give breadth and depth, which allow for both the formative and summative 

assessment of every student at each stage of the programme. 

Assessment methods to support learning: 

The Fashion Studies Programme uses a balanced assessment system, both summative and formative as an 

integral part of gathering information on student learning. Different forms of assessment can, and where 

appropriate should, be used to test different types of skills and learning. 

Formative Assessment: 

Formative assessment informs both teachers and students about student understanding at a point when 

timely adjustments can be made. In formative assessment students will be involved in the assessment 

__________________________________________________________________________________________ 



process. These formative assessment situations will also give students an opportunity to learn to critique the 

work of others. Some of the instructional strategies that will be used formatively include the following: 

• Criteria and goal setting: asking students to participate in establishing what should be included in 

criteria for success. 

• Self and peer assessment: With peer evaluation, students see each other as resources for 

understanding and checking for quality work against previously established criteria. 

• Student record keeping: helps students better understand their own learning as evidenced by their 

classroom work. This process of students keeping ongoing records of their work not only engages students, it 

also helps them, beyond a "grade," to see where they started and the progress they are making toward the 

learning goal. 

Summative Assessments: 

These assessments are a means of gauging student learning, at a particular point in time, relative to 

established marking criteria. Summative assessments can occur during as well as at the end of each unit and 

concentrate on specific evidence of student work, examples as follows: 

Portfolio Assessment is used to assess a variety of projects that have been developed throughout the 

unit. 

Practical Coursework allows the students to demonstrate their understanding and application of practical 

areas of study. 

Written Reports are required is some study areas, where a clear and structured brief is provided and the 

students are asked to submit work to me marked independently and anonymously by staff. 

Formal Examinations are required is some study areas. 

Presentations are used in some subjects to allow the student to develop their professional communication 

and presentation skills. 

Student Projects are used when the student is required to submit work to be marked independently and 

anonymously. 

25 Course structures, levels, credits, awards, curriculum map of all units (identifying 

core/option status, credits pre or co-requisites) potential entry/exit points and 

progression/award requirements 

Fashion Design Honours Degree: Full-time 

Level 4 

Core Units 

Code Status Unit Title No of 

credits 

Core Architecture of Design 30 

Core Fabric Exploration & Design 30 

Core Portfolio & Collection Creation 30 

Core History of Art and Dress 30 

On successful completion of Level 4 – interim exit award: CertHE Fashion Design 

__________________________________________________________________________________________ 



Level 5 

Core Units 


credits 

Core Brand Revival 30 

Core Art & Fashion Interface 30 

Core Personal Style 30 

Core Fashion, Culture and Contemporary Perspectives 30 

On successful completion of Levels 4 & 5 – interim exit award: DipHE Fashion Design 

Level 6 

Core Units 


credits 

Core Pre-Collection 30 

Core Collection Design 30 

Core Researching Theory and Practice 30 

Option Units 

Choose 1 from options listed 

Core Collection Development 30 

Option 

Core 

Option 

Industry Portfolio Preparation 30 

On successful completion of Level 6 – Final exit award: BA (Hons) Fashion Design 

Fashion Design Honours Degree: Sandwich 

Level 4 

Core Units 


credits 

Core Architecture of Design 30 

Core Fabric Exploration & Design 30 

Core Portfolio & Collection Creation 30 

Core History of Art and Dress 30 

On successful completion of Level 4 – interim exit award: CertHE Fashion Design 

Level 5 

Core Units 


credits 

Core Brand Revival 30 

__________________________________________________________________________________________ 



Core Art & Fashion Interface 30 

Core Personal Style 30 

Core Fashion, Culture and Contemporary Perspectives 30 

On successful completion of Levels 4 & 5 – interim exit award: DipHE Fashion Design 

Placement Year 

Core Units 


credits 

Core Placement 120 

Level 6 

Core Units 


credits 

Core Pre-Collection 30 

Core Collection Design 30 

Core Researching Theory and Practice 30 

Option Units 

Choose 1 from options listed 

Core Collection Development 30 

Option 

Core 

Option 

Industry Portfolio Preparation 30 

On successful completion of Level 6 – Final exit award: BA (Hons) Fashion Design (sandwich) 

26 Personal Development Planning 

The most widely accepted definition of PDP is that of the Quality Assurance Agency, which defines PDP as 

“a structured and supported processes to develop the capacity of individuals to reflect on their own learning 

and achievement, and to plan for their own personal and educational and career development.” (QAA 2001). 

PDP offers a structured way to reflect on what the student is good at and what needs to develop further. 

It encourages students to rate their current skill levels attained at the institute and learned from different 

situations and environments including external studies, part time work, voluntary work and other social 

activities. 

This programme conforms to MMU’s Faculty of Art and Design’s PDP Framework, whereby PDP is viewed as 

a process that is embedded within the curriculum. 

It is an ongoing process of students reflecting on their development as learners and on their aspirations for 

their future learning and professional practice. 

PDP/Individual Development Tutorial. 

All students on all three courses are required to participate in PDP. 

Students prepare themselves for this tutorial through a reflective survey of their learning journal that is 

supported and guided by a set of questions from their Key Tutor. Initially they will be asked to reflect on their 

__________________________________________________________________________________________ 



existing skills and determine where their strengths lie. Then they will be assisted in determining their 

development needs and setting some development goals. 

Success in achieving these goals will be determined in a variety of ways: through their studies; extracurricular 

activities etc and, with the support of the Key Tutor, the student will be able to recognize and record 

these successes, setting further goals as required. 

There are two PDP tutorials for each student per academic year given by the Key Tutor during the three 

years of these courses. In the case of the Sandwich courses the placement tutor will give added support in 

the career development discussions during this year. 

At the end of the course all students are given the opportunity to meet with the campus placement officer 

and discuss their future employment goals. 

27 Placement and Work-based Learning 

All students enrolled on the sandwich programme will undertake the Placement unit between Levels 5 and 6. 

This is normally for a minimum period of 36 weeks. The placement experience is designed to help prepare 

students for employment and they will be capable of following careers in a wide variety of sectors of the 

industry. 

Each campus has it’s own dedicated Careers Services Manager that heads the careers support team. 

The purpose of the support officer is to bridge the gap between the fashion industry located in the city/ 

country of campus and the student/graduate. The Career services Manager builds and expands on industry 

relationships in their city, creating a variety of learning opportunities for the students, such as live briefs, 

competitions, visits and industry lectures. 

Students on the three-year full-time programme look for placement opportunities after graduation. 

All students are supported by lectures, PowerPoint presentations and notes, on internship, the nature of the 

fashion industry, preparation of CVs, cover letter writing, developing and preparing a portfolio inline with a job 

interview and how to adopted interview skills. 

As “placement” includes any activity which a student engages with off-site, it should be also notes that during 

the course of the programme students will be given the opportunity to join study trips and submit work 

towards industry sponsored competitions. 

Study trips may take many forms, such as: short excursions to museums, galleries or retail environments; 

structured visits to view industrial sites, marketing/buying offices, showrooms, fashion and textiles/yarn trend 

exhibitions and fairs. 

28 Course Specific Admission Requirements 

Admission to the programme is in accordance with Manchester Metropolitan University entry requirements. 

Entry into Level 4 

The normal minimum age for entry shall be 18 years. 

The normal entry requirements are: 

International Baccalaureate. 

or 

- UK, subjects and grads required are: 

__________________________________________________________________________________________ 



or 

or 

or 

or 

or 

• GCSE Grade C (or above) in three subjects normally including English and Maths AND passes 

in either two subjects at GCE Advanced Level (A2) or Vocational Advanced Level (six unit), or 

one subject at Vocational Advanced Level (Double Award) 

• BTEC Higher National Diploma or Certificate 

• BTEC National Diploma 

• The traditional Advanced GNVQ at merit level 

• Scottish Certificate of Education with passes in the three subjects at Higher Grade (C or above) 

and two subjects at Standard Grade (3or above) 

• Irish Leaving Certificate with passes in five at grade C or above, four of which should be at 

Higher/Honours Level 

The Admissions Tutor may accept other qualifications as are deemed to be acceptable in lieu of the specified 

above. 

Undergraduate courses: 

Pearson Test of English (PTE 

Academic) 

PTE 53 

IELTS 6.0, with no element below 5.5 

TOEFL Paper based 570, with TWE of 4-4.5 

TOEFL iBT 79 

Cambridge Advanced 

Cambridge Proficiency 

B2 

C1 

Entry to Other Levels 

Direct entry into Level 5 is only be considered if the following requisites are demonstrated by the applicant 

with evidence of: 

• Appropriate level of study & skills demonstrated in a body of work comparable to the learning 

outcomes of Level 4 i.e. portfolio (when appropriate to the subject of study) 

• Credits successfully undertaken relating to study at comparable programme at a similar institution at 

Level 4 

• Work experience that relates to skills needed at this level. 

In the UK they could typically have already have achieved the following: 

• Foundation Degree in a relevant subject 

or 

• Equivalent qualification in a relevant subject at another institution 

or 

• Can demonstrate equitable skills and commitment to study 

Students wanting to study the sandwich course may apply for entry into the Placement Year with a 

relevant Foundation degree or equivalent, but must be able to demonstrate that previous study has allowed 

them to achieve the learning outcomes of either: 

• Level 5 of a BA (Hons) Fashion Design 

In the appropriate subject area. 

__________________________________________________________________________________________ 



Applicants will normally be expected to have achieved 50% in Level 5 of their Foundation Degree to be 

accepted for the Honours Degree and demonstrate at interview their commitment to further study. 

Students may also apply for entry at Level 6 with a relevant Foundation degree, or equivalent, but must be 

able to demonstrate that previous study has allowed them to achieve the Learning Outcomes of: 

• Level 5 of a BA (Hons) Fashion Design 

In the appropriate subject area. 

It is also essential that international students have sufficient command of English to meet the higher 

requirements of the programme in every respect at this Level. 

Entry into Level 6 a student must have a minimum IELTS 6.5 (or similar TOEFL or Cambridge award). 

International Applicants 

International applicants, for Level 4, must have sufficient command of English to meet the requirements of 

the programme in every respect. If they have previously studied in the UK students are normally expected to 

have attained either a grade c or above in GCSE English Language or the equivalent. Other international 

applicants, for whom English is not their first language, IELTS at grade 6.0 (with no element below 5.5) 

TOEFL 213 + points on the computer-based test are a requirement for the admission to the programme. 

As above, incremental learning throughout the course would make it necessary for Level 6 applicants to have 

an IELTS score of no less than grade 6.5 (or similar TOEFL or Cambridge award) 

Admission Exemptions 

Exceptionally, the Admissions Officer may accept an applicant whose qualifications do not conform to the 

standard requirements. 

Admission with Specific Credit 

In order to be admitted to the programme with specific credit or advanced standing, the applicant shall satisfy 

the Admissions Tutor that they have fulfilled some of the progression and assessment requirements of the 

programme by means other than attendance on the programme and that they will be able, by completing the 

remaining requirements, to fulfil the objectives of the programme and attain the standard required for the 

award. 

Admission with Specific Credit shall, in all cases, mean that an applicant’s prior qualification and/or learning 

are accepted as fulfilling some of the requirements of the programme. 

Accreditation of Prior (Experiential) Learning (AP(E)L) 

The Admissions Officer in compliance with Manchester Metropolitan University’s Accreditation of Prior 

Experiential Scheme will consider applicants for admission with prior learning or prior experiential learning on 

an individually basis. 

29 Approved Variations/Exemptions from University Regulations 

N/a 

30 Programme Leader Responsibilities 

They will have the responsibility for implementing the strategic direction of the courses within their 

__________________________________________________________________________________________ 



programme and for co-ordinating the academic administration necessary for its successful day-to-day 

operation. 

Responsibilities 

1. Programme Leader’s job profile will combine the roles of the Unit Tutor. His/her responsibilities will, 

therefore, include: 

2. Chairing the Programme Committee, and arranging for such meetings of the Committee as 

considered appropriate. 

3. Link Tutor with MMU, representing their course and campus 

4. Acting as the Chief Executive Officer to the programme. As such he/she will be responsible, within 

the agreed policies of the Programme Committee, and Academic Boards, for the efficient operation 

of the programme as approved by the Institute. 

5. All matters pertinent to the proper day-to-day operation of the programme involving leading, 

supporting and encouraging their teaching team including PDP. 

6. Advise the Programme Committee on its proper responsibility for the continuing development of the 

programme. 

7. Liaise on behalf of the Programme Committee with all staff as appropriate. 

8. Be empowered to take on behalf of the Programme Committee any reasonable action with respect 

to the proper functioning of the programme. 

9. Assess the value of the unit in terms of staff delivery and integration with the rest of the programme. 

10. Recommend areas for curriculum development. 

11. Co-ordinate the assessment schedule for the Unit and ensure that it is communicated to students 

and the director of education. 

12. Liaise with Student Support Officers to ensure that appropriate study support is available 

13. Recommend the appropriate level of resource required for the Unit & liaise with the teaching team. 

14. Undertake in training and professional development and contribute to the training of others. 

15. Actively participate and organise Peer Support system 

16. Monitoring & responding to the student voice including regular meetings with the student Rep. 

17. Monitor Unit and course feedback, student voice and External Examiners report responding in 

Annual Monitoring & Evaluation Report (AME) and the Quality Action Plan (QAP) 

18. Organise all areas of assessment procedures, facilitate monitoring, joint marking, internal verification 

(IV) and External Examiner visits. 

19. Maintaining the quality of academic standards by supporting the rules and regulations concerning 

exam procedures and conduct of the student and teaching team. 

Joint Responsibilities: 

Admissions: Management of admissions is undertaken by the administrative admissions manager whom 

coordinates and supports the subject specific Programme leader and the Campus Director of Education in 

dealing with interviews and portfolio assessments (where appropriate). 

Placement: Placement managers on each campus liaise with industry and support the Placement Tutor 

(appointed form the teaching staff) in academic monitoring during the placement year. 

31 Other Staff Responsibilities 

Key staff are appointed to give PDP guidance to their students. These are identified as the teaching team 

that has most contact time and subject specific knowledge to support their student group. They report to the 

programme leaders directly. 

A team of Professional Practitioners undertakes all other teaching roles. This has always been the Istituto 

Marangoni method and teaching policy. It is recognised that they bring currency, knowhow and industry 

contacts into the institute. 

The teaching teams report to the direction of the programme leaders. 

As they are all specialists in their areas of teaching they are expected to liaise with the PLs for the following: 

__________________________________________________________________________________________ 



• Subject & curriculum developments 

• Seminar and lecture proposals 

• Placement Tutor 

• Updating of information concerning space resources that might be required 

• Book lists for the developments of the campus learning resources 

• Meeting with Programme Leaders in both one-to-one and plenary meetings twice a year. 

• Play the key role in grading and giving valuable feedback during exam session 

• Maintaining the quality of academic standards by supporting the rules and regulations concerning 

exam procedures and conduct of the student body. 

• Participate in Peer Support of Teaching Staff exercise. 

Joint Responsibilities: 

Placement: Placement managers on each campus liaise with industry and support the subject specific 

Placement Tutor in the support and academic monitoring during the placement year. 

32 Student Support Strategy 

Istituto Marangoni’s Departmental Policies ensure that various mechanisms are in place to enhance the 

student experience, in an academic, practical and pastoral way: 

a. Programme Leaders are set in place as a first point of call to acquaint students of their teaching 

programme; 

b. Faculty Student Support Officers for referral of students where appropriate; 

c. Programme handbooks and assessment handbooks to give relevant information; 

d. Induction programmes on using the Library, IT, campus facilities and Media Services, on the course 

contents and objectives; 

e. Student group representatives elected to the programme Committee as the student voice; 

f. Programme Leaders guide students to the most appropriate help. 

Student Support Officers 

Istituto Marangoni provides Faculty Student Support Officers, who act as the first point of contact for 

students in both academic and personal counselling. A Faculty Student Support Officer is available for Master 

programmes and another for the undergraduate BA (Hons) and one-year programmes. 

For academic counselling, Student Support Officers will liaise with tutors to offer practical advice to resolve 

specific difficulties with presentation skills, research, essay writing and reflective learning journals. A written 

record of these tutorials will be kept in the student’s file for reference and to assist in monitoring of student 

progress. 

For matters of pastoral care the Student Support Officers will help in: 

- Finding their way around campus and city 

- Managing their time 

- Dealing with stress 

- Exam tips 

- Getting the best from their course 

- Understanding and applying the school’s rules 

- Anything else they would like to talk about. 

One-to-one appointments may be made by phone, through the receptionists or by email. Students can 

expect to be seen right away or within 48 hours of first making contact. 

33 Student Evaluation 

__________________________________________________________________________________________ 



Student feedback is essential to programme development and student comments are used to 

enhance both the successful management of the programme and the teaching/learning strategies. 

Istituto Marangoni will gather student opinion in a variety of ways, both formal and informal. 

A range of methods is available, which may include the following: 

• Paper questionnaires 

• Informal contact with Programme Leader and subject Tutor, for example during lectures and 

seminars and through appointments with academic staff 

• Brief ‘snapshots’ surveys for example, distributing ‘post-it’ notes in classes and inviting views on a 

particular topic, with the results being reviewed and discussed, with the aim of responding to these 

views as soon as possible and before the formal end of unit evaluation 

• End of Unit Evaluation 

• End of academic year internet questionnaires when students will be invited to reflect on their overall 

experience in their campus. Issues will be taken to Programme Reflective Meetings and added to 

the Annual Academic Monitoring Report 

• Programme Committee 

• Staff-Student Liaison Committees 

Istituto Marangoni would prefer that on most occasions students be identified when giving constructive 

feedback on the course and teaching methods. There might be occasions when it is not appropriate and IM 

recognizes this exception. In these instances, programme teams and central support services will ensure that 

anonymity and confidentiality is respected. 

In order to ‘close the feedback loop’ and to communicate any improvements resulting from student 

participation at least once every academic year, programme teams relate back to students the actions taken 

in response to student views. 

An online annual monitoring and evaluation akin to MMU’s. 

Students will be asked to respond to a series of questions, for example, if they were clear about what they 

were meant to be learning on the unit, if the teaching had helped them learn effectively and if they have 

developed new or existing skills. The data will be analyzed and the Programme Leader will be required to 

comment on: 

• Key strengths and issues arising from student performance; 

• Key strengths and issues arising from student feedback; 

• Actions and improvements for the next academic year. 

Programme Leaders will be required to respond to issues identified within 

External Examiner reports, which require further action. 

Appendix V 

“Listening and responding to the student voice” goes into detail and maps out the 

processes that are put into place. 

34 Engagement with Employers 

The Programme Team engages with employers on a regular basis, through a variety of means. 

As the majority of tutors on this programme are professional practitioners they bring with them a 

wealth of current information and a practitioner’s perspective on the rapidly changing industry. 

When the possibility arises, competitions and industrial collaborations are organized in close 

partnership with companies. 

There is a programme of guest lectures, company visits, industry seminars and study visits to 

international trade show which further embed industry practices and enables students to form valuable 

links and contacts with potential employers. 

Such industry collaborations produce out-puts which may gain external visibility for 

students and their work. 

__________________________________________________________________________________________ 



London Campus: 

Paris Campus: 

Fashion Design: Current industry project; Level 5 design project with Volkswagen; 

working in teams the students are required to design, and create a sample collection 

of garments and accessories that underlines the design principles of the new UP car to be 

launched summer 2011. Guest speaker; Michael Tomczak (Design Consultant) 

Kristian Aadnevik (Designer) Gareth Bright (Triumph UK clothing and accessories), 

Andre Pleffer (Director Robinson Pleffer) Helen Clinch (Designer/Brand Director), 

Michael Baarzt (Heritage Cloth, Director) 

Visitors/Seminars that came this year : 

Promostyl : Trends and Styling agency 

Gerald Coher : PR agency 

BPCM : PR agency 

Ilaria Danieli : VOGUE ACCESSORIES & VOGUE GIOIELLO 

Caroline & Julien Magre : Art Director (Chanel, YSL, Givenchy) & Graphic Design/ Photographer 

Luisa Oliva : Ph.D Cosmetics 

Emmanuelle Baud : Video and Art Teacher 

Careers Seminars: People to People : Recruitment and Head hunting agency 

Contest : TIA Triumph International Awards of Lingerie 

35 Points of Reference 

Internal 

• Manchester Metropolitan University Mission and Strategic Aims 

• Regulations for the Academic Awards of the Manchester Metropolitan University 

• Manchester Metropolitan University Learning, Teaching and Assessment Strategic Framework 

• Manchester Metropolitan University Assessment Framework 

• Staff at Manchester Metropolitan University 

• Staff at Istituto Marangoni 

• Istituto Marangoni Student Regulations & Handbook 

• Programme Mapping 

External 

• QAA Subject Benchmark statement, Art and Design, General Business and Management 

• QAA Guidelines for Preparing Programme Specification 

• QAA Framework for HE Qualifications 

• QAA Code of Practice 

• QAA Subject Review report 

This Programme Specification provides a concise summary of the main features of a Programme and the 

learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he 

take full advantage of the learning opportunities provided. More detailed information on the learning 

outcomes, curriculum content, teaching/learning, assessment methods for each unit and on the 

Programme’s relationship to QAA Subject Benchmark Statements may be found in the definitive 

document and student handbook for the Programme. The accuracy of the information in this document is 

__________________________________________________________________________________________ 



reviewed periodically by the University and may be subject to verification by the Quality Assurance Agency 

for Higher Education. 

__________________________________________________________________________________________

london & paris programme specification BA ... - Istituto Marangoni

Create successful ePaper yourself

Delete template?

Save as template?