1. Part 2
1. Awarding Institution City University London
2. Teaching Institution Ravensbourne College of Design and Communic-
ation
3. Programme Accredited
By
4. Final Award and Title Broadcast Technology Cluster (BTC):
BSc (Hons)
Broadcast Technology (Audio) (BAT)
BSc (Hons)
Broadcast Technology (Systems) (BET)
BSc (Hons)
Broadcast Technology (Computing) (BIT)
BSc (Hons)
Broadcast Technology (Outside Broadcast) (BOT)
5. QAA Benchmarking QAA - The framework for higher education
Group(s) qualifications in England, Wales and Northern
and external Ireland
references QAA Code of Practice
QAA Engineering Subject Benchmark
QAA Communication, Media, Film and Cultural
Studies Subject Benchmark
ECUK UK-SPEC (Standard for Professional
Engineering Competence)
IET Handbook of Learning Outcomes
EAB Generic Learning Outcomes
EAB Specified Learning Outcomes
Skillset National Occupational Standards for
Broadcast Media Technology
DIUS : Further Education - Leitch Review of Skills
The Cox Review of Creativity in Business - HM
Treasury
6. Date of introduction / Sept 2009
start of proposed new
validation period
7. Overview of Programme Structure
The broadcast industry is powered by cutting-edge technology. The four pathways in
this top-up provide vocational education appropriate to a professional working in this
sector.
Students graduating from this course could expect to work in a variety of areas in the
broadcast industry from systems design, installation, maintenance and support, to
studio and location production, post-production and transmission.
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2. Part 2
This programme enables students to acquire the technical knowledge and
professional skills necessary to enter the broadcasting industry at graduate level.
Designed primarily as a progression route from the FdSc Broadcast Technology
Cluster courses, the BSc (Hons) Broadcast Technology top-up offers students the
opportunity to develop ‘practical’ skills into ‘professional’ skills in their area of
specialism.
Foundation Degree (FdSc) students would normally progressed onto the connected
pathway in the Honours Degree (BSc):
FdSc BSc (Hons)
Broadcast Audio Technology (BAT) Broadcast Technology (Audio)
Broadcast Technology (BET) Broadcast Technology (Systems)
Broadcast Information Technology (BIT) Broadcast Technology (Computing)
Outside Broadcast Technology (BOT) Broadcast Technology (Outside Broadcast)
This course is a one-year full time ‘top-up’ BSc (Hons) programmes with a part-time
learning option.
8. Educational Aims
Through the integration of academic and work-based learning, this course aims to
enable students to:
1. Develop a range of professional problem solving and project management
skills in this discipline as relevant to employment in their chosen sector of the
broadcasting industry;
2. Further develop their understanding of key technological and theoretical
concepts in this discipline area;
3. Develop skills in research and analysis and to encourage critical reflection,
intellectual risk taking and the development of effective and appropriate
communication methods;
4. Encourage independent and critical thinking and develop transferable skills
and competencies enabling life-long learning;
5. Further develop knowledge of and experience in collaborative working
methods and processes within an industrially focused multidisciplinary
environment.
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3. Part 2
9. Teaching, Learning and Assessment Strategies
The teaching, learning and assessment strategies of the course is developed
through a considered process of learning design supported at the institutional and
faculty level. The result is a learner centred and industry informed approach to the
choice of modes, activities, sequences and tools used. Learning is facilitated by
permanent teaching staff, supported by sessional staff and visiting speakers who are
practising professionals and add to the industry perspective of the course.
The course is designed to inculcate a range of critical and vocationally focused skills
that situate individual learning within the context of professional practice.
Progression through the programme builds the individual capabilities of self-directed
learning that underpin continual professional and academic development. This is
embedded into the design of the course as a whole, and is supported by cross
college units in Personal and Professional Development, Contextual Studies and
Enterprise & Entrepreneurship. These particularly support the broadening,
contextualisation and synthesis of learning with practice as well as the development
of crucial inter-personal, intra-personal and academic skills such as critical thinking,
research, team-working and professional communication.
Considerable value is placed on work related learning. This is supported through
the simulation of real world scenarios in projects and through industrial exposure
through work placements and case studies.
A particular emphasis is placed on the development and application of professional
and practical skills through project based learning, involving a considerable amount
of self-directed learning. In this approach, students respond to project briefs
designed to foster creative, technical and academic skills while progressively
introducing professional contexts and constraints. This approach is student-centred,
encourages deep approaches to learning, builds problem solving ability and
integrates academic with professional learning. Collaborative projects and activities
are included to encourage team working skills and peer learning. This includes
working with students from other courses where relevant and practical.
Project briefs set out the context of the unit and project, the intended learning
outcomes and the assessment criteria against which students’ performance will be
judged.
Lectures, workshops, tutorials, practical sessions and guest lectures by visiting
practitioners are used to raise learners’ awareness and support them in developing
their understanding of critical knowledge within broadcast engineering and
associated contexts. These are also used to model and support the development of
critical engagement with texts, concepts, and the professional practice of relevant
individuals and organisations. These normally include interaction and questioning
from students. These also provide the opportunity to bring together students from
different disciplines and courses, highlighting common critical themes and issues
and exploring different perspectives. The new learning space in Greenwich will
provide opportunities to extend this practice, for example by including high profile
and large-scale events.
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4. Part 2
These modes of learning are increasingly supported by the use of Learn@rave,
Ravensbourne’s Moodle Virtual Learning Environment (VLE). For example lecture
notes, podcasts and additional references and learning materials and forums are
used to provide more flexible access to course-related material and to extend the
learning opportunities.
Tutor and student led seminars encourage students to develop their own position
and direction in relation to this knowledge and understanding and also encourage
peer learning and support. Small group tutorials are particularly used to support
students in reflecting on the development of their work and contextualising this in
relation to the brief, learning outcomes and wider contexts such as professional
practice and commercial considerations.
Workshops and demonstrations are particularly used to provide expert instruction
in the application of professionally relevant skills and technology.
The design and sequencing of these modes of learning are used to develop the
critical reflection on practice that is central to the aims and design of the course and
preparing learners to succeed and contribute in their industry. This is further
embedded through the design of projects that emphasise the contextualisation of
learners’ responses to briefs supported by research. The practical experience gained
encourages the testing, development and internalisation of understanding through
the creative application of conceptual, technical and professional tools.
The course is designed to scaffold students’ development so that they progressively
find their own direction and use their knowledge and understanding to inform the
application of their skills. This is re-enforced by the development of their dissertation
and final major project. Self-direction and critical reflection on their work, and the
positioning of this within professional, commercial and theoretical contexts is vital in
implementing their career plans.
Well-established forms of learning and teaching are increasingly supplemented,
supported and extended by on line materials and activities through a range of
blended e-Learning resources and activities. These often involve the use of the VLE,
for example to provide access to course information, briefs, learning materials and
activities such as forums which support learners in personalising their learning and
sharing this with peers. Applying learning from JISC funded projects undertaken by
the college the use of the VLE is increasingly related to external tools and
communities. For example, tools such as wikis and blogs are used to encourage
critical reflection, peer learning and collaboration. They support learners’ progression
along a continuum from private reflection to public and professional representation
and engagement with communities of practice.
To ensure that our learners continue to be successful and employable the course is
designed to prepare them for the rapidly changing social and technological context in
which they will work. A vital part of this is to equip them with the knowledge and skills
to be able to understand the use of digital technology in their professional practice
and as lifelong, independent and inter-dependent learners.
Assessment is of primary importance to the learning process, and each project and
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5. Part 2
unit makes use of formative and summative assessment. These provide timely
and appropriate formal and informal feedback to students. Formative feedback plays
a particularly important role in encouraging critical reflection and increasingly
independent learning. Students are encouraged to be active participants in this
process, through panel presentations for example, where individual and group work
is discussed and reviewed by peers and staff members.
Assessment criteria reflect the specific brief and the overall aims of the programme,
and refer to relevant professional standards, where appropriate.
The following assessment methods will be particularly used:
• Essays, examinations and dissertation are mainly used to assess the level of
critical, contextual, analytical and written communication skills and knowledge.
• Technical reports are particularly used to develop and assess the skills of
summarising, analysing and communicating the process of researching and
contextualising work.
• Presentations are used to measure and develop verbal communication and
presentation skills. Group presentations are used to measure the ability to
coordinate different sources of information into one coherent event.
• Professional engineering skills are predominantly assessed through the success
and appropriateness to brief of practical lab exercises and activities. Where
relevant to the unit, technical skills will be assessed through the project
components and usually supported by reflective logs and technical reports.
• Project proposals and reflective documents/logs are used to measure the
student’s abilities to set and meet goals and are part of a project development
process – and key to assessing units that involve self-initiated working.
Overall, assessment across the programme will focus on the following areas:
• Breadth and depth of subject knowledge and awareness of the history and
context(s) of that knowledge.
• Critical reflection on issues related to professional practice, on new knowledge
and understanding, and on students' own and others' performance against
agreed criteria, including the capacity to deploy and evaluate evidence and to
express the outcomes of such reflection clearly and fluently.
• Critical analysis of fields of knowledge, concepts and engineering practices,
including the ability to contextualise the analysis and engage in critical debate
through discursive argument.
• Specific professional values and attitudes, including professional and industrial
contexts, and broader business, enterprise, and innovation contexts.
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6. Part 2
• Specific professional and generic skills, including skills of investigation and
enquiry, oral and written communicative skills, the use of a range of technology
for accessing data, resources, contacts and literature, and developing creative
solutions to relevant problems.
The course team recognise that it is critical to continually develop and innovate in
our approach to learning and teaching. We will respond to the ongoing evaluation of
delivery through processes such as Annual Course Monitoring, as well as to input
from industry on how well we are meeting their changing needs. This is in line with
the college’s mission and is vital to meet the needs of our increasingly diverse
learners and prepare them to fulfil their potential in their chosen field/s. The course
will also develop their approach to learning and teaching in order to take advantage
of the new learning space and respond to changes in our learners, the ways in which
they need to access learning, and the demands of the industries in which they will
work.
The overall aims of the course will be met through inclusive, personalised and
flexible approaches to learning and teaching that support: collaborative and cross
disciplinary working; engagement with digital and networked technology as part of
the learning and creative process; the development of skills and approaches needed
for enterprise and innovation; recognition of how learning outcomes relate to the
needs of the creative industries; balancing depth and breadth in learning and
professional development; and the development of the skills learners need to
succeed as critically reflective professionals.
10. Learning Outcomes
The programme provides opportunities for students to develop and demonstrate
knowledge and understanding, qualities, skills and other attributes in the following
areas:
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7. Part 2
Knowledge and Learning and teaching methods
Understanding Learning and teaching on the course tends to be
A1 Context primarily project based (see Practical and
Professional Skills below). This is supported
Key operational and though the development of the student’s
engineering professional knowledge and understanding by varied learning
practices, legal, ethical and and teaching methods which may include as
regulatory frameworks appropriate: project briefings, lectures, (staff
relevant to media and and student led) group seminars, technical or
communications industries practical workshops, demonstrations,
individual or group tutorials and self directed
A2 Technical study by the student.
Relevant mathematical Learning is facilitated by well-qualified and
methods and applied science experienced permanent teaching staff and by
leading to electronic, sessional staff and visiting speakers who are
information, communication practising professionals and bring an important
and signal theory as industry perspective to the course. Traditional
appropriate to Honours modes of delivery may be supported where
Degree level professional appropriate by e-learning and/or resource-based
practice in this sector learning.
Assessment
A3 Project Knowledge and understanding are assessed
through a blend of short essays, examinations,
Research and apply relevant reports, critical analysis, and individual
technologies and the presentations, and through their application in
techniques required to solve practical projects in a manner appropriate to
engineering problems each unit of delivery.
encountered in a project.
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8. Part 2
Values and Attitudes Learning and teaching methods
B1 Problems Students develop values and attitudes primarily
through self-directed project activity that
Identify and specify problems progressively introduces professional contexts.
and conduct research to find
the most appropriate Most learning takes place during the projects
tools/methods for their and through students’ critical and reflective
resolution response to these. The focus is on problem-
solving within group and individual projects.
B2 Professionalism
Assessment
Interact effectively within a Values and attitudes are assessed within
team, exchanging appropriate units throughout the course primarily
information and ideas and through its application in practical projects in a
modifying responses manner appropriate to each unit of delivery.
appropriately
B3 Independence
Take responsibility for own
learning with minimal
direction
Skills (Cognitive and Learning and teaching methods
Intellectual) Intellectual skills are gained primarily through
C1 Analysis lectures, seminars, workshops, tutorials and
self-directed study but the delivery of some
Research and apply optimum elements will be integrated with practical and
mathematical methods, professional skills in project-based learning. In
scientific principles and particular, project based learning stimulates
software to analyse analysis, contextual, problem solving, creative
electronics and information thinking, critical analysis and personal reflection.
communications engineering
problems The contextual elements of the course enable
students to develop theoretical and critical
C2 Application frameworks in which they can locate their
practice.
Critically analyse existing Assessment
systems or processes and Students are assessed through a variety of
design or evaluate solutions means including essays, reports and
through the synthesis of presentations. Some elements are assessed
ideas and methods through their application in submitted project
materials. This may include rationales,
C3 Context background research, development materials
and/or evidence of critical reflection on the
Analyse and reflect on their process of development in addition to practical
own work with reference to material.
academic and work related
frameworks
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9. Part 2
Skills (Subject Learning and teaching methods
Specific/Professional) Professional and practical skills are gained
D1 Operations primarily through project-based learning. This
often involves the simulation of activities that
Show competence in take place in industry.
management of engineering
projects and the application Supported by staff, students work on project
of mathematical and briefs designed to foster creative, technical and
engineering techniques, academic skills within professional contexts and
taking account of industrial real world constraints. This approach is student
and commercial constraints centred, encourages deep learning, develops
problem solving ability, and integrates academic
D2 Design with professional learning. Students increasingly
take responsibility for their own learning. Some
Design or adapt a system, projects may involve students from other
component or process that courses.
employs components,
construction methods and Projects are supported by briefings, lectures,
programming languages as workshops, group seminars and student self-
appropriate to implement directed study. Learning is facilitated by
innovative solutions while permanent teaching staff and by sessional staff
independently managing and visiting speakers who are practising
time and resources professionals and bring an important industry
perspective to the course. These methods may
D3 Testing be supported where appropriate by e-learning
and/or resource based learning.
Select relevant test and Assessment
measurement equipment and Students are assessed primarily through the
diagnostic software to submission of practical materials. Students
analyse system performance undertake a variety of engineering and
and ensure fitness for technology tests. Students may also be required
purpose to submit reflective logs explaining key points in
both the technical and creative process and
justifying decisions made with respect to the
brief.
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10. Part 2
Skills (Transferable) Learning and teaching methods
Students develop transferable skills primarily
E1 Reflection through self-directed project activity that
progressively introduces professional contexts.
Critically evaluate own
strengths and weaknesses, Though most learning takes place during the
and develop own criteria and projects and through students’ critical and
judgement reflective response to these, this aspect of
learning is supported by a Personal and
E2 Informatics Professional Development unit. The unit also
prepares students for work and encourages
Manage information in a them to start to explore professional and career
range of media, analysing development.
appropriate sources and Assessment
technologies Transferable skills are assessed within
appropriate units throughout the course, and in
E3 Communication particular through the submission of Personal
and Professional Development Files. These files
Communicate ideas and (containing a learning plan, reflective
information effectively in commentary and evidence-base) are developed
visual, oral and written forms within the Personal and Professional
that is appropriate, literate, Development unit and provide evidence of work
numerate and coherent for a and learning carried out across the course. For
variety of audiences instance, evidence of personal development
achieved through research, design development
and realisation; responses to briefs; and
evidence of project management. Students are
also assessed through peer and self-
assessment
The learning outcomes are mapped to both the QAA Communication Media, Film
and Cultural Studies Subject Benchmark and the ECUK (Engineering Council UK)
UK-SPEC (Standard for Professional Engineering Competence) who’s specific
learning outcomes disseminate into the following reference documents:
• QAA Engineering Subject Benchmark
• IET Handbook of Learning Outcomes
• EAB (Engineering Accreditation Board) General Learning Outcomes
• EAB Specified Learning Outcomes
See Appendices A and B for Engineering Council UK and QAA learning outcome
unit mappings.
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11. Part 2
11. Admissions and APEL
This programme will recruit principally from the FdSc Broadcast Technology cluster
at Ravensbourne College. Normally, the prerequisites for entry to the top-up course
are:
• Successfully completed FdSc Broadcast Audio Technology, FdSc Broadcast
Technology, FdSc Broadcast Information Technology or FdSc Outside
Broadcast Technology;
• A minimum of 2.2 profile (Grade C) at level 2 (calculated by weighted
average);
• That no more than 3 years will have expired since completion of the
Foundation Degree, FdSc Broadcast Technology cluster.
The courses may also recruit external candidates with similar qualifications who may
come from a wide range of backgrounds. Applications are positively welcomed from
mature students, those with relevant work experience, and those who may not
necessarily possess the formal entry qualifications.
External applicants will normally be expected to attend for interview where they may
complete a technical assessment.
Students will be selected according to the criteria set out in the College Procedure
for the Admission of Students and Guidance Notes for Selecting Candidates
for interview.
When appropriate the College’s Accreditation of Prior Learning Policy and Procedure
will be used to assess applicants at interview. A key criterion for entry is evidence of
commitment and motivation to study at honours degree level in the subject area.
Applications from candidates without standard qualifications may be considered on
the basis of prior experiential learning, provided they can demonstrate that they have
the necessary experience and the ability to benefit from and succeed on the
programme.
Where an applicant’s first language is not English, proof of competence in English
will be required. This will normally take the form of an IELTS score of a minimum of
6.5 or equivalent, which has been achieved within the last 18 months prior to
commencement of the course.
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12. Part 2
12. Assessment Regulations
In common with all Ravensbourne honours degree courses, this course is subject to
the Academic Regulations for the Awards of BA and BSc.
In summary, in order to complete a unit, a student must successfully complete all the
assessment specified for that unit.
In order to achieve the award, a student must successfully complete all the Level 3
Units (totalling 120 credits at HE level 3) in section 13 below. In certain
circumstances, the Examination Board may at its discretion choose to permit
performance in one area to compensate for underachievement in another subject to
the provisions of the Academic Regulations for the Awards of BA and BSc. However,
there is no automatic right to such compensation.
The final degree is classified on the basis of the level three units only. Classification
is determined by the average of the final results achieved in each of the final year
units weighted by their credit size, according to the banding below:
Classification Grade Percentage Banding
First Class Honours A 100 – 70
Upper Second Honours B 60 – 69
Lower Second Class Honours C 50 – 59
Third Class Honours D 40 – 49
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13. Part 2
13. Unit List
Code Title Credit Value
COM301 Dissertation 20
COM302 Enterprise and Entrepreneurship 15
COM303 Personal and Professional Development 10
BAT304 Acoustics and Multi-Channel Audio
Level 3
BET304 Telecommunications and Transmission 15
BIT304 Servers and Software
BOT304 Communications and Links
BTC305 Broadcast Signal Processing 15
BTC306 Engineering Mathematics 15
BTC307 Engineering Project 30
Total 120
Course-specific content is differentiated at the project level. Much of the core
technical content is common across the four pathways, but students focus their
learning through the application of this wider knowledge in specialist projects.
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14. Part 2
14. Course Diagram
Full Time Mode:
Level 3
BTC305: Broadcast Signal
10 credits
COM303: Personal and Professional Development
15 credits
BTC306: Engineering Mathematics
30 credits
BTC307: Engineering Project
Processing
15 credits
Term 1
BAT304: Acoustics and Multi-
Channel Audio
BET304: Telecommunications
Term 2
and Transmission
BIT304: Servers and Software
BOT304: Communications and
Links
15 credits
COM302: Enterprise and
Entrepreneurship
15 credits
Term 3
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15. Part 2
Part Time Mode:
In the part-time mode, students will take 2 years to complete the honours degree.
They will complete the programme in the sequence Level 3a, Level 3b from the
diagram below. Students will be required to attend at most 2 days per week, and
much of the unit learning material will be made available on the College VLE to
incorporate a distance-learning approach. In some cases, part-time students may be
issued a slightly different project brief to those students in the full-time mode to
improve connections with other units and optimise management of resources.
Level 3a Level3b
BTC305: Broadcast Signal
10 credits
COM303: Personal and Professional Development
15 credits
BTC306: Engineering Mathematics
30 credits
BTC107: Engineering Project
Processing
15 credits
Term 1
BAT304: Acoustics and Multi-
Channel Audio
BET304: Telecommunications
Term 2
and Transmission
BIT304: Servers and Software
BOT304: Communications and
Links
15 credits
COM302: Enterprise and
Entrepreneurship
15 credits
Term 3
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16. Part 2
15. Primary Learning Outcome Map
A1: Context
A2: Technical
A3: Project
B1: Problems
B2: Professionalism
B3: Independence
C1: Analysis
C2: Application
C3: Context
D1: Operations
D2: Design
D3: Testing
E1: Reflection
E2: Informatics
E3: Communication
Code Title
COM301 Dissertation X X X X X
COM302 Enterprise & Innovation X X X X X
COM303 Personal and Professional Development X X X X X
BAT304 Acoustics and Multi-Channel Audio
Level 3
BET304 Telecommunications and Transmission
X X X X X
BIT304 Servers and Software
BOT304 Communications and Links
BTC305 Broadcast Signal Processing X X X X X
BTC306 Engineering Mathematics X X X X X
BTC307 Engineering Project X X X X X
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17. Part 2
Appendix A
Cluster Learning Outcome to EC Learning Outcome Mapping
Engineering Council General and Specific Learning Outcomes (EAB Designates)
A1: Context
A2: Technical
A3: Project
B1: Problems
B2: Professionalism
B3: Independence
C1: Analysis
C2: Application
C3: Context
D1: Operations
D2: Design
D3: Testing
E1: Reflection
E2: Informatics
E3: Communication
Ref
Criteria
No
Knowledge & Understanding KU1 X X
EAB General LOs
KU2 X
KU3 X
Intellectual Abilities IA1 X
IA2 X
IA3 X
Practical Skills PS1 X X X
General Transferable Skills GT1 X X X X X X
Underpinning Science & Maths US1I X
US2I X
Engineering Analysis E1I X X
E2I X X
E3I X X
E4I X X
Design D1I X
D2I X
EAB Specific LOs
D3 X
D4I X
D5I X
D6I X
Economic, Social & S1 X X
Environmental Context S4 X
S5 X
Engineering Practice P1I X
P2I X
P3I X
P4I X
P6I X
P7I X
P8I X
Comm Media Benchmark
General (p.19) 8.2.1 X X
8.2.2 X X
8.2.3 X X
8.2.4 X
8.2.5 X
8.2.6 X
8.2.7 X X
8.2.8 X X
8.2.11 X
8.2.12 X X
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18. Part 2
Appendix B
Cluster Units to EC Learning Outcome Mapping
Engineering Council General and Specific Learning Outcomes (EAB Designates)
LEVEL 3
COM301
COM302
COM303
BOT304
BIT304
BET304
BAT304
BTC305
BTC306
BTC307
Criteria Ref No
Knowledge & Understanding KU1 X X X X
KU2 X X X
EAB General LOs
KU3 X X X
Intellectual Abilities IA1 X
IA2 X X X
IA3 X X X
Practical Skills PS1 X X X X X X X
General Transferable Skills GT1 X X X X X X X
Underpinning Science & Maths US1I X X X
US2I X X X
Engineering Analysis E1I X X X
E2I X X X X
E3I X X X X
E4I X X X X
Design D1I X X X
D2I X X X X X
D3 X X X X X
EAB Specific LOs
D4I X X X
D5I X X
D6I X X X X X
Economic, Social & S1 X X X
Environmental Context S4 X X X
S5 X X X
Engineering Practice P1I X
P2I X X X
P3I X X X
P4I X X X
P6I X
P7I X
P8I X X X
18

19. Part 2
Appendix C
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20. Part 2
Please note, this specification provides a concise summary of the main features of
the programme and the learning outcomes that a typical student might reasonably be
expected to achieve and demonstrate if he/she takes full advantage of the learning
opportunities that are provided. More detailed information on the learning outcomes,
content and teaching, learning and assessment methods of each unit can be found
in the Course Handbook, Unit Descriptors and Project Briefs. The accuracy of the
information contained in this document is reviewed by the College and may be
checked by the Quality Assurance Agency for Higher Education.
20