External summary

This programme encourages you to take risks, to test the boundaries of the discipline and push your design ideas beyond personally predetermined limits.

Throughout the MA Graphic Design programme, you will be encouraged to challenge your research and design knowledge as you develop new skills, processes and networks. Independent study is paramount yet underpinned by a number of supporting projects, workshops and events.

As a postgraduate student, you will collaborate within the School of Design, engage with the creative industries and work with external clients. At ECA our Graphic Design programme attracts highly talented students from around the world. This international dynamic and wealth of experience brings new ways of thinking to the studio experience.

As the programme progresses, you will develop an enhanced research and design proposal, culminating in a showcase of your body of work.

The Graphic Design programme is student-led with the emphasis on independent learning. With tutorial guidance, you will negotiate and develop a programme of study based on your own personal areas of practice and research. Alongside this, you will take part in a number of set projects per year to support and inform your line of enquiry.

The projects that you will engage with are constantly evolving to reflect the progressive nature of the graphic design industry. Live projects may include collaborations with influential clients, including the Royal Edinburgh Military Tattoo, Edinburgh Zoo, Central Library, NHS Lothian and The National Portrait Gallery.

Alongside these projects, you may explore and build upon traditional printing techniques available within the Universities Print Workshop including screen printing, monoprint, etching and letterpress. We of course use up-to-date digital tools, but the importance of the handmade is considered fundamental to the thinking process, and is encouraged at every opportunity.

Educational aims of programme

The education of Designers, whilst operating under different philosophies, aims and objectives, depending upon the discipline, has many common characteristics. As a Design student, you cannot be educated or trained by the sole use of a lecture and seminar-based educational model.

You need to develop your visual, conceptual, critical and intellectual abilities while acquiring the necessary skills to make visually and tangibly explicit your ideas, concepts and solutions to questions, problems or thematic explorations in a variety of different media. You also need to be articulate in both written and oral forms and a master of the technical competencies in your discipline.

Programme outcomes: Knowledge and understanding

By engaging with and completing this degree, graduates will be able to demonstrate:

• Knowledge that covers and integrates most, if not all, of the main areas of the subject/discipline/sector ??? including their features, boundaries, terminology and conventions.
• A critical understanding of the principal theories, concepts and principles.
• A critical understanding of a range of specialised theories, concepts and principles.
• Extensive, detailed and critical knowledge and understanding in one or more specialisms, much of which is at, or informed by, developments at the forefront.
• A critical awareness of current issues in a subject/discipline/sector and one or more specialisms.
  

Programme outcomes: Graduate attributes - Skills and abilities in research and enquiry

By engaging with and completing this degree, graduates will be able to apply knowledge, skills and understanding:

• In using a significant range of the principal professional skills, techniques, practices and/or materials associated with the subject/discipline/sector.
• In using a range of specialised skills, techniques, practices and/or materials that are at the forefront of, or informed by forefront developments.
• In applying a range of standard and specialised research and/or equivalent instruments and techniques of enquiry.
• In planning and executing a significant project of research, investigation or development.
• In demonstrating originality and/or creativity, including in practices.
• To practise in a wide and often unpredictable variety of professional level contexts.

Programme outcomes: Graduate attributes - Skills and abilities in personal and intellectual autonomy

By engaging with and completing this degree, graduates will be able to:

• Apply critical analysis, evaluation and synthesis to forefront issues, or issues that are informed by forefront developments in the subject/discipline/sector.
• Identify, conceptualise and define new and abstract problems and issues.
• Develop original and creative responses to problems and issues.
• Critically review, consolidate and extend knowledge, skills, practices and thinking in a subject/discipline/sector.
• Deal with complex issues and make informed judgements in situations in the absence of complete or consistent data/information.

Programme outcomes: Graduate attributes - Skills and abilities in communication

By engaging with and completing this degree, graduates will be able to:

• Communicate, using appropriate methods, to a range of audiences with different levels of knowledge/expertise.
• Communicate with peers, more senior colleagues and specialists.
• Use a wide range of ICT applications to support and enhance work at this level and adjust features to suit purpose.
• Undertake critical evaluations of a wide range of numerical and graphical data.

Programme outcomes: Graduate attributes - Skills and abilities in personal effectiveness

By engaging with and completing this degree, graduates will be able to:

• Exercise substantial economy and initiative in professional and equivalent activities.
• Take responsibility for own work and/or significant responsibility for the work of others.
• Take significant responsibility for a range of resources.
• Work in a peer relationship with specialist practitioners.
• Demonstrate leadership and/or initiative and make an identifiable contribution to change and development and/or new thinking.
• Practise in ways which draw on critical reflection on own and others??? roles and responsibilities.
• Manage complex ethical and professional issues and make informed judgements on issues not addressed by current professional and/or ethical codes practices.

Programme structure and features

Entrance requirements:

A UK 2:1 honours degree, or its international equivalent, in graphic design or a relevant subject.

You must submit a portfolio as part of your application. Your portfolio should:

• display a high standard of conceptual awareness and development
• reflect a clear ability to think laterally
• clearly present your research methods and routes, and show the development of ideas
• include evidence of your initiative and working process, from project inception to resolution, demonstrating experiments and explorations
• demonstrate original and professionally resolved work
• include high-quality images of completed work across appropriate and varied platforms

For international applicants we follow the proficiency in English language criteria laid out by Edinburgh College of Art for admissions to taught postgraduate programmes.

Programme Structure:

In accordance with the University???s Curriculum Framework, the programme is of 12 months duration. It consists of 180 SQCF credit points, of which 120 constitutes the taught portion of the programme with the remaining 60 devoted to the dissertation component of the degree. The programme has three fundamental components:

• 60 points at SCQF level 11 for compulsory courses
• 60 points at SCQF level 11 for optional courses
• 60 points at SCQF level 11 for the dissertation/final project element of the programme
  

Degree Programme Table and Modes of Study:

Assessment:

The programme uses the University???s Postgraduate Common Marking Scheme CMS4. The programme outcomes are articulated as a series of learning outcomes for each course hosted by the programme. These are then tested through a series of assignments that have a series of assessment criteria that reflect the learning outcomes for each course. Each assignment is given a percentage mark, the aggregate of all the assignment marks for a course forming the final mark for the course. The quantitative weighting for each assignment in relation to course as a whole is set out in the course handbook.

To facilitate our approach to student centred learning, an important vehicle is the ???project brief/assignment??? and/or ???study plan???. Through this vehicle the aim, theme, expectation and outcomes of a period of study are formally communicated to you. The brief will set the parameters and expectations around the project and, importantly, indicate what the expected learning is and to which learning outcomes the project contributes. This information is provided online and expanded upon in briefing or introductory sessions.

The relationship between the project brief/assignment and the learning outcomes has been formally aligned in order to ensure an explicit relationship between the project/assignment aims and the assessed learning outcomes as defined in each of the course descriptors. This approach gives the maximum opportunity for flexibility in your approach while ensuring consistency in the assessment of learning outcomes for both studio and written submissions.

Progression and Awards:

The programme conforms to the University???s taught Assessment Regulations.

Progression Requirements:

Students must pass the assessment requirements of the taught stage at an appropriate level at the first attempt before progression to the dissertation.

For MA programmes, progression to final project will be considered following completion of the first two semesters of the programme. In order to progress students must:

a) Pass at least 80 credits with a mark of at least 50% in each of the courses which make up these credits; and;

b) Attain a weighted average of at least 50% for the 120 credits of study examined at the point of decision for progression.

If not permitted to continue to final project they will be considered for a postgraduate diploma.

Award: Graphic Design (MA) (pass)

Students must average at least 50% over their course marks for the first 120 credits of the programme. In addition they must secure a mark of 50% or higher in the final project.

Award: Graphic Design (MA) with Merit

The student must be awarded at least 60% on the University???s Postgraduate Common Marking Scheme for the dissertation/final project and must pass all other courses with an average of at least 60%.

When a student does not qualify for a distinction as of right, they may be considered for the award of merit if (a) their final research project mark and (b) their credit-weighted average mark across all the taught courses are both 58.00% or higher.  The decision whether or not to award the distinction in such cases is at the discretion of the Board of examiners.  In exercising its discretion, the Board will take into account the following factors: (a) the student???s credit-weighted average across the degree as a whole; (b) the number of courses (including the dissertation/final project) in which the student received a mark of 60% or above, and the credit weighting of those courses; (c) any special circumstances, such as illness or other adverse personal circumstances, which have been brought to the Board???s attention.

Award: Graphic Design (MA) with Distinction

The student must be awarded at least 70% on the University???s Postgraduate Common Marking Scheme for the dissertation/final project and must pass all other courses with an average of at least 70%.

When a student does not qualify for a distinction as of right, they may be considered for the award of distinction if (a) their final research project mark and (b) their credit-weighted average mark across all the taught courses are both 68.00% or higher.  The decision whether or not to award the distinction in such cases is at the discretion of the Board of examiners.  In exercising its discretion, the Board will take into account the following factors: (a) the student???s credit-weighted average across the degree as a whole; (b) the number of courses (including the dissertation/final project) in which the student received a mark of 70% or above, and the credit weighting of those courses; (c) any special circumstances, such as illness or other adverse personal circumstances, which have been brought to the Board???s attention.

Exit Award: Postgraduate Diploma (PG Dip) in Graphic Design

Students who have not fulfilled the criteria to be presented for the award of an MA degree can be awarded a Diploma in Graphic Design. In order to be awarded the Diploma, students must pass at least 80 credits at SCQF level 11; and attain an average of at least 40% for the 120 credits of study examined for the Diploma in semester 1 and 2.

Students who have fulfilled the criteria to proceed to dissertation/final project but do not wish to progress are eligible for the award of the Diploma in Graphic Design. 

Students who achieve a mark below 50% in their dissertation/final project may be awarded a Diploma in Graphic Design for attainment in the taught component only.

Exit award: Postgraduate Certificate (PG Cert) in Graphic Design

Teaching and learning methods and strategies

Student Centred Learning

The approach described above means that as a student of Design you will be in control of your actual learning experience. This is not achieved through the ???menu??? of courses approach, but through a degree of flexibility in how you choose to answer the problem that has been set.

In common with other Design students, you are required and expected from the outset to respond as an individual to the discourse or projects set ??? i.e. tutors are disappointed if a cohort of students all arrive at similar solutions and conclusions to a set theme, and you should strive from the outset to develop your work and interpret projects in a highly individualised manner.

Self-Directed and Negotiated Learning

From the outset, as described above, you are expected to respond individually to set projects and themes of enquiry and will be expected to define your main project(s) and theme(s) of enquiry and largely direct and manage this yourself throughout the year. Where you self-direct and negotiate your own study plan, you are effectively designing your own project(s) and this process is subject to the same requirements as if it had been devised by a tutor ??? i.e. the project or study plan study must clearly demonstrate how it will enable the required learning outcomes to be achieved and evidenced.

The project briefs and individual study plans for each student require to be formally approved by the programme teams to ensure that they meet the requirements of the course descriptor(s) to which they contribute.

The Crit

Students of Design are frequently exposed to the ???crit???. This takes many forms in its composition and may be constructed to meet different aims. The ???crit??? between Tutor(s) and Student(s) may be conducted in a ???one-to-one??? context or may be between groups of tutors and students. Depending upon its purpose the ???crit??? can be used to develop your own abilities to make critical judgements in relation to your own work as well as that of your peers. This regular intervention of critical formative feedback is a fundamental part of the pedagogical approach and encourages ???peer-to-peer??? interaction and learning as part of the overall learning culture.

In some cases, you are required to formally present an aspect of your work in a given context and this can then be the focus of a ???crit???. Some programmes use this approach to integrate students vertically with other year groups and develop ???peer-to-peer??? critique across a number of levels of learning.

It is important that staff assist you to understand that a ???crit??? is part of the learning process and, although clearly evaluative, should not be seen simply as part of the assessment process.

Facilities

MA Graphic Design students have shared workspace with lockable storage for personal belongings.

The main computing facilities are in Evolution House. Printing, photocopying and projection facilities are available.

The Universities printmaking suite provides a host of facilities for traditional and contemporary printmaking processes. The comprehensive range of techniques available include: screen printing, letterpress, lithography, intaglio, relief printing and monotype, Risograph and Gocco printing.

Introductory tours are offered at the start of every academic year to provide students with an overview of the resource. Since the suite is used by students across Edinburgh College of Art who have different project requirements, experience and approaches, induction sessions are often tailored to individuals and small groups to give you the training and skills you may need to complete your work independently. 

Technical Learning Services staff are available to supervise and explain the potential of the different techniques available, offer expert assistance and support where required, and to help you realise your ideas from an original concept all the way through to a finished body of work.

Festival of Creative Learning

The University of Edinburgh ???Festival of Creative Learning??? is scheduled in Week 6 of semester two. During this week ???normal??? teaching is suspended which provides space outwith the curriculum for staff and students to explore new learning activities.

Assessment methods and strategies

Formative and Summative Assessment:

It is essential that students should be given as long as is possible at each stage of their learning to experience, understand and evidence their learning. There is at least one point during the semester when formative assessment takes place that includes providing feedback against the learning outcomes of the course. This is to support and guide your learning in relation to the intended learning outcomes and giving time to reflect and develop prior to the summative assessment.

Constructive Alignment of Assessment:

By aligning the assessment and grading directly to the learning outcomes, students and staff can clearly identify what has been achieved and what progress is being been made.

At the conclusion of the programme or level of study both the graduate and institution has a clear profile of attainment which, for the student, aims to assist in determining future careers and appropriate employment opportunities and, for the institution, provides clear profiles of performance for each programme of study. This is subsequently used as part of the annual review process and to inform future enhancements.

Student Feedback

In addition to regular discourse between tutors and students regarding their work, textual and/or grading feedback is given to you at the end of each period of study. This is enabled through LEARN. This system allows academic staff to attach the appropriate courses and learning outcomes to projects and assignments, to grade the learning outcomes and to give textual feedback

Self-Evaluation

To assist with developing your understanding of your learning, and in particular how you are assessed, you are required to use LEARN to grade yourself against the learning outcomes and to provide a textual evaluation of your performance. Subsequently the comparison of your own evaluation and the assessment conducted by staff can form the basis of a critique or tutorial on progress and achievement.

Team-Based Assessment and Scrutiny

The process of assessment in Design education is academically robust in that several members of staff are ordinarily involved in assessing each piece of student work. Subsequent to the assessment taking place, comparative scrutiny across programmes may also be introduced to ensure consistency, parity and fairness across cohorts and to ensure that overall standards are being maintained.

Mode of study

Full-time (12 months)

How the programme maps onto the University???s strategic plan

The School of Design is dedicated to student-centred pedagogy with a focus on variety, flexibility, innovation and excellence in teaching and feedback. A range of elective choices are available within the curriculum, offering students the opportunity to study within the wider University; (subject to availability and core course timetabling). We are dedicated to the student voice through a range of communication channels; including the School level student representative scheme and course enhancement questionnaires where students provide feedback on their experience. The Personal Tutor system ensures coherent and effective communication with students to manage changes to their learning, supporting them in their development and providing key additional support when needed. The School has a strong research culture that recognises the need to invest in our staff???s development as established research leaders. We have a range of research groups and centres which are led by staff within the School, generating an active range of events, workshops and seminars.

The School participates in a wide range of local, national and international external engagement and outreach; which includes collaborations, live projects and partnerships with industry. Specifically for Graphic Design we are involved with British Design and Art Direction (D&AD), Graphic Design Education Network (GDEN), Graphic Design Festival Scotland (GDFS) and Young Creatives Network (ycn). These links create research opportunities for staff and learning opportunities for students, building on local and national initiatives. The School actively strives to innovate their teaching practices and research, through external engagement. Our Programmes within Design are national and international beacons in relation to the pedagogic and research approaches they take to their respective subject areas. The school actively contributes to ECA???s excellent international profile and visibility as a whole. Support and provision for all our students in terms of careers advice and business skills, ensures students have a smooth transition to graduate working in the creative industries.

Career opportunities

We are committed to providing our students with enhanced career prospects and the ability to achieve at the highest level. Graduates are professionally vital and well-informed, and are able to enter the design industry with a freshness of approach, flexibility and adaptability to be able to respond to change.

Our Graphic Design graduates work in a wide range of creative career paths. The variety of projects, approaches and opportunities on course enable graduates to apply their knowledge and experience of the design process and their considerable skills onto many disciplines. Typically though our graduates leave to become valuable members of a graphic design agency.

Our extensive links with industry built through industry-led projects and staff research, and our range of visiting speakers, ensures graduates are aware of the full range of career possibilities and are provided with a strong footing from which to develop their chosen career.

Previous career paths have included experiential design, packaging, advertising, digital design, interaction, exhibition, design research, marketing, retail design, multimedia, design management, education. Graduates may freelance or seek employment within a company.

A specific scheme we run within the programme is the Design Agency project which, in 2013, won a Guardian University Award for Employability Initiative with the judges praising its ambition and said its risk-taking innovation ???should be applauded.???

Design Agency is a flagship initiative that enables graphic design students to form their own design agencies. They create their own brand for the agency and work collectively towards a common objective based on ability, regardless of age or experience. Edinburgh-based design agencies act as ???mentor partners??? to the student agencies. The long-term relationships that are built with mentors ensures that students have the chance to show, over an extended period rather than just a few weeks on placement, what they can contribute to potential employers.

Other items

• Each student will be assigned a supervisor and a Personal Tutor; the supervisor monitors the overall academic progress and directs the final research project.
• Students will have at their disposal a range of relevant university computer services, with network access.
• Students will be entitled to use excellent library facilities including the University Library, the copyright and the National Library of Scotland.
• Edinburgh has a strong research community in the arts and humanities and students will be encouraged to participate in research activities that are relevant to their studies, such as seminars, colloquia and conferences.