External summary

Emphasis on aspects of the landscape that support and enhance human health and wellbeing is a key theme that provides connections in theory and practice within and across disciplines throughout the arts, humanities and social science.  Drawing on these disciplines as diverse as landscape architecture, planning, design, geography, public health, psychology, epidemiology, horticulture and ecology, the proposed MSc in Landscape and Wellbeing will be the first of its kind in the UK to address a 21st century need to better understand relationships between the environment and health and wellbeing in order to plan and design salutogenic landscapes.

Headquartered within the University of Edinburgh, OPENspace ??? the international research centre for inclusive access to outdoor environments ??? is led by recognised global experts in the field of landscape and wellbeing, who will direct the programme.  Harnessing their experience, together with OPENspace???s research staff and network of leading international specialists, the programme will offer the most advanced theoretical and methodological access to the latest research in the field. 

As a UNESCO World Heritage Site, Edinburgh is recognised for its historic cultural landscape but also maintains a focus on generating and engaging with contemporary and future planning, architectural strategies and cultural developments.  This in itself makes the city an ideal ???laboratory??? for the introduction of a degree which focuses on examining contemporary planning, design and management projects that are relevant to understanding how landscape architecture can enhance health and wellbeing.  In addition, the city???s close proximity to a range of other regions and sites in Scotland, such as projects run by Forestry Commission Scotland, provides students with innovative examples of salutogenic landscapes.

The MSc in Landscape and Wellbeing seeks to provide the following core learning outcomes:

• Critical understanding of both contemporary debates and forefront developments within the field of landscape and wellbeing.
• In-depth knowledge of the range of specialised theories, concepts and principles behind salutogenic landscape design.
• Advanced introduction to, and opportunities for training in, the principal research methods available to investigate links between landscape and wellbeing.
• Acquisition of expertise in the requirements of rigorous research and the ability to demonstrate creativity in the practical application of specialist skills within a real-life research project.
• Ability to communicate effectively when developing and presenting findings to a range of different audiences.

Educational aims of programme

The aim of the MSc in Landscape and Wellbeing is to introduce students to the main disciplines within salutogenic landscape design and to provide them with a firm basis in the theoretical and methodological paradigms of landscape design practice for health and wellbeing.  In so doing, the programme will provide a unique opportunity for academics and practitioners working in landscape architecture, planning, design, geography, public health, psychology, epidemiology, horticulture and ecology to understand the evidence base and to operationalise the planning and design of landscapes, which support and enhance human health and wellbeing in its broadest sense.

The programme is a taught degree that combines lecture and seminar-based training with individual and group research, studio-based practice, fieldwork-based research and peer-led discussion. Students will also undertake supervised dissertation research.  Over the course of the degree, students will learn new research methodologies and refine their critical and analytical skills.  They will also be offered a flexible framework for learning and research, with the option of choosing both new and existing postgraduate courses across ESALA, CHSS and the wider University, from which to develop their own specialisms.

The MSc in Landscape and Wellbeing is designed to provide a necessary preparation for a doctoral degree, or an academic background to a professional career outside academia.  This postgraduate programme will equip students with the required skills base and qualifications to find employment in the public, voluntary and private sectors, for example in areas such as planning, landscape architecture and public health.

Programme outcomes: Knowledge and understanding

Graduates will:

• Gain a critical understanding of the theories, principles and concepts that underpin the design of salutogenic landscapes.
• Develop an extensive, detailed and critical knowledge and understanding in one or more specialisms, which are informed by research and practice-based developments at the forefront of salutogenic landscape design.
• Possess a critical awareness of contemporary debate within the field of landscape and wellbeing.
  

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

Graduates will:

• Use a significant range of the principal skills, techniques, practices and/or methods that are associated with the research and design of salutogenic landscapes.
• Analyse problems and articulate solutions using a variety of research methods.
• Plan and execute a significant project of research, investigation or development.
• Understand ethics and requirements for ethical approval for observational and behavioural research.
• Collect data using the latest developments in ICT, such as GPS, mobile EEG headsets, or ???softGIS???.
• Demonstrate originality and creativity in the application of practice-based planning and design.

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

Graduates will:

• Present effectively and make convincing arguments in support of their point of view.
• Develop original and creative responses to problems and issues.
• Form considered judgements in situations where complete or consistent data/information is absent.
• Be equipped to pursue professional careers as experts on salutogenic landscape planning and design.
• Able to offer high-level expertise to professional practice in built environment disciplines.
• Able to make informed contributions to local and national planning and health policy.

Programme outcomes: Graduate attributes - Skills and abilities in communication

Graduates will:

• Demonstrate an understanding of the importance of communication through the presentation of analysis and findings to individual colleagues and groups through a range of advanced and specialised skills, including verbal presentations, written documentation, graphic skills including drawing and audio-visual/digital media.
• Communicate, using appropriate methods, to a range of audiences with different levels of knowledge/expertise, such as peers, more senior colleagues and specialists.
• Communicate and argue the rationale of a research study on environmental design.

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

Graduates will:

• Select and use a variety of tools and media for analysis, evaluation and presentation.
• Develop original and creative responses to problems and issues.
• Deal with complex issues and make informed judgements in the absence of complete or consistent data/information
• Work in an interdisciplinary environment and collaborate with others, working effectively when required as a group leader, team member or alone.
• Manage time, priorities and workload.

Programme outcomes: Technical/practical skills

Graduates will:

• Pursue secondary and primary research using both conventional and electronic techniques for data collection, including software packages relevant to their research.
• Employ a range of IT and graphic skills in the delivery of oral, written and visual presentations.
• Augment high-level writing skills with electronic data recording and footnoting.

Programme structure and features

Entrance requirements:

Upper second-class honours degree or equivalent.

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 3 compulsory new courses, two in semester 1 and one in semester 2 of the taught programme.
• 60 points at SCQF level 11 for 3 option-courses, one in semester 1 and two in semester 2 of the taught programme.
• 60 points at SCQF for the dissertation element of the programme that demonstrates proficiency in effective research, critical thinking and clarity of presentation ??? all requisite skills for advanced work in the discipline.

Degree Programme Table and Modes of Study:

Assessment

Instructors will provide formative feedback throughout each semester-long course.  Feedback will be provided through supervision and guidance on student written research papers (typically 3,500 words in length) and projects, which will be required to be presented using written, graphic and oral skills, seminar contributions, fieldwork and studio-based planning and design briefings and proposals.  Feedback will include instructor responses to students??? outline plans, drafts and presentations, as well as through peer feedback via seminars and after individual presentations.  Formative and summative assessment will be directed toward improving the strength of student argumentation, depth of specialist knowledge and clarity of presentation.  The assessment practices will foster the principal academic aims of the programme.

Modes of study

The programme will be offered as a one-year, full-time taught programme and a two-year, part-time taught programme, both based in Edinburgh.  Because the programme seeks to take advantage of the unique research and landscapes/environments both in Edinburgh and Scotland as a whole, the programme committee does not at this time foresee an option for distance learning.

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. In order to progress to the masters dissertation students must:

Pass at least 80 credits with a mark of at least 50% in each of the courses which make up these credits; and attain an average of at least 50% for the 120 credits of study examined at the point of decision for progression

Award: MSc in Landscape and Wellbeing (pass)

Students must average at least 50% over their course marks for the first 120 credits of the programme in semester 1 and 2.  In addition they must secure a mark of 50% or higher in the Cultural Landscapes dissertation/final project.

Award: MSc in Landscape and Wellbeing 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 Merit 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 Merit 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%, 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: MSc in Landscape and Wellbeing 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 grade of A, 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 Landscape and Wellbeing

Students who have not fulfilled the criteria to be presented for the award of an MSc degree can be awarded a Diploma in Advanced Sustainable 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 Advanced Sustainable Design. 

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

Exit award: Postgraduate Certificate (PG Cert) in Landscape and Wellbeing

In order to be awarded a Certificate in Advanced Sustainable Design, students must pass at least 40 credits at SCQF level 11; and attain an average of at least 40% for the 60 credits of study examined for the Certificate during semesters 1 and 2.

Teaching and learning methods and strategies

In both core courses and option-courses, teaching will be delivered through a mixture of lecture and seminar-based sessions that will be built around carefully selected readings to which students will be expected to respond. Outside the classroom, students will be expected to participate in site visits and studio-based work associated with landscape planning, design and management (not all students will have landscape architecture skills and the programme will be flexible in its demands according to students??? prior experience).

All courses will be supported electronically through the University of Edinburgh???s LEARN online course resources. Students will make use of the University of Edinburgh???s library and information services, including the library facilities at ECA, as well as the research resources of other institutions in the city, such as the National Library of Scotland.

ICT supported techniques, such as use of GIS, GPS, mobile EEG headsets, ???softGIS??? and behaviour observation analysis will be made available for students.

Innovative Learning Week

During innovative learning week, students in this programme will have the opportunity to participate in a wide range of activities made available within the university.

Assessment methods and strategies

Students??? written research papers and projects will be submitted for formative feedback at critical stages in each taught semester, prior to the work being finalised and submitted for summative assessment.  Papers and projects will be presented orally within a group and students will be questioned and offered feedback on their work by their peers and by assessors.  For most courses, this written work will represent the summative outcome of student research conducted in consultation with the instructor over the course of a semester.  For courses including a studio-based project, there will be more flexibility in the format of the final submission which will combine plans and other graphic representations and well as written supporting material, tailored to the prior skills of students.

Students will define their topics of research for dissertations in consultation with a member of the academic staff with expertise in the relevant area of investigation.  This academic supervisor will provide feedback during semester 2 and over the course of the summer (the final term of the degree programme) in order to ensure the successful completion of the degree in timely fashion.

Mode of study

Full-time (12 months)

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

Excellence in Education: the programme will enable students to engage with cutting edge research and the processes of discovery, knowledge generation and knowledge exchange as well as embrace new technologies as part of enhancing the learning experience

Public and private partnerships: the programme will engage with Maggie???s Centres; Forestry Commission Scotland projects to enhance woods in and around towns; the Royal Edinburgh Hospital???s Community Garden; Ninewells Hospital Forest; and the Alnarp therapeutic garden in Sweden in order to support the study of different approaches to designing and evaluating salutogenic landscapes.

Cross disciplinary discussion and research: the subject area is interdisciplinary, which brings together schools within Edinburgh College of Art (Edinburgh School of Architecture and Landscape Architecture) with other schools cross the University, including Divinity, Education, Social and Political Sciences, Economics, Geosciences and Health Sciences.

Developing possibilities: as the programme becomes embedded within the University, it is anticipated that more cross-disciplinary possibilities for collaboration in research and teaching will arise within ECA and CHSS that will enrich the Landscape and Wellbeing programme.  The programme leaders are also seeking future collaboration with other Scottish universities such as Heriot-Watt University and with European counterparts, such as the Swedish University of Agricultural Sciences based in Alnarp.

Career opportunities

The programme offers excellent preparation for doctoral research and careers that engage with the design of salutogenic landscapes.  Students will be able to acquire skills that will prepare them for work in public, private or third sector contexts including planning, landscape architecture and architecture practices, public health, land management and conservation agencies or in higher education.

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.
• Edinburgh has a strong research community in the arts, humanities and social sciences and in medicine and health, and students will be encouraged to participate in research activities that are relevant to their studies, such as seminars, colloquia and conferences. In particular, they will have access to a lively landscape architecture PhD seminar series.
• Students will also have access to OPENspace???s network of professional and academic contacts through guest lectures and conference opportunities.