(Award available for year: Master of Arts)
1. Assess current and future challenges and opportunities in fashion management, by evaluating current issues and trends in business and industrial sectors, technology, culture, environment, and society at large.
2. Formulate objectives, strategies, and interventions in the global fashion industry with consideration for stakeholder needs.
3. Devise research within the fields of global fashion management using suitable methodological approaches.
4. Design strategic creative solutions for global fashion management problems, supported by appropriate processes and specialist knowledge.
Skills Learning Outcomes
1. Communicate ideas effectively in written, visual and other formats to professional standards.
2. Develop vision and purpose, when identifying opportunities and proposing solutions to complex problems.
Competence Standards
1. Effectively use research findings to inform problem identification, evaluation, prototyping and strategic proposals.
2. Communicate a clear understanding of the theories, principles and contexts of the fashion design industry, fashion management and globalisation.
3. Complete a substantial self-directed project related to the global fashion design industry and other relevant business contexts using appropriate support as necessary.
Approach to assessment
The nature of assessment will change as you progress through your programme:
• Semester 1: Assessments will focus on your understanding and acquisition of new knowledge, academic, digital and professional skills.
• Semester 2: Assessments will focus more on establishing how well you understand, analyse and apply this new knowledge and these new skills in relation to real-world, local and global settings.
• Semester 3: Study will become more self-directed major project often being negotiated and agreed with tutors.
Throughout the year, it is to be expected that you will find that assessments are progressively more challenging. To support you as you navigate assessment, we provide formative as well as summative assessment. Formative assessment gives staff an opportunity to give you feedback on personal progress, in good time before a summative deadline. Given the range of assessment types in any one level of study, formative assessment and feedback enables you to reflect upon your personal progress and establish which forms of assessment allow you to play to your strengths.
Authentic assessment means relevant assessment; relevant in terms of contemporary contexts and also relevant to your personal interests and your future aspirations. The authenticity of assessment is an important consideration in how we design assignments and project briefs. This means that we think carefully about the relevance of assessment outcomes; not only in academic terms but also in terms of your chosen career path, skill development needs and the future of work in your chosen discipline. Where appropriate, there will be an element of choice in your assessment. Some projects will allow you to choose the focus and format of your submission.
Dialogic teaching methods emphasise in-class discussion and support staff / student debate. This approach to teaching and learning enables staff to hear all student voices. In turn, for some modules, this in-class dynamic may facilitate and inform the co-production of assessment tasks. Co-production of assessment tasks means that staff and students work together to devise fair and inclusive assessment; both formative and summative. This allows staff to consider the requirements of a module alongside opportunities to allow students to harness their strengths.
While remaining considerate of module and programme learning outcomes, where relevant and beneficial, we strive to adopt a flexible approach to assessment design. This flexibility allows us to respond to student voice, maintain an agility that allows us to react to global, social, and cultural change and respond swiftly to opportunities to devise projects with our industrial partners. We aim for all assessment to be relevant, meaningful and engaging.
The school has an excellent code of practice on assessment which is being updated every year. The principles and processes governing assessment and marking were being implemented in accordance. A balance between theory and practice is central to the assessments. In addition to the focus on the learner as a subject, an orientation toward action as a learning medium, is also essential in order to achieve training that is closer to practice (where theories can be practical). The programme also embraces the international and socio-economic diversity of both student and academic community as part of the assessment design. Assessments are constantly being improved to ensure better inclusive and authentic assessments and student success.
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