Course Overview
- Learn from a specialist team of research-active academics who work at the forefront of the field.
- Develop an appreciation of the wider role digital technologies play in an organisational context.
- Keep your career options open – this programme is excellent preparation if you want to become a teacher, or pursue other roles in educational services and computing.
- Access a wide range of specialist software and tools including a dedicated computer science and software engineering laboratories in a state-of-the-art new development.
- Expect quality: Education Studies is ranked in the Top 10 of the Guardian’s University League Tables 2020 with the second highest satisfaction rankings for course and teaching in the UK.
Are you ready to play your part in empowering the next generation to navigate our increasingly digital world? The overarching goal of the BA (Hons) programme in Educational Technology is to develop multidisciplinary skills in education juxtaposed with computing studies.
Our dynamic programme is designed to enhance your understanding of computational sciences and education practices through teaching specialist knowledge and building your ability to apply it in the digital workplace. You will grow your career and confidence in taking on new challenges and responsibilities in this exciting field.
The programme utilises expertise from across the University, including the Department of Digital Futures and Winchester Business School, and the Faculty of Education. It will draw on the fields and existing undergraduate modules of Cybersecurity, Computer Science and Education. You will benefit from research informed teaching and an excellent working and learning environment where you’ll have access to well-equipped labs containing Linux and Microsoft platforms.
In Year 1, you gain a broad foundation of knowledge in both education and computing. The link between education and society is crucial, which you explore through the history, politics, and philosophy of education. Alongside this, you study various introductory modules on cybersecurity, software development, and emerging technologies in business.
In Year 2, you study Risk Management and Cybersecurity, Information Management and Data Analytics, Technology and Education, and undertake an Integrated Project, which means a higher degree of independence to showcase your developing skills. You can also pursue an option in software testing or artificial intelligence. Drawing on the breadth and depth of the department’s academic expertise, there is an exciting range of optional modules for Years 2 and 3. Alongside the mandatory content which continues to explore the broad relation of society and education, you can choose to develop a special interest in disability and inclusive practice, early childhood, play, culture, philosophy of education and discipline, and much more.
In your final year you write a Dissertation or complete a Computing Project on a topic of your choice (agreed with your tutor). You also study Strategic Innovation Management, Cloud Computing and Infrastructure, Intellectual Properties and Information Rights, and Information Futures. Again, you have the option to choose from a wide range of specific educational topics, such as disability, childhood, film, philosophy, politics, ethics, and more.
Throughout each stage of your studies, you are guaranteed to learn from passionate and committed staff who help you produce intellectually satisfying essays and presentations and encourage stimulating group discussions. Our staff challenge and support you in equal measure. What’s more, we care about your progress and wellbeing.
Careers
Education is fundamentally about the care and development of others. Many of our graduates go on to work in schools, but others take up educational roles within public services, such as social work or education management in central and local government, publishing, business, service industries, and charities. You might also find your future as a computer analyst, learning & teaching technologist, software developer, systems developer, content developer, e-learning trainer, data scientist or IT Engineer.
The programme tutors form a dedicated and enthusiastic team who look forward to meeting you and talking about your ambitions.
The University of Winchester ranks in the top 10 in the UK for graduate employability and further study according to the Graduate Outcomes Survey 2021, HESA.
Pre-approved for a Masters
If you study a Bachelor Honours degree with us, you will be pre-approved to start a Masters degree at Winchester. To be eligible, you will need to apply by the end of March in the final year of your degree and meet the entry requirements of your chosen Masters degree.
Suitable for Applicants from:
UK, EU, World
Learning and Teaching
Our aim is to shape 'confident learners' by enabling you to develop the skills needed to excel in your studies here and as well as onto further studies or the employment market.
You are taught primarily through a combination of lectures and seminars, allowing opportunities to discuss and develop your understanding of topics covered in lectures in smaller groups.
In addition to the formally scheduled contact time such as lectures and seminars etc., you are encouraged to access academic support from staff within the course team and the wide range of services available to you within the University.
Independent learning
Over the duration of your course, you will be expected to develop independent and critical learning, progressively building confidence and expertise through independent and collaborative research, problem-solving and analysis with the support of staff. You take responsibility for your own learning and are encouraged to make use of the wide range of available learning resources available.
Overall workload
Your overall workload consists of class contact hours, independent learning and assessment activity.
While your actual contact hours may depend on the optional modules you select, the following information gives an indication of how much time you will need to allocate to different activities at each level of the course.
Year 1 (Level 4): Timetabled teaching and learning activity*
Teaching, learning and assessment: 264 hours
Independent learning: 936 hours
Year 2 (Level 5): Timetabled teaching and learning activity*
Teaching, learning and assessment: 228 hours
Independent learning: 972 hours
Year 3 (Level 6): Timetabled teaching and learning activity*
Teaching, learning and assessment: 216 hours
Independent learning: 984 hours
*Please note these are indicative hours for the course.
Education Studies is offered as a means to gain an intellectually satisfying grasp of the education of learners of all ages and the care of the very young. We believe with this intellectual background students will be in a far stronger position to be valued as individuals within educational institutions. We use a variety of teaching methods and try to listen and respond effectively to student comments. Teaching may be didactic, discussion-based or led by student presentation. This is accompanied by intellectual rigour in all forms of student work (essay, presentation, discussion). On all of the modules students will be expected to read widely, to reflect and comment on their reading and to express their ideas clearly and persuasively, both orally and in writing.
Location
Taught elements of the course take place on campus in Winchester.
Teaching hours
All class based teaching takes places between 9am – 6pm, Monday to Friday during term time. Wednesday afternoons are kept free from timetabled teaching for personal study time and for sports clubs and societies to train, meet and play matches. There may be some occasional learning opportunities (for example, an evening guest lecturer or performance) that take places outside of these hours for which you will be given forewarning.
Assessment
Our validated courses may adopt a range of means of assessing your learning. An indicative, and not necessarily comprehensive, list of assessment types you might encounter includes essays, portfolios, supervised independent work, presentations, written exams, or practical performances.
We ensure all students have an equal opportunity to achieve module learning outcomes. As such, where appropriate and necessary, students with recognised disabilities may have alternative assignments set that continue to test how successfully they have met the module's learning outcomes. Further details on assessment types used on the course you are interested in can be found on the course page, by attending an Open Day or Open Evening, or contacting our teaching staff.
Percentage of the course assessed by coursework
The assessment balance between examination and coursework depends to some extent on the optional modules you choose. The approximate percentage of the course assessed by different assessment modes is as follows:
Year 1 (Level 4)*:
57% coursework
14% written exams
29% practical exams
Year 2 (Level 5)*:
89% coursework
3% written exams
8% practical exams
Year 3 (Level 6)*:
93% coursework
3% written exams
4% practical exams
*Please note these are indicative percentages and modes for the programme.
Feedback
We are committed to providing timely and appropriate feedback to you on your academic progress and achievement in order to enable you to reflect on your progress and plan your academic and skills development effectively. You are also encouraged to seek additional feedback from your course tutors.
Further information
For more information about our regulations for this course, please see our Academic Regulations, Policies and Procedures.
ENTRY REQUIREMENTS
2023 Entry: 96-112 UCAS tariff points
Our offers are typically made using UCAS tariff points to allow you to include a range of level 3 qualifications and as a guide, the requirements for this course are equivalent to:
- A-Levels: CCC-BBC from 3 A Levels or equivalent grade combinations (e.g. CCC is comparable to BCD in terms of tariff points)
- BTEC/CTEC: MMM-DMM from BTEC or Cambridge Technical (CTEC) qualifications
- International Baccalaureate: To include a minimum of 2 Higher Level certificates at grade H4
- T Level: Pass (C or above on the core) in a T Level
In addition to the above, we accept tariff points achieved for many other qualifications, such as the Access to Higher Education Diploma, Scottish Highers, UAL Diploma/Extended Diploma and WJEC Applied Certificate/Diploma, to name a few. We also accept tariff points from smaller level 3 qualifications, up to a maximum of 32, from qualifications like the Extended Project (EP/EPQ), music or dance qualifications. To find out more about UCAS tariff points, including what your qualifications are worth, please visit UCAS.
In addition to level 3 study, the following GCSE’s are required:
- GCSEs in Mathematics and English Language at grade 4 or C, or higher. Functional Skills at level 2 is accepted as an alternative, however Key Skills qualifications are not. If you hold another qualification, please get in touch and we will advise further.
If English is not your first language, a formal English language test will most likely be required and you will need to achieve the following:
- IELTS Academic at 5.5 overall with a minimum of 5.5 in all four components (for year 1 entry)
- We also accept other English language qualifications, such as IELTS Indicator, Pearson PTE Academic, Cambridge C1 Advanced and TOEFL iBT.
If you will be over the age of 21 years of age at the beginning of your undergraduate study, you will be considered as a mature student. This means our offer may be different and any work or life experiences you have will be considered together with any qualifications you hold. UCAS have further information about studying as a mature student on the UCAS website which may be of interest.
Course Enquiries and Applications
Telephone: +44 (0) 1962 827234
Send us a message
International Students
If you are living outside of the UK or Europe, you can find out more about how to join this course by emailing our International Recruitment Team at International@winchester.ac.uk or calling +44 (0)1962 827023
Visit us
Explore our campus and find out more about studying at Winchester by coming to one of our Open Days.
Year 1 (Level 4)
Modules Credits
| 1944-88 : The Acts | 15 | |
|
This module provides an in-depth analysis of the 1944 and 1988 Education Acts. It looks at the historical and political backgrounds to the Acts, investigates the ideologies which lay behind the Acts, and looks at the influence of and reaction to them amongst different groups. The ideologies of the Acts are compared and related to the wider social and political context in which they originate. The module reflects on notions of educability, equality, selection and differentiation. It will explore how those notions have been related to differing philosophical and political views and how they have been implemented in relation to different economic models of education including the education market. The implications of changes in early years education are considered in relation to the ideologies underpinning the Acts. The introduction of Special Education Needs into the state provision of education in the 1944 Act is also considered. The module also raises questions about education and social and cultural reproduction. Students are encouraged to reflect upon the two Acts in the light of their own views about education provision and their own experience of education.
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| Literacies in Higher Education | 15 | |
|
‘Reading’ Education Studies requires more of the ‘reader’ than the basic ability to translate symbols on a page into words. The module provides an introduction into interpreting and referencing a range of resources which may include newspapers, films, internet websites, television, radio, fine art, popular art, ephemera, academic journals, novels, non-fiction books and music. In doing so, students will develop a broad range of higher education literacies. It will also prompt an exploration of what it means to be a higher education student in the larger context of society, including the implications and responsibilities which are the core of this new identity. |
||
| Educators | 15 | |
|
The module combines an introduction to the ideas and theories of various educators concerned with education. Some of the educators encountered will offer ideas about education directly in relation to schooling whilst others offer insights into education in its broader sense. The range of educators examined will represent particular interests of course tutors and will introduce students to the breadth of content they will encounter during their studies. Drawing on a diverse range of figures from various fields, including the arts, religion, and philosophy, this module asks students, not only to engage with the insights and teachings of each of the individuals they encounter, but also with the very question of what it means to be an educator and to educate. |
||
| Principles in Education | 15 | |
|
This module encourages you to discuss issues in education not just by asserting what you think to be right, but by working with a set of principles which enable you to make a sustained and coherent argument to defend and explain your position. You will be introduced to a series of differing forms of schooling and distinct educational practices in relation to educational contexts, issues and situations. Students are provided with opportunities to engage in independent and group research to examine these practices and issues. The module draws upon Kant’s notion of a universal principle to inform a substantive engagement with educational concepts, contexts and practices. |
||
| Introduction to Cyber Security and Networks | 15 | |
|
The aim of this module is to introduce concepts of IT security in order to understand the security threats to an IT system and the operational impact of these threats on an organisation. The module will explore different protection methods for data and develop knowledge of security policies and procedures, including risk assessments, and how these procedures can be implemented and maintained. This module will introduce topical case studies of attacks on organisational information systems, highlighting the business consequences. |
||
| Introduction to Software Development | 15 | |
|
This module will introduce technical students to programming and testing concepts. Students will develop an understanding of the general principles of how programs and projects are delivered within the IT services industry and the application of the concepts of testing and programming. The module will develop introductory skills using a specific but not defined programming language and platform. Undertaking the module will develop the student’s skills in developing and testing programmes using industry techniques. |
||
| Digital Business and Emerging Technologies | 15 | |
|
The emergence of the digital economy has unlocked new opportunities for businesses, whilst creating new modes of competition in both traditional and new sectors of the economy. The aim of this module is to impart an understanding of digital business together with the practices and processes required to develop effective digital strategies. Identifying multiple technologies for integration into business, juxtaposed with the development of new digital strategies is central to corporate success, however, this is often a complex task. This module provides insight into the emergence of digital business, key concepts, technologies, and strategic organisation to develop a multidisciplinary appreciation of how new technologies can directly shape businesses and processes. |
||
| Database Analysis and Design | 15 | |
|
This module imparts an understanding of analysis and design concepts that are essential for developing and implementing software and database systems. Design concepts and procedures such as Business Rules, Requirements Analysis, Data Modelling, Relational Data Modelling, Object Orientated Analysis and SQL will be explored. Students will also learn how to apply Unified Modelling Language (UML) within different computing scenarios. |
||
| Optional Modules | ||
|
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Optional Credits
| 1944-88 : The Acts | 15 | |
|
This module provides an in-depth analysis of the 1944 and 1988 Education Acts. It looks at the historical and political backgrounds to the Acts, investigates the ideologies which lay behind the Acts, and looks at the influence of and reaction to them amongst different groups. The ideologies of the Acts are compared and related to the wider social and political context in which they originate. The module reflects on notions of educability, equality, selection and differentiation. It will explore how those notions have been related to differing philosophical and political views and how they have been implemented in relation to different economic models of education including the education market. The implications of changes in early years education are considered in relation to the ideologies underpinning the Acts. The introduction of Special Education Needs into the state provision of education in the 1944 Act is also considered. The module also raises questions about education and social and cultural reproduction. Students are encouraged to reflect upon the two Acts in the light of their own views about education provision and their own experience of education.
|
||
| Literacies in Higher Education | 15 | |
|
‘Reading’ Education Studies requires more of the ‘reader’ than the basic ability to translate symbols on a page into words. The module provides an introduction into interpreting and referencing a range of resources which may include newspapers, films, internet websites, television, radio, fine art, popular art, ephemera, academic journals, novels, non-fiction books and music. In doing so, students will develop a broad range of higher education literacies. It will also prompt an exploration of what it means to be a higher education student in the larger context of society, including the implications and responsibilities which are the core of this new identity. |
||
| Educators | 15 | |
|
The module combines an introduction to the ideas and theories of various educators concerned with education. Some of the educators encountered will offer ideas about education directly in relation to schooling whilst others offer insights into education in its broader sense. The range of educators examined will represent particular interests of course tutors and will introduce students to the breadth of content they will encounter during their studies. Drawing on a diverse range of figures from various fields, including the arts, religion, and philosophy, this module asks students, not only to engage with the insights and teachings of each of the individuals they encounter, but also with the very question of what it means to be an educator and to educate. |
||
| Principles in Education | 15 | |
|
This module encourages you to discuss issues in education not just by asserting what you think to be right, but by working with a set of principles which enable you to make a sustained and coherent argument to defend and explain your position. You will be introduced to a series of differing forms of schooling and distinct educational practices in relation to educational contexts, issues and situations. Students are provided with opportunities to engage in independent and group research to examine these practices and issues. The module draws upon Kant’s notion of a universal principle to inform a substantive engagement with educational concepts, contexts and practices. |
||
| Introduction to Cyber Security and Networks | 15 | |
|
The aim of this module is to introduce concepts of IT security in order to understand the security threats to an IT system and the operational impact of these threats on an organisation. The module will explore different protection methods for data and develop knowledge of security policies and procedures, including risk assessments, and how these procedures can be implemented and maintained. This module will introduce topical case studies of attacks on organisational information systems, highlighting the business consequences. |
||
| Introduction to Software Development | 15 | |
|
This module will introduce technical students to programming and testing concepts. Students will develop an understanding of the general principles of how programs and projects are delivered within the IT services industry and the application of the concepts of testing and programming. The module will develop introductory skills using a specific but not defined programming language and platform. Undertaking the module will develop the student’s skills in developing and testing programmes using industry techniques. |
||
| Digital Business and Emerging Technologies | 15 | |
|
The emergence of the digital economy has unlocked new opportunities for businesses, whilst creating new modes of competition in both traditional and new sectors of the economy. The aim of this module is to impart an understanding of digital business together with the practices and processes required to develop effective digital strategies. Identifying multiple technologies for integration into business, juxtaposed with the development of new digital strategies is central to corporate success, however, this is often a complex task. This module provides insight into the emergence of digital business, key concepts, technologies, and strategic organisation to develop a multidisciplinary appreciation of how new technologies can directly shape businesses and processes. |
||
| Database Analysis and Design | 15 | |
|
This module imparts an understanding of analysis and design concepts that are essential for developing and implementing software and database systems. Design concepts and procedures such as Business Rules, Requirements Analysis, Data Modelling, Relational Data Modelling, Object Orientated Analysis and SQL will be explored. Students will also learn how to apply Unified Modelling Language (UML) within different computing scenarios. |
||
| Optional Modules | ||
|
||
Year 2 (Level 5)
Modules Credits
| Education: Social and Political Thought (1) | 15 | |
|
In this module, students will be introduced to a range of thinkers who have argued for education as a tool for social and political reform. The emphasis in this first module will be on the notion of education as enlightenment, both in ancient and modern versions. The goal is to extend our understanding of education beyond the classroom and into the wider world. It will, of necessity, introduce many important social and political issues, and will provide perspectives that can be employed in other optional modules. |
||
| Education: Social and Political Thought (2) | 15 | |
|
The thinkers that were encountered in Education: Social and Political Thought (1) set out clear visions for how education might best contribute to the relations between an individual and their society. In doing so, they somewhat took for granted the foundational and universal character of concepts such as truth, reason, freedom and knowledge, and how these could be realised through education. This second module aims to show how more recent theorists exposed these concepts as themselves being open to question, in terms of who controlled them, who had access to them, and how we all relate to them. This module disrupts some of the ‘grand narratives’ constructed by philosophers since the time of Plato and explores the significance of these disruptions for education. |
||
| Technology and Education | 15 | |
|
In this module students will look in depth at pro and anti-technology arguments in relation to education, focusing on key theorists’ views, and in particular on philosophical perspectives on technology, enriched with recent case studies of the integration of technology into the classrooms and everyday life. Ultimately and inevitably, students will explore the deepest questions about what it means to be human in the technological age – core existential questions of our individual selves, education and society. |
||
| Information Management and Data Analytics | 15 | |
|
Generating the right information and insight for decision-makers is a major challenge for many organisations. The challenge lies in coping with a burgeoning amount of multifarious data, analysing data and ensuring it reaches decision-makers in a timely and meaningful manner. Information Management and Data Analytics encapsulate the challenges faced in deriving insights from data to underpin fact-based decisions. This module examines the different types of systems and data that can flow into organisations. It evaluates the characteristics and value of these different data sources. With an awareness of the nature of data, a model of how data may be creatively integrated and analysed to deliver insights will be explored. Data analytics will then be explored given the demands of decision makers to: segment and target markets, predict the development of markets, assess customer profitability and the lifetime value of customers, and understand corresponding relationships. |
||
| Risk Management and Cyber Security | 15 | |
|
The aim of this module is to further develop student understanding of IS Security. The main focus of this module will be to explore key themes, trends and issues in cyber-security, policing and governance of the internet and business vulnerabilities. The module provides students with an opportunity to analyse risk management, information risk assessment, risk mitigation, management standards and methodologies, implementing a risk management strategy and business continuity planning. |
||
| Integrated Project | 15 | |
|
This module provides an opportunity for students to work as part of a collaborative team to manage and complete a substantial project for a given scenario. Students are expected to utilise and extend the knowledge and understanding imparted previously and contextualise the material already covered. |
||
| Software Testing | 15 | |
|
This module will build on the knowledge technical students obtain in the introduction to programming and testing module. This module presents a systematic approach to software testing as an extension to Software Design and a precursor to Software Development. Agile methodologies will underpin the Design, testing and development modules. This module prepares students to work in testing roles. |
||
| Artificial Intelligence | 15 | |
|
This module introduces the field of artificial intelligence and the fundamental concepts and techniques in the areas of problem solving, knowledge representation and machine learning. Agents, Search, Planning, Knowledge Representation and Bayesian Artificial Intelligence are explored. |
||
| Optional Modules | ||
|
||
Optional Credits
| Education: Social and Political Thought (1) | 15 | |
|
In this module, students will be introduced to a range of thinkers who have argued for education as a tool for social and political reform. The emphasis in this first module will be on the notion of education as enlightenment, both in ancient and modern versions. The goal is to extend our understanding of education beyond the classroom and into the wider world. It will, of necessity, introduce many important social and political issues, and will provide perspectives that can be employed in other optional modules. |
||
| Education: Social and Political Thought (2) | 15 | |
|
The thinkers that were encountered in Education: Social and Political Thought (1) set out clear visions for how education might best contribute to the relations between an individual and their society. In doing so, they somewhat took for granted the foundational and universal character of concepts such as truth, reason, freedom and knowledge, and how these could be realised through education. This second module aims to show how more recent theorists exposed these concepts as themselves being open to question, in terms of who controlled them, who had access to them, and how we all relate to them. This module disrupts some of the ‘grand narratives’ constructed by philosophers since the time of Plato and explores the significance of these disruptions for education. |
||
| Technology and Education | 15 | |
|
In this module students will look in depth at pro and anti-technology arguments in relation to education, focusing on key theorists’ views, and in particular on philosophical perspectives on technology, enriched with recent case studies of the integration of technology into the classrooms and everyday life. Ultimately and inevitably, students will explore the deepest questions about what it means to be human in the technological age – core existential questions of our individual selves, education and society. |
||
| Information Management and Data Analytics | 15 | |
|
Generating the right information and insight for decision-makers is a major challenge for many organisations. The challenge lies in coping with a burgeoning amount of multifarious data, analysing data and ensuring it reaches decision-makers in a timely and meaningful manner. Information Management and Data Analytics encapsulate the challenges faced in deriving insights from data to underpin fact-based decisions. This module examines the different types of systems and data that can flow into organisations. It evaluates the characteristics and value of these different data sources. With an awareness of the nature of data, a model of how data may be creatively integrated and analysed to deliver insights will be explored. Data analytics will then be explored given the demands of decision makers to: segment and target markets, predict the development of markets, assess customer profitability and the lifetime value of customers, and understand corresponding relationships. |
||
| Risk Management and Cyber Security | 15 | |
|
The aim of this module is to further develop student understanding of IS Security. The main focus of this module will be to explore key themes, trends and issues in cyber-security, policing and governance of the internet and business vulnerabilities. The module provides students with an opportunity to analyse risk management, information risk assessment, risk mitigation, management standards and methodologies, implementing a risk management strategy and business continuity planning. |
||
| Integrated Project | 15 | |
|
This module provides an opportunity for students to work as part of a collaborative team to manage and complete a substantial project for a given scenario. Students are expected to utilise and extend the knowledge and understanding imparted previously and contextualise the material already covered. |
||
| Software Testing | 15 | |
|
This module will build on the knowledge technical students obtain in the introduction to programming and testing module. This module presents a systematic approach to software testing as an extension to Software Design and a precursor to Software Development. Agile methodologies will underpin the Design, testing and development modules. This module prepares students to work in testing roles. |
||
| Artificial Intelligence | 15 | |
|
This module introduces the field of artificial intelligence and the fundamental concepts and techniques in the areas of problem solving, knowledge representation and machine learning. Agents, Search, Planning, Knowledge Representation and Bayesian Artificial Intelligence are explored. |
||
| Optional Modules | ||
|
||
Year 3 (Level 6)
Modules Credits
| Dissertation | 30 | |
|
The dissertation will be a piece of independent research undertaken by the student resulting in an 8,000 – 10,000 word project. |
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| Computing Project | 30 | |
|
The Computing Project provides the opportunity to undertake a major computing related problem in an approved topic area relevant to the programme of study. |
||
| Strategic Innovation Management | 15 | |
|
Successful and sustainable organisations depend upon their ability to create value and competitive advantage through the strategic management of innovation: the development and exploitation of new products, services, processes and business models. The innovative developments within such organisations are supported by clear and highly effective strategic management processes ensuring that the organisation converts innovation concepts into successful products, maximising the economic, social and environmental returns on investment. This module will review the internal innovation process in detail, reviewing and evaluating each key component, as well as the overall management of the process and the design of a supportive organisational culture. The external forces, barriers, trends and fashions will also be factored into innovation management material, ensuring a truly strategic approach. |
||
| Cloud Computing and Infrastructure | 15 | |
|
Cloud computing describes a new supplement, consumption, and delivery model for IT services based on the Internet. Cloud computing is a consequence of the ease-of-access to remote computing sites provided by the Internet. Within this context, the aim of this module is to develop student understanding of cloud technologies, infrastructure and deployment. The values that cloud computing may bring to an organisation will be evaluated. An array of cloud products and services will be appraised in the context of how they may apply to different types of organisation and their operational functions. Students will appraise an array of methods used to provide virtual storage and network virtualisation. The security and ethical challenges inherent in an organisational transformation to cloud computing will be evaluated. |
||
| Intellectual Property and Information Rights | 15 | |
|
This module considers the different forms of intellectual properties created in the software development and information technology sectors, and how these might be utilised for commercial purposes. Particular emphasis is given to the protection and utilisation of intellectual property rights in computer software programmes by copyright. The module considers how an understanding of intellectual properties is vital to knowledge-based businesses, and needs to be incorporated into the conceptualisation, design and implementation of new information technologies. Emerging information technologies create challenges in terms of information rights such as data protection and privacy, access to public information, and information sharing through social media. Students will be introduced to information rights laws and the trends shaping real-time development of protections in this area. |
||
| Information Futures | 15 | |
| Optional Modules | ||
|
||
Optional Credits
| Dissertation | 30 | |
|
The dissertation will be a piece of independent research undertaken by the student resulting in an 8,000 – 10,000 word project. |
||
| Computing Project | 30 | |
|
The Computing Project provides the opportunity to undertake a major computing related problem in an approved topic area relevant to the programme of study. |
||
| Strategic Innovation Management | 15 | |
|
Successful and sustainable organisations depend upon their ability to create value and competitive advantage through the strategic management of innovation: the development and exploitation of new products, services, processes and business models. The innovative developments within such organisations are supported by clear and highly effective strategic management processes ensuring that the organisation converts innovation concepts into successful products, maximising the economic, social and environmental returns on investment. This module will review the internal innovation process in detail, reviewing and evaluating each key component, as well as the overall management of the process and the design of a supportive organisational culture. The external forces, barriers, trends and fashions will also be factored into innovation management material, ensuring a truly strategic approach. |
||
| Cloud Computing and Infrastructure | 15 | |
|
Cloud computing describes a new supplement, consumption, and delivery model for IT services based on the Internet. Cloud computing is a consequence of the ease-of-access to remote computing sites provided by the Internet. Within this context, the aim of this module is to develop student understanding of cloud technologies, infrastructure and deployment. The values that cloud computing may bring to an organisation will be evaluated. An array of cloud products and services will be appraised in the context of how they may apply to different types of organisation and their operational functions. Students will appraise an array of methods used to provide virtual storage and network virtualisation. The security and ethical challenges inherent in an organisational transformation to cloud computing will be evaluated. |
||
| Intellectual Property and Information Rights | 15 | |
|
This module considers the different forms of intellectual properties created in the software development and information technology sectors, and how these might be utilised for commercial purposes. Particular emphasis is given to the protection and utilisation of intellectual property rights in computer software programmes by copyright. The module considers how an understanding of intellectual properties is vital to knowledge-based businesses, and needs to be incorporated into the conceptualisation, design and implementation of new information technologies. Emerging information technologies create challenges in terms of information rights such as data protection and privacy, access to public information, and information sharing through social media. Students will be introduced to information rights laws and the trends shaping real-time development of protections in this area. |
||
| Information Futures | 15 | |
| Optional Modules | ||
|
||
Please note the modules listed are correct at the time of publishing, for full-time students entering the programme in Year 1. Optional modules are listed where applicable. Please note the University cannot guarantee the availability of all modules listed and modules may be subject to change. For further information please refer to the terms and conditions at www.winchester.ac.uk/termsandconditions.
The University will notify applicants of any changes made to the core modules listed above.
Progression from one level of the programme to the next is subject to meeting the University’s academic regulations.
2023 Course Tuition Fees
| UK / Channel Islands / Isle of Man / Republic of Ireland |
International | |
|---|---|---|
| Year 1 | £9,250 | £14,700 |
| Year 2 | £9,250 | £14,700 |
| Year 3 | £9,250 | £14,700 |
| Total | £27,750 | £44,100 |
| Optional Sandwich Year* | £1,385 | £1,440 |
| Total with Sandwich Year | £29,135 | £45,540 |
If you are a UK student starting your degree in September 2023, the first year will cost you £9,250**. Based on this fee level, the indicative fees for a three-year degree would be £27,750 for UK students.
Remember, you don't have to pay any of this upfront if you are able to get a tuition fee loan from the UK Government to cover the full cost of your fees each year. If finance is a worry for you, we are here to help. Take a look at the range of support we have on offer. This is a great investment you are making in your future, so make sure you know what is on offer to support you.
UK Part-Time fees are calculated on a pro rata basis of the full-time fee for a 120 credit course. The fee for a single credit is £77.08 and a 15 credit module is £1,156. Part-time students can take up to a maximum 90 credits per year, so the maximum fee in a given year will be the government permitted maximum fee of £6,935.
International part-time fees are calculated on a pro rata basis of the full-time fee for a 120 credit course. The fee for a single credit is £122.50 and a 15 credit module is £1,837.
* Please note that not all courses offer an optional sandwich year. To find out whether this course offers a sandwich year, please contact the programme leader for further information.
**The University of Winchester will charge the maximum approved tuition fee per year.
ADDITIONAL COSTS
As one of our students all of your teaching and assessments are included in your tuition fees, including, lectures/guest lectures and tutorials, seminars, laboratory sessions and specialist teaching facilities. You will also have access to a wide range of student support and IT services.
There might be additional costs you may encounter whilst studying. The following highlights the mandatory and optional costs for this course:
Optional
Assignments
In the student’s first year of study, students may be required to complete a poster assignment in one of the core modules. Indicative cost is £8.
In the second year, an optional module on Play requires the student to construct a play resource. Indicative cost is £5.
Books
In student’s second year of study, students are recommended to purchase four set books which are available second-hand. Indicative cost is £20.
Trip
Some optional modules in the second and third year may include non-mandatory external visits to locations in Hampshire or London. The cost of travel and expenses will need to be covered by the student and depending on location. Indicative cost is £5-£40.
Volunteering Placement
Optional volunteering in the second year may incur travel costs that need to be covered by the student and depends on the location of departure and destination. Students may choose their own placement setting (in a school or other institution with charitable status) in agreement with the Volunteering Module Leader and Volunteering Placement Co‐ordinator.
Mandatory
Printing and Binding
The University is pleased to offer our students a printing allowance of £5 each academic year. This will print around 125 A4 (black and white) pages. If students wish to print more, printer credit can be topped up by the student. The University and Student Union are champions of sustainability and we ask all our students to consider the environmental impact before printing.
Disclosure and Barring Service
A Disclosure and Barring Service (DBS) clearance check may be required if you undertake a placement, volunteering, research or other course related activity where you will have contact with children or vulnerable adults. The requirement for a DBS check will be confirmed by staff as part of the process to approve your placement, research or other activity. The indicative cost is £40.
SCHOLARSHIPS, BURSARIES AND AWARDS
We have a variety of scholarship and bursaries available to support you financially with the cost of your course. To see if you’re eligible, please see our Scholarships and Awards page.
Key course details
- UCAS code
- I1X3
- Duration
- 3 years full-time; 6 years part-time
- Typical offer
- 104-112 points
- Location
- On campus, Winchester
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