Assessment 1: A Report (weighted at 30% )
A self-reflective report that comprehensively evaluates the formulation, execution, achievements and limitations of the project, and references the student's environmental context at both a macro and micro level. A professionally presented reflective report will be required to show evidence that the student has worked effectively towards completing the desired outcomes of their skills audit and engaged in reflection throughout their project(s) duration. This report should relate to the Learning Outcomes for the module [Learning Outcomes 1, 2 & 4] (3000 words)

Assessment 2: A Project(s) (weighted at 70%)
The completion of individually negotiated project that demonstrates evidence of achievement within the personal professional objectives defined in a skills audit at the beginning of this module. The body of work may consist of a portfolio of creative work/finished products or artefacts and supporting work. [Learning Outcomes 1-4]

This module offers the opportunity to identify areas of knowledge requirement, skills development and skills gaps necessary for the individual student to develop their chosen career path.
This may involve the development of skills within one or more of the five designated strands: Knowledge Development, Business Skills, Digital Skills and Creative and/orTechnical Skills.
The project work undertaken will have been discussed and negotiated between the tutor and the student at the beginning of this module. This will ensure a programme of experience and training that maximises the benefits for the student, and will help to ensure that all Learning Outcomes are met. The outcome of engagement with the module will be either a single project utilising a variety of skills, or a series/range of mini projects providing evidence of aquired skills.

VLE introduction (Skills Audit, SWOT, Gap analysis). Creative / Technical Skills workshops as offered. Digital skills surgeries as offered. Business Skills lectures / VLE as offered.
Independent use of learning resources on Blackboard
Independent reflection on the application of new learning to practice
Attendance at relevant workshop / taught / online sessions
Each skills element should approximate to 70 hours of individual independent project work

Workshop space and access to relevant machinery, as negotiated by individual students.
Library and computer facilities
Blackboard VLE
Internet and email access

Bilton C. [2006]: Management and Creativity: From Creative Industries to Creative Management. Wiley-Blackwell
Butterfield J. [2010]: Illustrated Course Guides: Professionalism - Soft Skills for a Digital Workplace. Thomson Learning
Collins H. [2010]: Creative Research: The Theory and Practice of Research for the Creative Industries. AVA Publishing
Hartley J. [2004]: Creative Industries (Ed). Wiley-Blackwell
Howkins J. [2002]: The Creative Economy: How People Make Money from Ideas. Penguin
Price R. [2007]:The Eye for Innovation: Recognizing Possibilities and Managing the Creative Enterprise. Yale University Press
Michels C. [2010]: How to Survive and Prosper as an Artist. Holt McDougal; 6th edition
Robinson K. [2001]: Out of Our Minds: Learning to be Creative. Capstone
Students are expected to take advantage of the extensive library facilities available within the University, keeping abreast of current developments through appropriate software manuals/technical manuals/periodicals and being aware of the work of major practitioners in their subject.