MSc Wildlife and Conservation Management
01 Sep 2025 - 31 Aug 2031
| Course Leader | Amelia Grass |
|---|---|
| Course Team | |
| Awarding Body | University of South Wales |
| Teaching Institutions | University of South Wales |
| Modes of Study | Full Time, Part Time |
Document Version
| Version | 1 |
|---|---|
| Valid From | 01 Sep 2025 |
| Valid To | 31 Aug 2031 |
QAA Benchmarks
Educational Aim
The main aims of the course are:
Aim 1 – To provide a systematic, coherent and balanced education at postgraduate level, within which students can develop an enquiring and creative attitude, which encourages life-long learning, extends intellectual and practical skills, and progresses students towards independent research in the subject of Wildlife and Conservation Management.
Aim 2 – To equip students with leading-edge knowledge and research techniques, enabling critical evaluation of global contemporary challenges, current debates and policy developments, which can inform conservation practice, restoration action and environmental management in the future.
Aim 3 – To provide students with the opportunities to take an active role in their learning journey through collaborative learning, teamwork with peers and academics, networking with professionals in the industry, and development of professional practice skills.
Aim 4 – To encourage independent problem solving and lifelong learning, through enhancing students' ability to critically evaluate current research, through the development of industry recognised professional skills, and the development of specialist investigations related to real world global challenges in wildlife and conservation management.
Aim 5 – To prepare students for postgraduate employment with a range of academic and transferable skills, equipping students with a wide range of industry standard professional skills (CIEEM accredited), ensuring a comprehensive understanding of conservation and environmental management principles.
Learning Outcomes
| A1 | Critically evaluate wildlife conservation theories and their evidence-based application to contemporary global ecological challenges. |
| A2 | Demonstrate the CIEEM defined professional competencies in the design, implementation and reporting of wildlife or environmental surveys. |
| A3 | Analyse and interpret data generated using appropriate conservation technologies and software, to address contemporary global ecological challenges. |
| A4 | Critically analyse data, evidence and information from a range of primary and secondary sources, and across allied disciplines. |
| A5 | Execute an applied program of research aimed at understanding or addressing contemporary global ecological challenges. |
| A6 | Create effective and inclusive science communication strategies targeted to diverse audiences. |
| A7 | Critically evaluate the importance and impact of appropriate risk assessment, legislation, moral and ethical issues within the field. |
| B1 | Critically evaluate wildlife conservation theories and their evidence-based application to contemporary global ecological challenges. |
| B2 | Demonstrate the CIEEM defined professional competencies in the design, implementation and reporting of wildlife or environmental surveys. |
| B3 | Analyse and interpret data generated using appropriate conservation technologies and software, to address contemporary global ecological challenges. |
| B4 | Critically analyse data, evidence and information from a range of primary and secondary sources, and across allied disciplines. |
| B5 | Execute an applied program of research aimed at understanding or addressing contemporary global ecological challenges. |
| B6 | Create effective and inclusive science communication strategies targeted to diverse audiences. |
| B7 | Critically evaluate the importance and impact of appropriate risk assessment, legislation, moral and ethical issues within the field. |
| C1 | Critically evaluate wildlife conservation theories and their evidence-based application to contemporary global ecological challenges. |
| C2 | Demonstrate the CIEEM defined professional competencies in the design, implementation and reporting of wildlife or environmental surveys. |
| C3 | Analyse and interpret data generated using appropriate conservation technologies and software, to address contemporary global ecological challenges. |
| C4 | Critically analyse data, evidence and information from a range of primary and secondary sources, and across allied disciplines. |
| C5 | Execute an applied program of research aimed at understanding or addressing contemporary global ecological challenges. |
| C6 | Create effective and inclusive science communication strategies targeted to diverse audiences. |
| C7 | Critically evaluate the importance and impact of appropriate risk assessment, legislation, moral and ethical issues within the field. |
Course Structure
Level 7 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| BI4S96 | MOD013844 | Conservation Science | Running | 30 | core |
| BI4S97 | MOD013845 | Research and Professional Practice | Running | 30 | core |
| BI4S98 | MOD013846 | GIS and Conservation Technology | Running | 30 | core |
| BI4S99 | MOD013847 | Applied Ecological Fieldwork | Running | 30 | core |
| BI4S100 | MOD013848 | Ecosystem Restoration and Management | Running | 30 | core |
| BI4S101 | MOD013849 | Independent Research Project | Running | 30 | core |
Teaching and Assessment
Learning and Teaching Methods
Employer Engagement
Means of Assessment
The methods of assessments are designed to be both stimulating and challenging for candidates undertaking the MSc and are based on guidance provided in the Framework for Higher Education Qualifications and Subject Benchmark Statements(QAA: 2024), and also the professional industry requirements outlined by CIEEM.
Assessments are designed to reflect authentic opportunities to develop skills in both critical analysis of knowledge and evidence, and also enable the application of technical and digital skills to address real world problems. Authentic models of assessment include Ecological Impact Assessments and Preliminary Ecological Appraisal reports, Grant Proposals and Scientific publications. These assessments emphasise autonomous research and independent study, integration and critical analysis of evidence, critical thinking related to problem solving exercises, and also the development of professional industry relevant outputs. We have introduced student choice into two of our modules, to support students in their individual learning experience.
Formative assessment plays an integral role in the module design, with both informal in-session formative feedback to support students in the consolidation of knowledge, and formal formative assessment designed to support development and improve performance in summative assessed outputs.
The assessment strategy employs a progressive approach, designed to move students from structured assessments towards independent research outputs, aligned with the course learning objectives and future employability needs.
Learning Support
Course Exit Points
| Award | Criteria | Final |
|---|---|---|
| Master of Science | 180 credits of which at least 150 must be at Level 7 and no more than 30 at Level 6 | Final |
| Postgraduate Certificate | 60 credits with at least 40 at Level 7 and no more than 20 at Level 6 | Intermediate |
| Postgraduate Diploma | 120 credits of which at least 90 must be at Level 7 and no more than 30 at Level 6 | Exit |
Progression Route
Entry Requirements
Admission to the course is typically through the following qualifications:
Inclusive Curriculum Statement
The University of South Wales operates a policy of inclusive learning, teaching and assessment to ensure that all students have an equal opportunity to fulfil their educational potential. Course teams will have considered ways of designing out any potentially disadvantageous element of courses during the course design process. However some specific needs may remain, details about how to apply to have your needs assessed can be found at: http://unilife.southwales.ac.uk/pages/3040-disability-and-dyslexia-service/
Addendum for Delivery at a Partner Institution
N/A
Methods Of Quality Standards
Course Management - The Course Leader works with the course team and wider support services across the university to develop the course to its full potential, so that it provides a professional, employment-focused learning experience for students. The Course Leader oversees academic standards, quality assurance and enhancement.
Team based curriculum design – all academic staff from the ecology subject area have been involved in the design and planning of the modules and course structure. Our team works closely to regularly review current delivery and monitor new trends in the sector which should be incorporates to ensure the currency of the course. Team design ensures that a wide range of views and opinions are used to design module contents and enhance the curriculum. The course is strongly aligned with the broad range of research interest within the group ensuring that it remains aligned with current developments within the sector. Feedback from course team meetings is instrumental in ensuring the quality and currency of the course.
PSRB – Accreditation with CIEEM ensures that the course meets the professional industry standards expected within the ecology and environmental sector. The accreditation process ensures that we meet all of the mandatory competencies expected in MSc level graduates within the subject including core technical competencies and transferable skills competencies. CIEEM require us to complete an annual report identifying any significant changes to the course and ensuring that we maintain the appropriate standards for a CIEEM accredited MSc level course. Full reaccreditation with CIEEM is undertaken every five years, where the course must be mapped against all necessary competencies and the practical skills framework.
Students – the course community environment offers students the opportunity to support the development of new ideas within the curriculum based upon student needs and challenges that they are currently facing in accessing graduate employment opportunities. The Student Representative for the course acts on behalf of the course group and can provide feedback to the staff at any time throughout the course. Students participate in three SSCLG meetings where they can feedback on both positive and negative aspects of each module, and support the course team in providing future developments in the course. The Student voice has been instrumental in supporting development of course structures/timetables, learning activities, practical/fieldwork opportunities, and assessment delivery.
External Examiners – our external examiners offer a wide range of support in the design of the curriculum and assessments. They provide us with a variety of feedback through course reports and moderation of assessments and student work. Additionally, they provide an independent source of communication with the students, through annual meetings with the student group. The external examiners feedback is vital in ensuring the course, its curriculum and its assessments remain relevant and of an appropriate standard for an MSc level course.
Subject and Award Boards & Assessment Dialogues – The Assessment Dialogue and Award events are an opportunity to closely scrutinise student performance at a module and course level, so that any potential issues can be addressed. These events are vital in understanding the success of each module and identifying where any issues might lie in terms of learning and teaching strategy or assessment strategy.
Continuous Monitoring & Action Plans – The continuous monitoring process allows course and module leaders to review and feedback on the performance of students and address any major challenges which might have been highlighted by the student rep, SSCLG meetings and External Examiner Reports. This process is ongoing and represents a permanent record of the development of the course. The action plan enables us to consider and develop appropriate modifications in light of the evidence identified in the continuous monitoring reports for both the modules and course.
Faculty Quality Assurance Committee – Any major modifications to the course or the module specifications must be reviewed at an FQAC meeting, to ensure that any changes to the course have been appropriately considered by the course team, and that the students and external examiner have been consulted on any changes. The FQAC process requires supporting evidence for any significant changes to ensure the quality of the course is maintained.
Industry survey – Employers and practitioners within the industry participated in a survey designed to identify key sector needs and ensure that our graduates gain the necessary skills required to succeed in employment at the end of the course. Regular engagement with employers and industry practitioners generates vital feedback which are used to enhance the curriculum within the course.
Industry Partners – We work with a number of partners within the sector to deliver an authentic curriculum and practical experiences. Our partners are instrumental in providing advice on current developments within the sector and industry needs, and they are strongly focused on the employability needs of our students. We undertake regular discussions with our industry partners to ensure the currency of the course.
Quality Of Standards Indicators
N/A