Creative Technologies and Enterprise - Integrated MSc
The aim of the Integrated MSc in Creative Technologies and Enterprise (CTE) is to produce creative entrepreneurial graduates with a well-rounded appreciation of the significant business and social potential offered by digital technologies and their personal responsibilities as knowledgeable cyber citizens. These graduates will acquire:
- the skills to enable digital entrepreneurship
- a full understanding of the breadth of available opportunities
- a firm grasp of human motivations and their impact on digital technologies.
The graduates will be digitally literate with strong technical and business skills and equipped with a proper grasp of the relevant human factors at play and the creative value of inputs such as art, design and music. They will be well versed in the challenges arising in our fast changing digital world and the social responsibility they carry as technology professionals.
Emphasis will be placed on developing personal skills (positive mental attitude, prioritisation, structured & creative analysis, time management and conflict resolution) together with the leadership and collaborative working abilities required to operate in our modern digital world.
CTE is a four year integrated Masters programme that has been planned with enterprise partners and offers opportunities for national and international placements throughout. It makes use of Bath Spa University’s close links with Hartham Park, with its superb digital infrastructure and many linked businesses.
The course divides into four terms to accommodate industrial placements that bring the total duration to 45 weeks per annum, the same level of commitment as in the world of employment. In this way, a seamless route into employment is achieved. It is expected that the typical CTE student will be highly motivated and eager to learn.
Why study Creative Technologies and Enterprise - Integrated MSc?
Future industries depend upon people who are equipped with creative ideas, entrepreneurial skills and technological knowledge. Studying Creative Technology and Enterprise will prepare you for a rapidly-changing digital economy in which your ability to adapt on-the-fly and make innovative contributions will be your major resource. Underpinning your skills and knowledge will be a solid grounding in entrepreneurship, project management, software programming, and creative thinking. Through a series of creative projects you will have the opportunity to work with commercial and industrial partners to advance your understanding and experience the sector.
All modules in Years 1-3 are compulsory, but are constructed in such a way as to offer great flexibility to enable personal development. Industrial placements are a feature of the course as a whole and will feature from Year 2 onwards. Year 4 is self-sourced and arranged by the peer group. Projects are located within one of the industry sectors. All projects are expected to contain a research and development component, as well as advanced project management activities. Students will prepare a career and business plan, and assemble a portfolio of creative work.
Students may opt to leave the degree after three years with a Bachelors degree. This should be agreed at the start of the course.
In the listing below, modules marked (i) involve a placement or industry input into course materials.
Level 4 (Year 1)
CT 4001 Creative Technology Projects 1 (i)
This module aims to develop students’ individual and collaborative creative abilities in a digital context. The module comprises a negotiated project chosen from a selection of briefs provided by enterprise partners. The project is normally collaborative and results in a portfolio of professional work.
CT 4002 Fundamental Computing
The module covers computer architecture, operating systems, networks and network theory. It provides a theoretical and practical foundation in computing, focusing on the particular needs of students studying creative computing. The module is assessed by phase tests and an unseen examination.
CT 4003 Digital Enterprise (i)
The aim of this module is to introduce business systems and practices in order to equip the student for work in the digital economy. The module includes industrial input and opportunities for observing and participating in real-world commercial environments. Students write a business plan and build an interactive website.
CT 4004 Ideation and Creative Problem-Solving
This module aims to develop students' abilities to solve problems creatively in the digital domain. Creative problem solving usually requires two distinct phases: divergent thinking (ideation) and convergent thinking (idea analysis and evaluation). The module will explore both approaches and their relationship in the context of the digital economy. Students are assessed by sandpit sessions and a report.
Level 5 (Year 2)
CT 5001 Creative Technology Projects 2 (i)
This module aims to develop students’ individual and collaborative creative abilities in a digital context. The module comprises two negotiated projects, undertaken as internships with local or global industrial partners. The projects are normally collaborative and result in a portfolio of professional work. The formula is essentially the same as the equivalent Year 1 module, but the major difference is that the projects are now taken as internships.
CT 5002 Intelligent Computing
The module covers databases, programming for apps, and web development. This includes top-down modelling of business requirements, Web protocols and standards such as HTTP(S), HTML, CSS, XML and other Internet protocols, ER models, SQL, integrity, transactions, access control and security. Students are assessed through coursework.
CT 5003 Project Management and Leadership (i)
This module aims to equip students with general project management and leadership skills in any area of the digital economy. Students will gain practical experience of using project management techniques, including the use of a software tool. The topics covered include project initiation, risk, estimating and contracts, planning, human factors, project execution, and standard methods. The project will normally be a collaboration between enterprise partners and the course team as appropriate. Assessment is by management of a project and a critical journal.
CT 5004 Digital Creativity and Innovation
The ability to be creative and to innovate are among the most prized assets in the digital economy. Yet notions of "creativity" and "innovation" are in general poorly understood. This module aims to provide students with a thorough background knowledge and understanding of theory and practice in creativity. There is also a positive emphasis on evaluating and improving personal employability through skills development and self reflection. Assessment is through a lab report, an essay and contribution to workshops.
Level 6 (Year 3)
CT 7001 Industry Showcase (i)
N.B. This module is level 7 because of the design of an Integrated Masters, where students take a Masters-level component in Year 3.
This module aims to develop students’ individual and collaborative creative abilities in the digital economy. The module comprises a number of negotiated projects that are normally collaborative and may be undertaken locally or internationally as industrial placements or internships, which will result in a major industry showcase event. Assessment is by contribution to the showcase, portfolio of work and personal journal.
CT 6002 Enterprise Computing
The module aims:
- To understand the principles of Cloud Computing architecture, infrastructure and security, the concept of the personal cloud, and value of moving to Cloud based systems and implement Software as a Service.
- To introduce a wide range of methods and techniques that are currently used and researched in the Semantic Web.
- To introduce the concepts of Computing Management, and equip learners with specific computing project management skills. Students are assessed through coursework.
CT 6003 Research Methods
This module provides a grounding in research methods for creative technologies projects, including the dynamics of creativity, offering students methodologies and techniques to support and develop their learning throughout their course of study. The module will cover literature reviews, creative practice research methodologies and practice-led research, as well as critical and scholarly approaches to analysis, quantitative and qualitative approaches including laboratory evaluation, surveys, case studies and action research. Students will be given techniques in methods of collaborative and cooperative working as well as systems of the development of creative ideas and research. Assessment is by critical commentary and group presentation.
Level 7 (Year 4)
CT 7002 Advanced Projects (i)
The module consists of at least two negotiated industrial placements or internships with national or international partners. The placements will be of substantial duration and challenge. Students will work either individually or as part of a team, sometimes in a leadership role, to meet the requirements of enterprise partners in the digital and creative technology sectors. Students are expected to identify and negotiate with partners from a preferred list, and to self-direct, manage and organise their projects and placements.
Tutorial support will be provided to assist the student in planning and negotiation, and to give critical feedback during the preparation of the project reports.
CT 7003 Emerging Technologies (i)
This module aims to develop students' knowledge of, and to provide hands-on practical engagement with, emerging creative technologies. These include cutting-edge developments in hardware, software and communications as appropriate. Significant input to the module is provided by enterprise partners working in creative technology research and development. Assessment is by critical analysis and seminar presentation.
CT 7004 Research Project (i)
This module will give students a practical understanding of the different methods of undertaking, disseminating, and presenting research projects in creative technologies, as well as practical experience in presenting their research to an audience. The module also aims to encourage students to think about how their own creative technologies work is best communicated to a range of different audiences, ranging from academics, industry specialists and the general public. The module will consist of a series of taught lectures followed by tutorial support, while students will work towards an assessed presentation of their own research.
Assessment is through a wide range of methods, including:
- Project Reports
- Presentations and Events
- Written Essays or Dissertations.
- Portfolios of Pracical Work
- Phase Tests
- Unseen Examinations
- Case Studies
- Reflective Journals
Programme delivery includes:
- Group Activities
- Practical Assignments
International students should visit our international pages for more information about our entry requirements, fees and scholarships, and student support.
Please email email@example.com.
Typical offer range for UK / EU applicants
You will need grades ABB at A-Level.
Potential Entry Routes
The Creative Technology and Enterprise Masters is a novel and hybrid degree programme that contains several elements: creative projects; computing and programming; enterprise and business skills; and development of personal creativity and innovation. No A-level or equivalent subject prepares anyone exactly for this degree, and it is likely that one or another aspect of the curriculum will be new to you.
This is nothing to fear! Everybody will be learning some skills from scratch and have experience in others. This is just the way things are in the fast-emerging world of the digital economy. Adapting to this is your first challenge.
You may also wish to pursue other options during the course. These are built in. You might for example wish to take our Global Citizenship course, or modules in Music, or Writing, or one of the many other related areas. This is also possible.
To help you understand how this might relate to your personal case, here are a few examples of typical students and their backgrounds, showing how they might enter and travel through the course.
Case 1. I am a musician or creative writer or visual artist who wants to develop my skills in creative technologies and enterprise. I have no knowledge of computer programming and little or no knowledge of business skills.
The first thing to say is that you will be able to pursue your artistic development on this course, but it will be transformed by the technology. For example, you may be using writing skills in creating narratives for games, or musical skills in installations, or visual arts skills in 3D interfaces. And you will be learning programming, computing and business skills at the same time as you study creativity and innovation. If you wish simply to study Music or Creative Writing or some such subject, then choose that course from the excellent portfolio Bath Spa University has to offer.
If you wish to pursue Creative Technologies and Enterprise, then probably the thing that will look the most intimidating at first is the computing strand. However, it is important to understand that CTE is not a Computer Science or Engineering degree. The programming that you will learn is designed to work for ‘creative computing’, that is to say not just using apps creatively but also creating the apps yourself. To achieve this, you need certain fundamental skills. These will be taught from the ground up in a solid and easily comprehensible way.
Similar comments apply to the business component. Once again, there are certain fundamentals to learn, but this is not a Business Studies degree. Rather, through working with real industrial partners throughout the course, you will learn at first hand what is required and how to adapt to the special circumstances of the digital economy.
Case 2. I am a maths or science student who would normally choose engineering or computer science at university, but wants to do something more creative. However, I have never done anything much artistically.
We believe that, while the arts are undoubtedly creative, so is engineering or programming, despite the way it is usually taught! Creative Computing is a key constituent of this course and that means approaching software or hardware engineering in a creative way. The crucial thing is to develop your creativity for the digital economy. You will learn about the kind of thinking that creative technologists need to do in order to approach tasks. You will learn to innovate and collaborate, working alongside people whose artistic abilities may at this stage be more developed than your own but whose creativity will also be challenged by this new landscape of the digital economy. Above all, you will learn to be flexible and adaptable, while still having the fundamental technical skills required by employers.
While Creative Technology and Enterprise contains a strong creative component, this may take many forms and is not necessarily conventionally artistic. You will rapidly find yourself confronting some of the most cutting-edge and innovative technologies, from brainwave readers to 3D, from games engines to gaze control. Being able to make these do unusual and creative things will give you the edge. Successful collaboration will often be the key.
Case 3. I am a business studies student who recognises that the digital economy is important but lacks technological know-how or creative background
You are making an excellent decision. The digital economy is fast-paced and rapidly growing, yet there is a massive skills shortage. You have the capacity to become an entrepreneur or to join one of the many large organisations that are partners on this course. And at Hartham Park you have a ready-made business environment that is already recognised as a leader in the sector.
Acquiring the technical know-how should present you with few difficulties, since you are already somewhat familiar with logical systems and organisation. Probably you know more about the technology than you realise! A stiffer challenge for you will probably be developing your understanding of creativity and innovation. These may sometimes seem counter-intuitive in a target-driven business world. Yet there is general agreement that they are amongst the most valuable skills an individual entrepreneur or company may possess. As with all the other cases listed here, collaboration will be an important route to success.
Case 4. I am a mature student who is already experienced in computer programming or business skills, but lacks creative experience.
If you are very expert in computer technology already, then you might consider our standalone Masters in Creative Technologies and Enterprise, which addresses mainly creativity, emerging technologies and research. The Integrated Masters (this course) includes fundamental hardware and software training that builds rapidly into more novel areas such as cloud computing and semantic web.
It is the area of creativity and the creative industries which are likely to present you with the biggest challenge. Our approach is to tackle creativity from the outset by focusing on the kind of thinking that you need to develop. This includes “divergent” (free, illogical, irrational) as well as “convergent” (constrained, logical, analytical) thinking. A balance of the two is required to undertake creative tasks.
The various industrial partnerships and placements will provide an excellent opportunity to test these ideas in a real-world practical setting. You will be able to position yourself in a digital economy where there is a shortage of creative individuals who can help to give companies the cutting-edge. Or you may prefer a personal entrepreneurial route, where you prosper or falter according to your ability to innovate. Either way, your existing skills base will provide a useful platform for these developments, but will also be transformed in the process.
The university has close links with Hartham Park, which plays host to many businesses and is ideally situated in the M4 ‘corridor’ through to London. The curriculum has been developed in consultation with these businesses and therefore is likely to produce graduates who will find ready employment within the digital economy.
"Enterprises of all sizes face challenges, and opportunities, in the increasingly global digital economy. To be best equipped to face those challenges and opportunities enterprises (whether end-user or provider) need outstanding individuals to drive a creative and innovative solutioning effort whilst maintaining focus on the fundamental business benefits and impacts. These individuals must have an effective mix of (a) very good understanding of the current and evolving digital technology landscape coupled with (b) very strong analysis, design and leadership skills. I believe this course provides an excellent foundation in all the required 'digital professional' areas in the context of the teaching, and the hands-on exposure, which the students will receive to real-world problems and projects."
Mark Perry, Chief technology Officer, Hewlett Packard, UK Public Sector.
"We live in a time of economic turmoil, the global rebalancing of power and ever greater reliance on technology. The effects of the latter while carrying real potential as a massive enabler have equal capacity be extremely disruptive and must therefore be properly understood and mastered. In addition, the UK does require another 'Brunel moment' if we are to break out from our current economic malaise. The Bath Spa University Technology Campus initiative creating as it will a world class incubator for international talent to learn and develop across the complete spectrum of technology expertise will in my view make a very real contribution to that much needed mastery of the technology domain and provide a spark to aide the ignition of that "UK moment". The new Integrated Masters in Creative Technology and Enterprise will spearhead and respond very effectively to new developments in the digital economy. Periods of change and challenge are times too of vast opportunity and the timing of this Bath Spa University undertaking could not therefore better or more needed. I am honoured and excited to be a member of the Advisory Board."
Huw Owen, CEO Ark Continuity.