MA Interior Design
The course has run successfully for over five years and students have both enjoyed their time studying with us and the employment opportunities that have come their way upon completion. Dimitris who graduated in February 2010 had time to say "As having an engineering background, I needed a course that would help me transfer my engineering skills in design area and would help me also to change and expand study direction and to acquire the needed design knowledge to work as a commercial Interior Design Practitioner. I wanted to set up my own Interior Design Practice and my work focussed upon the leisure industry with a live hotel project which provided me with a fruitful area to research". Dimitris is typical of the students who use the course either as a platform to launch a new career or to step up to more advanced studies once undergraduate training is complete. Applicants have typically studied Interior Design or Architecture, however do not be put off by this if you feel you wish to change study direction or need a new challenge we will be happy to meet you, discuss your background and the opportunities the course is likely to open up for you.
Entry requirements for postgraduate courses vary and you are advised to check below for any specific requirements or with Enquiry Management. Normally the following general entry requirements apply:
Postgraduate Diplomas, Certificates and Conversion Courses:
A recognised British first degree or its equivalent, or a BTEC Higher Diploma/Certificate.
Taught Masters Courses:
A recognised British honours degree to a good standard, or its equivalent. Applications from all candidates will be considered on their merits and in the light of the nature and scope of the programme or work proposed. Informal enquiries are welcomed and will normally be followed by an initial advisory interview.
Applicants must demonstrate achievement of any one of the following:
- Receipt of a 2.2 degree, or higher from a British university
- A high level of achievement in undergraduate studies at a university elsewhere
- Professional experience in the field or a related field in their home country
International Students are required to show competence in written and spoken English in addition to meeting the course entry requirements: International English Language Testing Service (IELTS) - minimum 7.5.
All applicants are requested to submit digital supporting material and where possible, will be invited to attend an interview with a portfolio of recent work.
The MA Interior Design course has been developed as a coherent part of the AAS College’s Masters Programme and shares the same values and philosophies that unite them.
At the outset of the programme all students are required to participate in an induction and diagnostic phase. During this two to three week programme student’s proposed area of study is discussed, negotiated and formulated with their supervisor and MA colleagues to formulate a “Learning Agreement” to help them gain an initial footing into the programme.
The focus of the course is rooted in 'creative practice'. Students may choose to work either within any established area of contemporary interior design practice or explore the potential for design diversity.
Throughout the Masters programme students work on both their Research and Practice modules with Practice ideas and evolving personal design philosophies driving and defining the research subject areas they study.
Through discussion with course supervisors, students are able to form a uniquely individual, tailor made programme of study.
Students adopt a reflective stance and record their own personal development and jpg out the key aspects of their research and Practice strategies each semester in a Reflective Diary summary.
In the second semester students may choose to undertake field studies and take a more outward looking focus and more rigorous validation of their ideas through professional networking or even external placement.
In the Practice module, students continue their investigation into a particular personal area of study, leading to a final assessed presentation or public body of work. By the end of the programme all students should have completed a cohesive body of creative work to a professional standard and be able to clearly articulate a sound intellectual rationale and broad critical viewpoint.
Assessment is part of your learning. Academic debate, external examiner reports and student observations influence assessment strategies. The course uses a range of formative and summative strategies and these are deployed to benefit you in terms of the development of your understanding of Design and Design related disciplines.
Assessment criteria are communicated in the generic handbook, the module descriptors and also in the module information packs. Project brief assessment criteria relate to module assessment and are listed at the end of a brief. Feedback relates to module and project assessment criteria.
Aspects of assessment are common to all courses, and some are distinctive to your particular course. The strategies are designed to place demands on you similar to those you will meet on graduation and they help you develop appropriate working practices to respond to set problems.
Your assessment marks are moderated by an internal team of assessors and this 'external examination’ is an important part of the assessment process. It takes place across courses and across modules. Our process is well developed. It is rigorous and ensures that there is comparability of assessment process across all department courses. The standards of outcome are comparable from course to course and evidenced by the quantity and quality of work.
The External Examiners for AAS will be the same examiners for Preston campus courses. They visit the AAS College every year.
The MA will further career opportunities within commercial design practice. Research has shown that graduates who have undertaken some form of work experience are significantly more likely to be in employment than those who have had no work experience.
The MA is, however, not seen as wholly vocational as it also recognises the value of personal development, satisfaction, and enlightenment.