ARCH40910

Learning Outcomes:

On successful completion of this module students should be able to:

1) Critically explain the origins, principles and governance structures of the UNESCO World Heritage Convention.
2) Apply key World Heritage concepts including Outstanding Universal Value, authenticity, integrity and representation.
3) Critically assess the processes involved in the nomination, assessment, inscription and monitoring of World Heritage properties.
4) Evaluate the roles of States Parties, Advisory Bodies, the World Heritage Committee and the World Heritage Centre in implementing the Convention.
5) Examine contemporary challenges and debates associated with the World Heritage Convention, including representation, sustainable development, politicisation and endangered heritage.

Indicative Module Content:

UNESCO World Heritage Convention; concepts of World Heritage and Outstanding Universal Value; authenticity, integrity and representation; governance structures and decision-making processes within the World Heritage system; the role of UNESCO, Advisory Bodies and States Parties; nomination, inscription, monitoring and reactive monitoring processes; the Global Strategy for a Representative, Balanced and Credible World Heritage List; World Heritage in Danger and endangered heritage; international assistance and capacity building

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


 

Student Effort Hours:

Approaches to Teaching and Learning:

This module is delivered through a flexible online learning environment using the Brightspace platform. Teaching and learning approaches combine guided independent study, critical reading, reflective learning and online discussion to support engagement with the theory, governance and implementation of the UNESCO World Heritage Convention.

Module content is organised into themed online sessions that include lecture-style notes, case studies, recommended readings, discussion questions and guided learning activities. Students are encouraged to engage critically with international policy documents, academic literature and World Heritage case studies and to progressively develop their understanding through independent enquiry and reflective learning.

Interactive learning is supported through online discussion forums and scheduled Zoom meetings which provide opportunities for live discussion, peer learning and critical debate on contemporary World Heritage issues and case studies. Assessment approaches include reflective journal writing, critical essay writing and project-based learning.

Students are expected to produce original work based on their own reading, analysis and academic judgement. Limited use of Generative AI tools for purposes such as brainstorming, grammar checking or improving clarity may be acceptable in some contexts. However, Generative AI must not be used to generate assessment submissions or replace independent critical engagement with module material. Students remain responsible for the originality, accuracy and integrity of all submitted work.

Requirements, Exclusions and Recommendations

Learning Recommendations:

Primary degree

Module Requisites and Incompatibles

Equivalents:
World Heritage Convention (ZOOL40360)


 

Assessment Strategy

As part of UCD's student support, under the Additional Consideration policy, extensions may be available for the following assessments in the module: Assignment (including essay/poster), Portfolio, Reflective Assignment, Report(s), and Individual Project.

 

Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, post-assessment

How will my Feedback be Delivered?

UCD School of Archaeology use standard feedback rubrics for all modules. Your feedback is provided on Brightspace - together with the rubric the form also contains feed forward details - this will help you think about how you could improve your approach in future assignments