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ARCH41240

Academic Year 2026/2027

Heritage Management Challenges (ARCH41240)

Subject:
Archaeology
College:
Social Sciences & Law
School:
Archaeology
Level:
4 (Masters)
Credits:
10
Module Coordinator:
Dr Claire Cave
Trimester:
Autumn
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

This module examines major management challenges affecting cultural and natural heritage at local, national and international levels. Students will critically evaluate the impacts of pressures such as development, tourism, climate change, biodiversity loss, conflict, looting, infrastructure expansion and landscape transformation on heritage sites and protected areas.
The module explores how mangers assess risk, negotiate competing interests and respond to complex and often cumulative threats. Emphasis is placed on impact assessment, risk management, monitoring, adaptive management and strategic decision-making in heritage conservation practice. Students will examine the role of Environmental Impact Assessment (EIA) and Heritage Impact Assessment (HIA), including approaches to screening, scoping and mitigation.
The module also considers practical challenges associated with heritage management implementation, including institutional capacity, stakeholder participation, financial constraints and competing development priorities. Through case studies and applied exercises, students will critically reflect on both successful and unsuccessful management responses and evaluate how heritage can be managed sustainably under conditions of environmental, social and political change.
This module includes one fieldtrip in week 2 and one during Reading week (usually week 8 of the trimester). Students will need to wear suitable warm clothes (do not underestimate the cold wind at the exposed heritage sites we will visit) and appropriate waterproof walking boots and waterproof trousers and coat.

About this Module

Learning Outcomes:

On successful completion of this module students should be able to:
1. Critically evaluate major pressures and threats affecting cultural and natural heritage sites and landscapes.
2. Apply appropriate approaches to heritage risk assessment and prioritisation in response to environmental, social and developmental challenges.
3. Analyse the structure, purpose and application of Environmental Impact Assessment (EIA) and Heritage Impact Assessment (HIA) within heritage management practice.
4. Assess the challenges associated with stakeholder participation, institutional capacity and decision-making in heritage management contexts.
5. Critically evaluate management responses to issues such as tourism pressure, climate change, landscape transformation and conflict using relevant case studies.

Indicative Module Content:

Heritage management challenges and contemporary threats; risk assessment and management; Environmental Impact Assessment (EIA) and Heritage Impact Assessment (HIA); development pressures and landscape transformation; tourism, commodification and visitor management; climate change, biodiversity loss and resilience; conflict, looting and heritage in crisis; stakeholder participation and competing interests; monitoring, adaptive management and institutional capacity; sustainability and strategic responses in heritage conservation practice.

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. 
Learning Competency Additional Information Level

Collaboration

 The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Competent

Critical Thinking

 The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Proficient

Systems Thinking

 The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Proficient

Strategic

 The ability to collectively develop and implement innovative actions that further sustainability at the local level and further afield. Competent

Integrated Problem Solving

 The overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the competencies in this list. Proficient

Self-awareness

 The ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires. Competent

Normative

 The ability to understand and reflect on the norms and values that underlie one’s actions; and to negotiate values, principles, goals, and targets, in a context of conflicts of interest and trade-offs, uncertain knowledge and contradictions. Competent

Anticipatory

 The ability to understand and evaluate multiple scenarios for the future – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes. Proficient

Digital Literacy and Judgement

 The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Competent

Student Effort Hours:
Student Effort Type Hours
Specified Learning Activities

60
Autonomous Student Learning

140
Lectures

18
Field Trip/External Visits

10
Total

228

Approaches to Teaching and Learning:
This module combines lectures, case-based learning and active discussion to support critical engagement with contemporary heritage management challenges. Teaching approaches include small group discussion, stakeholder role play, case-study analysis, peer learning and applied management exercises. Students will critically examine real-world heritage management scenarios and reflect on different approaches to risk assessment, impact assessment, sustainability and strategic decision-making in heritage conservation practice. Students are encouraged to actively participate in discussion, debate and collaborative learning activities and to develop independent critical perspectives through engagement with academic literature, policy documents and applied case studies. Generative AI must not be used to generate assessment submissions or replace independent critical engagement with module material. Limited use of Generative AI tools for purposes such as brainstorming, grammar checking or improving clarity may be acceptable in some contexts. However, students remain responsible for the originality, accuracy and integrity of all submitted work.

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade Component repeat (in-module) Offered
Assignment(Including Essay): Role Play Week 7 Graded No
25
 No
Assignment(Including Essay): Applied Management brief Week 10 Graded No
35
 No
Individual Project: Individual Case Study Week 12 Graded No
40
 No

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.


Carry forward of passed components
Yes
 

Resit In Terminal Exam
Spring No
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?

Feedback is provided in written form using rubrics. Feedback is posted on brightspace and also contains feed forward details - this will help you think about how you could improve your approach in future assignments.

Avrami, E., Macdonald, S., Mason, R. and Myers, D. eds., 2019. Values in heritage management: emerging approaches and research directions. The Getty Conservation Institute, Los Angeles.
Harrison R. 2012. Heritage: Critical Approaches. Routledge: London and New York
Harrison R (editor). 2010. Understanding the politics of heritage. Manchester University Press: Manchester
Lowenthal, D., 1998. The Heritage Crusade and the Spoils of History. Cambridge University Press.
Meskell, L., 2018. A Future in Ruins: UNESCO, World Heritage and the Dream of Peace. Oxford University Press.
Pendlebury, J., 2008. Conservation in the Age of Consensus. Routledge.
Sesana, E., Gagnon, A.S., Ciantelli, C., Cassar, J. and Hughes, J.J., 2021. Climate change impacts on cultural heritage: A literature review. Wiley Interdisciplinary Reviews: Climate Change, 12(4), p.e710.

Name Role
Dr Claire Cave Lecturer / Co-Lecturer

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Autumn Lecture Offering 1 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Fri 13:00 - 14:50
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