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ARCV40070

Academic Year 2026/2027

Managing Records & Information in Public & Private Organisations (ARCV40070)

Subject:
Archivistics
College:
Arts & Humanities
School:
History
Level:
4 (Masters)
Credits:
10
Module Coordinator:
Dr Julie Brooks
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 considers the management of current records and information in public and private sector organisations. These information assets are crucial for organisational governance and accountability as well as the rights of individuals and wider society. Records professionals are core participants in their management and occupy a defining role whether as records or information managers, in roles encompassing combined archival and records management responsibilities, as members of a multi-disciplinary information governance team, or in a consultancy role.
Specifically, the module addresses the defining characteristics of records, the scope of records management as a discipline and as a profession, and the challenges it faces. It introduces students to the theories, laws and best practice standards which underpin approaches to managing records and identifies the key aspects of records management programmes including the development of effective retention strategies. Students gain understanding of the main approaches and systems deployed to manage records in different kinds of organisations and how these are being impacted by the development of AI technology. The module considers the reasons why achieving good records management remains a challenge for many organisations and explores the people-centred approaches now informing records management with a focus on employees, information cultures and organisational cultures. Underpinning the module is consideration of the dynamic between people, technology and records.

About this Module

Learning Outcomes:

On successful completion of this module, students should be able to:
-Recognise and communicate the significance of records at individual, organisational and societal level;
-Understand the purpose, nature and scope of records management and how this has evolved;
-Develop familiarity with the main theories, laws and standards relevant to information and records management;
-Identify the components of a records management programme and the key considerations when implementing these in practice;
-Reflect on the implications of people-centred approaches to recordkeeping and of technology-driven change on records management theory and practice.

Indicative Module Content:

The module will cover the following broad areas: Week 1 Introduction to records management and the evolution of records creation and recordkeeping; Week 2 Records theory, concepts and key international standards; Weeks 3 and 4 Building the foundations for records management initiatives; Weeks 5 and 6 Implementing records management initiatives; Week 7 Records retention decisions;(Week 8 - reading break); Weeks 9, 10 and 11 Approaches, systems and and options for managing records across organisations; Week 12 - Concluding thoughts and future directions for records management.

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. Competent

Strategic

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

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. Competent

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. Competent

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. Proficient

AI Literacy & Agency

 The ability to understand, critically evaluate and responsibly engage with artificial intelligence; to recognise how AI systems are shaped by human values; to assess their ethical, social and environmental implications; and to exercise human judgement, agency and accountability in AI-related contexts. Competent

Wellbeing

 Wellbeing is having the resources and skills to meet life's challenges, including attributes such as personal development skills, resilience, stress management, strengths, lifestyle skills, nutrition, physical activity, sleep, alcohol/substance use, academic skills, time management, goal setting, interpersonal skills, group work, communication. Proficient

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.


Goal Name Description Coverage

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 1

Ensure sustainable consumption and production patterns 2

Take urgent action to combat climate change and its impacts 1

Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels 1
 

Student Effort Hours:
Student Effort Type Hours
Specified Learning Activities

90
Autonomous Student Learning

90
Small Group

22
Total

202

Approaches to Teaching and Learning:
The module comprises small-group teaching, delivered chiefly via a 2 hour weekly seminar based around the introduction and discussion of key concepts and best practice supported by lecture slides, case study examples, the review of sample policy documents and active class discussion. The challenges of managing current records and translating best practice and theory into strategies in real-world work places are a key area of discussion and students are encouraged to participate both individually and through in-class group activities. Learning is supported by guest lectures from practitioners and those with experience of records management in different kinds of organisations.

While there will be discussion in this module of the extent to which generative AI is being used by recordkeepers to assist in the management of records, generative AI is not permitted to be used in this module. Any questions about this should be addressed to the module coordinator.

A proportion of written assignments in each module in the School of History are subject to moderation, meaning they undergo a second layer of review by another grader. This can include oral moderation meetings where the student is invited in for a short meeting with the module coordinator to discuss the assignment. Moderation contributes to better informed marking.

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 In Module Component Repeat Offered
Assignment(Including Essay): The assignment requires students to create a functional-based combined file plan & retention schedule for a fictional organisation supported by an executive summary and a guide for employees. Week 9 Graded No
50
 No
Assignment(Including Essay): 3,000 word essay exploring and comparing the work of individuals who have contributed to records management research and practice (students select two from a list provided) Week 14 Graded No
50
 No

Carry forward of passed components
No
 

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
• Group/class feedback, post-assessment

How will my Feedback be Delivered?

Feedback on all assessments is given in writing and via the assessment rubric on Brightspace after submission and grading. Individual oral feedback on all assignments will be provided by one-to-one meetings if requested by students.

The bibliography for this module will be provided on Brightspace.

Name Role
Mr Mark Farrell Lecturer / Co-Lecturer

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Autumn Seminar Offering 1 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Wed 14:00 - 15:50
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