We looked at how industry operates in this sector and saw that although there were diverse roles such as artists and programmers, designers and analysts they all had to have an understanding of the other roles and responsibilities in the team if they were to deliver the best projects. For example, a 3D artist may want to create a model with realistic water in it. To do this they may need to speak to a materials and fluids expert to find out water's unique properties and then implement these features within the software they use. The developer needs to know what way the artist works to provide them the best simulation and the artist needs to understand what the developer needs to produce the best "water".
It was this shared understanding that led to the development of the central core of modules that all students (either BDes or BSc) take. Together with the group project where students share ideas and techniques we believe this makes our students more productive and more well rounded in their skills.
These "Common core" skills are essential but specific skills are needed in industry. Our appreciation of the different skill sets employed has led us to create options for each pathway that allow them to specialise in their key skills. For instance: Students on the BDes pathway take an option of "Bigature" model making in Year three whereas BSc students take a Digital Media Business module.