Criminology Course Handbook

School of Society, Enterprise and Environment
Department of Social Sciences
Criminology
Single and Combined Awards
Student handbook
2015/16
1
Contents
Page
Introduction
Course content
 Programme structure – how the BSU modular scheme
works
 What will I study?
Course aims
 What will I learn?
Learning Environment
 How modules are delivered
 Minerva VLE
 Library and Learning Services
 Writing and Learning Centre
 BSU Student Agreement
Assessment
 Submitting assignments
 Extensions and mitigating circumstances
 Assessment marks and feedback
 Assuring the quality of assessments
Employability
 Work experience and placement opportunities
 Project work
Careers
 Law enforcement and crime prevention
 Courts and legal services
 Working in the penal system
 Youth justice
 Social and welfare professions
 Postgraduate study
Added value
How we support you
 The teaching team
 Contacting staff
 Personal tutoring
 Peer mentor scheme
 Additional support for your studies and welfare
 BSU Careers Service
Teaching quality information:
 How we assure the quality of this programme
 How we monitor the quality of this programme
 The role of the programme committee
 The role of the external examiner
 Listening to the views of students
 Listening to the views of others
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Equal opportunities
 BSU Equal opportunities policy statement
APPENDICES
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Appendix 1 - Regulations, policies and guidelines
Appendix 2 – Staff profiles
Appendix 3 – Module outlines
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Single Honours, Major, Joint or
Minor
School
Department
Campus
Final award
Intermediate awards available
UCAS code
Relevant QAA Benchmark
statements including date
Date specification last updated
Criminology
Society, Enterprise and Environment
Social Sciences
Newton Park
BSc Hons; BSc Hons Combined
Criminology
March 2014
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Introduction
Criminology is the study of crime and victimisation and the responses to crime that come in
the form of justice, law and punishment. Students of criminology explore the causes and
motivations underlying criminal conduct and the social conditions and problems which are
associated with criminality. The criminal justice system is also a key aspect of your studies
and you will critically investigate and scrutinise the policies, processes and practices of
criminal justice and punishment at local, national and global levels of society.
As a field of study, criminology has developed with contributions from a range of disciplines
including sociology, psychology, law, geography, media and literary studies, biology and
history amongst others. This is reflected in the BSU Criminology programme which draws on
expertise in a number of fields enabling you to look at the problem of crime from different
angles. At the core of the programme is a suite of modules that will give you foundational
knowledge of the main theories, debates, issues and research problems of criminology and
criminal justice that are grounded in the traditions of social science. Criminological research
has had an impact on public policy, but criminologists also have a responsibility to analyse
and question forms of governance and social control. You will interrogate the balancing act
that criminology plays between contributing to government policies that control and punish
crime and critical exploration of them.
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Course content
Undergraduates at BSU can take Criminology either as a Single Honours degree (where
criminology predominates in the programme) or in conjunction with another subject as a
Combined Honours award. Combined honours can be taken as either major, minor or joint
awards.
Programme structure – how the BSU modular scheme works
The degree programme is divided into 3 levels of study – 4, 5 and 6 – which correspond to
the first, second and third years of a full-time degree. Each degree programme is organised
into modules, all of which run for the duration of the academic year. There are two types of
module: (i) core modules which are compulsory and provide the foundation of your learning
in the subject and (ii) optional modules which you select to develop your areas of interest as
you progress through the course. There are also open modules which students in any
degree programme can take.
Modules carry a credit rating of either 20 or 40 credits, with corresponding hours of contact
and assessment tasks. To complete the programme, you must pass assessments in 120
credits of modules each year. At each level of the programme, you will take a core 40 credit
module in Criminology, and choose 20 credit optional modules to make up your total 120
credits.
In your first year of study (level 4) you also have to select a complementary module in
another subject from an approved list (this is provided with information about registration). In
the second and third years of study (levels 5 and 6) there are additional compulsory 20 credit
modules for single honours Criminology students (which can also be selected as options by
combined honours students).
Each module has a code which indicates:

the subject family it belongs to, such as CY = Criminology, SC = Sociology, PS =
Psychology, GE = Geography

the level of study (4, 5 or 6)

the credit weighting (40 or 20). Thus, for example the core 40 credit level 4 module
code is CY4001-40.
The structure of degrees is described in more detail in a guide that is available at:
http://www2.bathspa.ac.uk/services/student-services/current-students/your-course/guide-forstudents-course-of-study/default.asp
What will I study?
In your first year of study you will learn about the theoretical and research traditions of
criminology and be introduced to key concepts, theories and issues as well as be given a
thorough grounding in criminal law and criminal justice. Study skills and a preliminary
orientation to social research are also part of your first year in the core module and you will
broaden your knowledge of the social conditions in which crime occurs with optional
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modules on the development of modern states and societies. The remainder of your
programme will consist of a complementary subject of your choice.
In your second year of study you will develop your knowledge and understanding through
study of contemporary criminological theories, research and debates on criminal justice. You
will also develop your applied knowledge and practical skills with training in research
methods and crime mapping techniques. You can select from a number of modules to put
together the remainder of your programme and here you may for example pursue links
between crime and culture, the environmental context of crime or delve more deeply into the
social problems and divisions that are linked to crime.
In your third and final year of study, you will undertake an original piece of criminological
research in an area which interests you and undertake comparative study of criminal justice
and penality in global context. Again, you can design your final programme with your own
selections from a number of modules, a number of which also highlight the global
dimensions of crime and justice. You will also have the opportunity to undertake a voluntary
placement in an organisation that works within the justice sector.
The modules that make up the Criminology programme are shown in the table on the
following page. The list of optional modules is indicative and may change from year to year
based on student demand and staffing changes.
Some important points to note about the module table:

The 40 credit core modules at each level of study are compulsory for all
Criminology students

The compulsory modules for single honours Criminology programmes are
shown with this symbol 

The compulsory modules for combined honours Criminology programmes
are shown with this symbol . Combined honours students can select their
options from all 20 credit modules shown.
7
40 credits
20 credits
CY4150-20
Level 4
Visualising
Societies
CY4001-40

[1st year]
Criminology:
An
Introduction
PS4003-20
Debating
Individual
Differences
Level 5
CY5001-40

[2nd year]
Contemporary
and critical
issues in
crime and
justice
Level 6
CY6001-40

[3rd year]
Criminology
dissertation
 = Compulsory SH modules
 = Compulsory CH modules
40 credit complementary
module
Select from:
 Discovering Science
 Introduction to
Psychology
 Discovering Sociology
 Sustainability in Life
and Work
 Media Today
 Introduction to
Computing
SC5202-20
SC5103-20
EN5041-20
FL5008-20
Researching
People and
Organisations
Social
Diversity and
Divisions
Crime Fiction
Film Noir
PS5017-20
ED5027-20
GE5027-20
OM5001-20
Criminological
and
Investigative
Psychology
Growing up
and Living in
Communities
Climate
Change and
Sustainability
Work
placement
CY6002-20
SC6023-20
ED6030-20
Punishment
and Penology
in Global
Context
Migration,
Diversity and
Racism
Young
People,
Identity and
Subcultures
GE6027-20
Identities and
inequalities
SC6104-20
SC6206-20
EN6055-20
Community
Engagement
Mobility, Risks
and
Environmental
Justice
Crime Fiction
in the
Contemporary
World
SC6208-20
Globalisation
and work
SC6008-20
Gender:
Mind, Body
and Cultures
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Course aims
The main aim of Criminology programmes at BSU, is to equip you with a critical perspective
on the problem of crime and victimisation in society and the associated institutions and
processes of law, justice and punishment that emerge in response to crime at local, national
and global levels.
As well as providing you with knowledge and understanding of crime and justice, your
studies in Criminology at Bath Spa also address your personal development, and the
programme is designed to enhance transferable skills that you can take forward into
employment. In particular, the programme focuses on working in the justice sector.
Above all, we want students to graduate from the BSU Criminology programme as informed
and independent scholars, skilful and practical researchers, challenging and critical thinkers
and socially engaged and adept communicators.
What will I learn?
Subject knowledge
At the end of this programme, students should have knowledge and critical understanding of:

the distinct but multidisciplinary nature of criminology as an area of social scientific
enquiry

differing articulations of central disciplinary concepts of crime, deviance, justice,
punishment and victimisation and how these are constituted in social, political, legal,
cultural, economic and spatial contexts

the main explanations for crime in theoretical debates in criminology and how these have
developed over time

sources of information about crime, the methods used in criminological research and the
social and political frameworks in which knowledge about crime is produced

the challenges of measuring crime, the advantages, disadvantages and value of different
measures and the reliability of official statistics

relationships between crime, law and victimisation to power, inequality and social
divisions and awareness of associated ‘criminogenic’ factors in commission of offences

representations of crime, deviance and victimisation in the mass media and popular
culture and understanding of the extent of their influence on government, popular
opinion, social agents and institutions

the governance and politics of criminal justice, the development of the role of the state in
policing, controlling and punishing crime in modern societies and how crime policies are
imbricated with other areas of social and public policy
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
the powers, responsibilities, roles, priorities, practices and cultures of criminal justice
agencies and ability to scrutinise underlying discourses such as human rights, risk
management, contestability and multiagency working

the historical development of punishment and contemporary debates on penality and the
theories, policies, carceral agencies, custodial environments and community alternatives
of the penal system

how crime crosses national borders to create new sites and shapes of globalised crime
in the form of transnational organised crime, environmental crime, global violence,
cybercrime international law and policing amongst others
Thinking skills
At the end of the programme, students should have the ability to:

make informed critical analysis

make reasoned and evidence-based arguments

apply statistical techniques and methods to make inferences about correlation and
causation

assess the strengths and weaknesses of different claims and perspectives

make ethical judgements about published or their own research

reflect critically and constructively on their own learning
Subject-based practical skills
At the end of this programme, students should have competencies in:

identifying and investigating criminological problems, using relevant theories

locating, summarising and using evidence to develop analysis and support
arguments

generating, evaluating and interpreting quantitative and qualitative data using a range
of research strategies

using digital and information technology

working collaboratively and debating ideas, problems and research

written and verbal communication skills and abilities to present material

time management and planning skills

referencing and bibliographic skills
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Learning Environment
Your personal timetable will comprise all the modules for which you have been registered
and these incorporate different modes of teaching and learning. Learning is encouraged
through participation in a wide variety of activities including lectures, seminars, workshops,
group and individual projects, the Minerva virtual learning environment, volunteer
placements and sessions with visiting speakers.
All the modules you study have a Module Coordinator who leads it and each module has its
own handbook and Minerva VLE site. Modules run for 26 teaching weeks in each academic
year and each module has its own teaching pattern and timetable of classes. The formal
weekly contact time for each module is as follows:
Level 4


40 credit core module – 4 hours per week
20 credit optional modules – 2 hours per week
Level 5


40 credit core module – 3 hours per week
20 credit optional modules – 2 hours per week
Level 6


40 credit core module - regular one to one dissertation supervisions to be scheduled
with your advisor plus group seminars
20 credit optional modules – 3 hours per fortnight
In addition to scheduled contact time, there is an additional requirement for independent
study in which you will prepare for classes and complete assignments. Being a student at
university means taking responsibility for your own learning and actively engaging with the
course both within and outside of class time. You should allow yourself a minimum of 15
hours each week for private study and this will both enhance your learning experience and
help you make the most of the resources BSU has to offer. Some classes, particularly
seminars, also rely on the participants in the group to prepare set tasks in advance. Your
tutors for each module can give you guidance whether you need to focus your studies on a
particular area or broaden your range of subject-matter and as you progress through your
course, you will learn how to plan and manage your own learning.
How modules are delivered
Your programme comprises a number of teaching formats including:

Lectures
These are large group sessions which introduce key issues and themes in a module
topic and can involve visiting speakers talking about their own research or
professional experience.
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
Seminars
These are smaller classes which focus upon aspects of a module topic in more detail
and allow you to develop your learning through reflective and group discussion. It is
important that you participate, ask questions and put forward your ideas about the
topic and material you have read. Seminars may also involve presentations, analysis
of case studies, preparation for assessments and completion of formative
assignments.

One to one tutorials
Tutorials may be scheduled into modules as part of preparation for assignments and
they also form the basis of supervision of your final year dissertation project. They
provide opportunities for you to get support with your learning from staff, set goals
and tasks or discuss feedback on assignments. You can also contact your tutor to
arrange ad hoc meetings for more general support and advice.

Small group work
Some modules require you to work in small groups on a particular task or case study.
These may either be scheduled classes in an allocated teaching space (with virtual
support from a tutor) or will be part of your preparation for group assignments.
Minerva VLE
Minerva is a virtual learning environment (VLE) at BSU which uses a type of software called
Blackboard. This creates a personalised on-line space for each student on the BSU website
based on their module enrolments. Minerva performs several important functions to support
your studies: it is a platform to access learning materials such as module handbooks, lecture
slides, assessment information, staff contact details, timetables, discussion boards and links
to learning resources. Staff also use Minerva to contact students via announcements and
emails and keep them informed about any changes to scheduled teaching or upcoming
events that may be of interest. You will also be required to submit a number of your
assignments on Minerva and you can check your grades on there.
Minerva is absolutely central to your studies at BSU. Therefore
it is vital that you log onto Minerva regularly to keep up to date
with what is going in your course. You can access Minerva
through any web-browser and install the Blackboard app to run
on a tablet or smartphone.
Library and Learning Services
Library and Learning Services provide numerous resources that will be central to your
studies for this course. The main BSU library is on Newton Park campus and there is a
further library at Sion Hill. In addition, you can gain access to read materials at other local
university libraries through the SCONUL scheme and obtain items through Inter-library
loans. Library holdings include books, academic journals and DVDs and an extensive range
of electronic services (such as e-books, on-line journals, digital news and magazine
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archives) which can be accessed on-line on and off campus through its website. It also
provides a place for individual study and collaborative work.
In your first year, tutors will give you advice and directed tasks to help you familiarise
yourself with the library and its resources. Electronic journals are particularly useful as they
are easy to access and have articles and book reviews which summarise the most up to
date research and ideas. In your first year, you should make sure you get used to checking
the electronic databases for relevant material. The following criminology journals are held by
the library:


American Journal of Criminal

Critical Criminology
Justice

European Journal of Crime,
Applied Psychology in Criminal
Justice

Criminal Law and Criminal Justice

British Journal of Community
Journal of Ethnicity in Criminal
Justice
Justice

Journal of Quantitative Criminology

British Journal of Criminology

Journal of Scandinavian Studies in

Corrections Today

Criminal Justice Review

Theoretical Criminology

Crime, Law and Social Change

Violence and Victims
Criminology and Crime Prevention
It is essential that you use library services in your studies as it
is the first port of call for materials that will help you study for
your classes and assignments.
Further information about the library including the catalogue, access to electronic resources
and information about borrowing and opening hours can be found at:
http://www.bathspa.ac.uk/library and library staff are happy to help with any enquiries.
Writing and Learning Centre
Library and Learning Services also host the BSU Writing and Learning Centre. This is the
place to go for support with scholarship issues such as academic writing, note-taking,
referencing, critical thinking and finding information. You can approach them at any time
yourself for help and advice or your module tutors may recommend contacting them if they
think that there are any matters that arise from marking your assignments (such as
improving your referencing). You can drop in to the centre to see an advisor between 9.00
a.m. and 2.00 p.m., Monday to Friday or book an appointment or a place on a workshop.
You can contact them by email at [email protected]. For further information, including
their contact details visit: http://www.bathspa.ac.uk/library/writing-and-learning-centre
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BSU Student Agreement
As well as classes, facilities and resources, the university’s learning environment also
includes your relationship as a student to the academic staff and the institution as a whole.
BSU have put into place a Student Agreement that sets out what you should expect from the
university and what we in turn expect from you. It was written in partnership with students
(the Students’ Union and Student Academic Representatives) and is regularly reviewed and
updated. To view and download the charter, visit:
http://www.bathspa.ac.uk/media/studentsunion/Student-Agreement-2014.pdf
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Assessment
Module assessment is your opportunity to demonstrate the extent to which you have met the
learning outcomes of a module, gained knowledge of its subject matter and become
proficient in related skills. There are two types of assessment item (or ‘assignment’):

Formative assessment – this is designed to help you develop your learning, identify
areas for improvement and gain advice on how to progress; formative assessment
items do not count towards your final module grade

Summative assessment – this includes tasks and pieces of work that are used to
indicate your achievement in the module and are the basis of your final module grade
The content, format, weighting and assessment criteria of assignments vary according to the
module and information about them is provided in the module learning outcomes.
Assessment criteria, tasks and questions and weighting of items are also outlined on each
module Minerva site.
The BSU Criminology degree programme employs a range of assessments to ensure your
tutors can gain a comprehensive measure of all aspects of your performance. Assignments
include essays, book reviews, examinations, portfolios, outline proposals, creative projects,
contributions to on-line resources, presentations, reports, in-class tests, reflective writing and
individual and group projects.
Submitting assignments
Each module has submission dates for its assignments and these can be found alongside
instructions on how to submit work in the module handbook and its Minerva VLE site. Most
written assignments will be submitted on line onto Minerva using a programme called
Turnitin. Presentation assignments will be scheduled by the module coordinator.
Examinations are arranged by the university in an assessment period in May/June of the
academic year.
The pass mark for each module is 40% overall (or grade ‘D’). The module grade is made up
of the marks you get for each assignment. Any assignment item that fails to achieve this
mark will be referred and this means you have an opportunity to resubmit it in an
assessment period in August of the academic year. Unless you have mitigating
circumstances (see below), your mark for the resubmitted item will be capped at 40%. If you
achieve a pass mark of 40% or more for the module as a whole, but one of your
assignments fails it is still possible to pass, as long as the failed assignment’s mark is at
least 35%.
Extensions and mitigating circumstances
It is important that you observe assignment deadlines as late submission without authorised
extension will be subject to penalty. An extension of up to one week can be given by a
module coordinator in the event of illness or serious personal problems. Extensions for
longer periods due to circumstances beyond your control will need to be submitted through
the university’s mitigating circumstances process. This is considered by the Board of
Examiners and they will require evidence of the problems you are having. If you are having
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problems that are adversely affecting your work, it is important that you bring it to the
attention of teaching staff or your personal tutor as soon as possible so they can help and
advise you.
If mitigating circumstances are granted, then your assessment can be deferred and you
have until the August assessment period to submit work. If you fail an assignment and are
granted mitigating circumstances, you can resubmit in the August period and your mark will
not be capped at 40%.
Your personal tutor or Student Services can give further advice on the Mitigating
Circumstances process and further information is also available on the BSU website here:
https://www2.bathspa.ac.uk/services/student-services/current-students/yourcourse/mitigating-circumstances.asp
Assessment marks and feedback
Assignments are marked anonymously (with some exceptions where this is not feasible –
such as a student presentation). All returned work will have a mark and where appropriate
you will be given written or verbal feedback. Feedback will help you improve your
performance as you progress through your course. Marks and feedback for most
assignments will be made available through Minerva VLE. Staff endeavour to return
submitted work to students as soon as possible and the standard return rate at BSU is within
3 weeks of the assignment deadline. Sometimes there may be circumstances where this is
not possible such as staff absence or illness and if more time is required to return marks and
feedback, module tutors will make an effort to keep students informed through Minerva.
Assuring the quality of assessment
To ensure consistency in assessment, all assignments are marked firstly by the module
team and then moderated by another member of staff in the subject group. For each
assignment, they will assess a sample of at least 20% of submissions and produce a report
for the module coordinator. The sample will include representative selections for all classes
of marks, all first class marks and all fails. Marks may be adjusted as necessary and then the
sample and report are sent to an external examiner, who is a subject specialist in another
institution. They confirm the final marks at a subject examination board at the end of the
academic year. All returned marks are provisional until this board has met.
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Employability
Work experience and placement opportunities
In accordance with the BSU Student Agreement, the Criminology programme provides a
range of opportunities for you to enhance your employability. Whilst work experience and
placements are not required elements of the programme, you are strongly recommended to
take advantage of the opportunities to apply your learning in the real world contexts of
criminal justice.
Practitioners contribute to teaching in some modules and you can find out more from them
about working in fields related to criminal justice. Field trips such as to local courts will also
provide opportunities to observe the legal system in action and learn more about potential
careers. BSU also has links with local criminal justice organisations including local police
services and prisons, as well as organisations in related service fields.
The Criminology programme has an emphasis on helping students develop practical and
analytical skills that are relevant to working in this field. There are opportunities to learn
crime mapping, risk evaluation, write reports, develop proposals and scrutinise case studies.
Such class activities enable you to acquire technical and practical knowledge, as well as flex
the skills that you will use in a working environment including problem-solving,
communication and project management skills. Many assessments are designed with
‘authentic’ components that enable you to apply your learning to situations, problems and
tasks that would arise in working environments.
In your second year (level 5 of study), BSU offers a 20 credit work placement module that is
open to all students in which you can create a custom-made work placement, that is tailored
to your career goals. The module team provides support to gain your placement with a host
organisation for which you would typically be on placement for 120 hours (the equivalent of
15 full time work days) in the academic year. This can be undertaken flexibly, including
during vacation periods. In your final year (level 6 of study) you can take a module in the
Criminology programme in which you combine a volunteering placement with a criminal
justice organisation and study of the voluntary sector. The module is based on 100 hours of
voluntary work and again, this can be undertaken flexibly in term or vacation time. Support is
available to locate a relevant placement.
Outside of the modular scheme, BSU Careers Service can help you find and apply for work
experience and placements with relevant organisations. There is also a ‘JobShop’ for
undergraduates listing local part time work opportunities which could give you valuable work
experience: http://thehub.bathspa.ac.uk/services/careers/jobs-and-placements).
Project work
Project work is built into all three levels of the Criminology degree programme to enable you
to focus on and develop particular interests as well as employment-related skills in research
and analysis, individual and group projects will help you develop your time management,
leadership, negotiation, problem-solving, decision-making and planning skills.
At level 4, the core Criminology module involves a project with creative, critical and reflective
elements. You might write some crime fiction, record a podcast on a particular crime
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problem, produced a crime news report. You then provide a commentary on the key
criminological issues your creative project raises and reflect on how this develops your
learning in the subject.
At level 5, the core module includes an in-depth study the spatial dimensions of crime and
you will learn how to do digital crime-mapping using ARC-GIS software. Also at Level 5, in a
20 credit module in research methods you will learn about research design, finding
information, social science methodologies and gain experience of collecting and analysing
data which will support your project work.
At level 6, in the dissertation core module you can apply the knowledge and skills that you
have developed at levels 4 and 5 to an independent research project on a criminological or
criminal justice topic that can be undertaken in collaboration with external organisations. You
can take pursue any key question or area of interest that you have encountered during your
previous years of study and design a project to explore it further.
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Careers
A qualification in Criminology will not only develop your knowledge about the social world
and in particular crime and justice but it will also prepare you for working towards a career in
a variety of relevant fields: law, criminal justice and the penal system in addition to other
social and welfare professions. As a social sciences degree, it will furnish you with a range
of transferable skills which you can take into a career in a number of other sectors such as
health and social care, marketing, HR, teaching or the media. According to Destinations of
Leavers from Higher Education (DHLE) statistics, some two-thirds of criminology graduates
are employed within six months of finishing their degree and some 20% enter further study
(half of whom also work).
Law enforcement and crime prevention
The main career path in this field is to join one of the 45 police forces in the UK as a Police
Officer or Police Community Support Officer. Other jobs in policing include support roles
such as analysts, researchers, scene of crime officers or working for the local Police and
Crime Commissioner’s office. There are also careers in private security firms which
increasingly are used to supplement the work of the police. Crime prevention roles include
working for local authorities in crime reduction partnerships, as an Anti-social behaviour
Officer or in licencing. There are also loss prevention and compliance officer roles in the
commercial sector.
Courts and legal services
Knowledge of criminal law and the court system that you will gain from your criminology
programme could spark an interest in a career in law. Law conversion courses (the Common
Professional Exam) after your criminology degree are available to work towards becoming a
solicitor, barrister, and court legal advisor you could pursue lawyer positions through further
qualifications provided by the Chartered Institute of Legal Executives (CILEx). Additionally,
staff are employed in managerial and operational roles to run the courts system. There are
also careers in supporting and liaising with victims and witnesses who have been involved in
court cases. A career in law can also take you into working in international courts and
tribunals.
Working in the penal system
In the UK, the penal system is coordinated by the National Offender Management Service.
There are a range of different careers in the penal system, which in the UK falls into two
main categories: prisons and community justice. Private and public sectors employ people
as prison officers, forensic psychologists, education and training specialists and in
operational support and managerial roles, including a graduate employment scheme for
prison management careers). In community justice, the National Probation Service and
regional Community Rehabilitation Companies (CRCs) employ people to supervise
offenders on community sentences and on licence from prison and deliver interventions to
address offending-related problems and behaviour, conduct risk assessments and prepare
reports for court hearings. There are also opportunities in a number of organisations in the
third sector who provide support, advice and training to offenders and their families. Some
19
private sector organisations such as G4S and Serco who operate in the UK penal system
are also global corporations and this could provide international career development
opportunities.
Youth justice
Age is a key factor in offending and there are a number of specialised careers in work with
young offenders. The Youth Justice Board oversee the statutory agencies whilst local
authorities and third sector organisations provide additional youth services and interventions.
Roles can include working in local Youth Offending Teams or secure custodial
environments, youth work in various organisations helping children and young people who
are at risk, and as Safeguarding Officers who are responsible for child protection.
Social and welfare professions
People who commit crime often have a range of problems related to their offending
(‘criminogenic needs’) and these can be addressed by agencies and services outside of the
criminal justice and legal system. Careers in social work, community development, family
interventions, housing and homelessness support, education, training and employment
agencies and drug and alcohol misuse services can also provide opportunities to work with
vulnerable children and adults who have convictions and histories of offending.
Postgraduate study
You can also progress from your first degree to further study for either a Masters’ degree or
PhD. There are a large number of graduate courses in criminology that are offered by UK
higher education institutions as well as colleges and universities in other parts of the world.
You could also consider undertaking a professional qualification relating to the fields outlined
above.
For further information about careers with a criminology degree visit:

Prospects (the official graduate career website)
http://www.prospects.ac.uk/options_criminology.htm

British Society of Criminology http://britsoccrim.org/new/index.php

Skills for Justice – Career Pathways http://www.skillsforjustice-cp.com/#

Clinks – directory of third and voluntary sector organisations who work with offenders
http://www.clinks.org/

BSU Careers Website http://www.bathspa.ac.uk/study-with-us/developing-yourcareer
20
Added value
Criminology at BSU offers the following:

Support from friendly and approachable staff who take a personal interest in helping
you through your studies

A multi-faceted degree programme that delivers a theoretical, empirical and applied,
education

Extensive careers advice, information and support through BSU Careers Hub

Links to local and national criminal justice organisations, professional bodies,
employers and the local community

Staff expertise in areas of criminal justice, sociology, psychology, geography, literary
and media studies and education that make up the multi-disciplinary field of
criminology

Social and e-learning spaces for individual study and group work

Social events, visiting speakers and research seminars
21
How we support you
Though we hope you will find your time at Bath Spa an enjoyable and stimulating
experience, studying for a degree can also be demanding. From time to time, students have
problems relating to their studies or personal lives. The BSU Student Agreement pledges to
provide support to students through their programmes of study and dedicated student
facilities and services. In turn, we ask that you are proactive in accessing any welfare,
academic or personal support that you need.
We cannot emphasise enough how important it is for you to
feel that you can contact members of the academic team or
BSU support services if you are having any academic or
personal problems or want to talk over any issues relating to
your studies.
The teaching team
Criminology at BSU is run within the Department of Social Sciences, but as it is an
interdisciplinary subject, there are contributions from staff with expertise in some related
subject groups. The course leader is responsible for overseeing module delivery. In addition,
each module will have academic staff undertaking at least one of the following roles:

Module co-ordinator – has overall responsibility for the module, including planning
the module syllabus and classes, finding learning resource and, devising the mode of
assessment; module coordinators are also internal examiners who contribute to
moderation of assessments

Lecturer – writes and delivers lectures and answers any queries relating to them

Seminar tutor – delivers seminars and workshops, marks assignments, answers
queries, gives advice and helps students prepare for assignments

Visiting speakers – professional practitioners, academics from other universities and
researching organisations also contribute to a number of modules through lectures
and seminars
In some modules, the module coordinator undertakes all the above teaching roles, in others
there may be a small team who deliver it and take on the different roles.
Contacting staff
There are a number of ways to contact staff to talk about anything relating to your learning at
Bath Spa or to arrange a meeting or one-to-one tutorial:
22

Email
All staff and students have BSU email accounts. Your BSU email account is the
one that staff will use to contact you, so it is important that you check it
regularly. Details of staff emails are available in module handbooks, on module
Minerva sites and on the BSU website. Staff endeavour to respond to emails within 2
working days.

Telephone
Staff telephone contact details are available in module handbooks, on module
Minerva sites and on the BSU website. If they are unavailable you can leave
voicemail. Staff endeavour to respond to voicemail messages within 2 working days.

Minerva VLE
You can contact staff through the communication tools on Minerva; staff also use
Minerva to post announcements about modules (which are usually also emailed to
you)

Office hours
Academic staff have scheduled hours in the week when they will be available for
drop-in consultation; if you need to speak confidentially to staff and they are in a
shared office, a room will be booked for private conversation.

School of Society, Enterprise and Environment general office
The school admin team in Stanton can deal with queries about the availability of staff.
Personal tutoring
As outlined in the BSU Student Agreement, all students are allocated a personal tutor at the
start of their studies until graduation. The university environment differs from your previous
school or college in a number of ways and your personal tutor is there to help you settle in,
advise you, and where appropriate refer you to university services such as the finance office
or counselling services which can provide more specialist support for specific problems. If
you are having problems which are adversely affecting your studies across a number of
modules, your personal tutor can coordinate informing your module tutors and help you
approach Student Services to make claims for mitigating circumstances. Personal tutors
may also provide references for prospective employers at your request. You can arrange
meetings with your personal tutor by email and telephone.
Peer Mentor scheme
The BSU Peer Mentor scheme is designed to help first year students make the transition
between school/college and university. Peer Mentors are second and third year students
who are trained to provide informal support to new students and answer your questions
about the practical, social and academic aspects of being a student at Bath Spa. They
understand best what it is like to be a new student in a new environment. You can contact
the scheme at [email protected] or by telephone at 01225 876543. For further
information visit: http://www.bathspa.ac.uk/study-with-us/giving-you-support/peer-mentorscheme .
23
Additional support for your studies and welfare
In addition to your personal tutor and BSU peer mentors, there are other sources of support
available.
Student Services oversee the administration of all degrees at the university and are a very
useful source of information if you have queries about your course such as making chances
to your modules or queries about timetables. They are located in Main House and their
opening hours are weekdays 9.00 a.m. - 5.00 p.m. (except on Friday when they close at
4.30 p.m.). For further information, visit: https://www2.bathspa.ac.uk/services/studentservices/.
The Student Support Service is there to help you with advice and support on a variety of
issues: finances, disabilities or medical problems and other personal and practical matters.
They also run the BSU Counselling Service and the Peer Mentor Scheme. You can visit the
Student Support Service’s drop-in sessions or book an appointment. They are located on
Newton Park campus in Stable room 1.06 or can be contacted by email at
[email protected] or by telephone on 01225 876543. For further information,
visit: http://www.bathspa.ac.uk/study-with-us/giving-you-support.
The School of Society, Enterprise and Environment also has two dedicated members of
staff who you can talk to about disability or accessibility issues. They are:


Esther Edwards [email protected] or phone 01225 875807
Alison Lee [email protected] or phone 01225 875726
BSU Careers Service
The BSU Careers Service is based in Newton Park library, room G.02 and they are open
weekdays 9.00 a.m. - 5.00 p.m. (expect on Fridays when they close at 4.30 p.m.). They have
a range of services and facilities to help you plan your career after university, find work or
placements during your studies, develop your professional skills and learn how to present
your achievements in CVs and job applications. You can book a place on a workshop or
arrange a one-to-one appointment. At the BSU Careers hub you can find careers resources,
graduate recruitment events, information about Bath Spa Graduate Mentors, job
opportunities or ask a question. BSU Careers advisors also contribute to some criminology
modules with focused workshops on different careers. You can contact them by telephone
on 01225 875525 or by email by the careers hub site. For further information, visit:
http://thehub.bathspa.ac.uk/services/careers.
24
Teaching quality information
How we assure the quality of this programme
Before the programme started, a course approval process which included consultation with
academic and professional subject experts verified the following criteria to assure its quality:

There are enough qualified staff to deliver the programme

Adequate resources are in place (e.g. teaching space, library resources, ICT)

The programme’s overall aims and objectives are appropriate

The programme meets the requirements of the Quality Assurance Agency for Higher
Education and European Standards and Guidelines

The programme meets national benchmark requirements for a degree in Criminology

The programme meets any professional or statutory body requirements

The programme meets BSU internal quality criteria regarding admissions policy,
teaching, learning and assessment strategy and student support mechanisms
The programme is subject to periodic review (every 6 years) by a panel consisting of senior
BSU staff, current students and subject specialists from other higher education institutions.
They produce a report to state whether the programme meets quality standards and
identifies areas of good practice or improvement.
How we monitor the quality of this programme
The quality of the Criminology programme is subject to annual evaluation procedures. These
include:

External examiner reports (considering quality and standards – see below for further
information about the external examiner’s role)

Peer observation of teaching and staff development review

Statistical information (such as the pass rate)

Student feedback including –
- anonymous module evaluation questionnaires which are administered at the midpoint and end of a module
- staff student meetings which are held twice in each academic year and enable
students to give feedback through their elected Student Academic
Representatives (StARs); this feedback is addressed at subject meetings with
action taken as necessary by module coordinators and the course leader
- The National Student Survey which is an annual survey of graduating students
who rate their course overall
25
The programme team produces an annual monitoring report which reviews performance and
progress. This is submitted to the University’s Academic Quality and Standards Committee.
As stated above, this is supplemented by an additional external audit of the programme in
the Periodic Review.
The role of the programme committee
This programme has a subject board made up of all relevant teaching staff, student
representatives and others who make a contribution towards the effective operation of the
programme (e.g. library/technician staff). The board has responsibilities for maintaining the
quality of the programme and also plays a critical role in the University’s quality assurance
procedures.
The role of the external examiner
The standard of this programme is monitored by an external examiner who is a specialist in
Criminology at another university. External examiners’ primary responsibilities are (i) to
assure that the standards of the university’s marks and awards are consistent with those in
similar courses in other universities and (ii) to review samples of work that have been
moderated internally and attend the examination board to ensure that all assignments have
been marked fairly and appropriately and that justice is done to individual students.
The external examiner submits a report to the university’s Head of Quality and a summary
and analysis of this report is considered by the Academic Quality and Standards Committee.
This is also circulated to the Subject Leader who is required to produce a formal written
response to the report, outlining proposed action that will be taken in light of the examiner’s
comments, and the date by which this will be taken. External examiner reports are also
discussed at programme committee and School board meetings.
The external examiner 2014-2018 is:
Dr Fiona Wadie
Lecturer in Criminology & Criminal Justice
Institute of Criminal Justice Studies
University of Portsmouth
Portsmouth P01 2HY
Email: [email protected]
Listening to the views of students
The overarching aim of monitoring the Criminology programme is to improve the quality of
the course. This helps to ensure that we meet the needs and expectations of students, the
university and the organisations that recruit or accept our graduates such as employers and
professional associations.
Student feedback plays a key role in this and is also an important way of finding out if we are
achieving our goal of delivering an interesting, challenging and enjoyable degree as well as
planning for future development of the course. As part of our commitment under the BSU
Student Agreement, you will be provided with opportunities to give feedback and raise
26
concerns, queries and complaints about the programme and how it is delivered. The
following methods are used for obtaining student feedback:

Biannual module evaluation

Staff-student committee

Student representatives on the programme committee

Feedback given to module staff and personal tutors
We in turn commit to respond to your feedback in a clear and transparent manner, acting on
it where it is possible and appropriate. Students are notified of responses and any
subsequent action taken through:

Staff-student committee representatives

Minutes from staff-student committee meetings posted on Minerva VLE

School and programme committee meeting minutes (available from the School
Office)

Module evaluation feedback posted on Minerva VLE and outlined in the module
handbook
Listening to the views of others
In addition to obtaining feedback from students, consultation with internal and external
advisors in also important in the process of monitoring and improving the programme. The
following methods are used for gaining the views of interested parties:

Feedback from former students (alumni)

Feedback from employers

Consultation with the Higher Education Standards Authority (HESA)

Consultation with professional bodies

Discussion and collaboration with subject specialists at conferences and other higher
education institutions
Note on feedback from the National Student Survey for students entering
the programme in academic year 2015/16
As this is a new programme, there is currently no National Student Survey data available on
the course.
27
Equal opportunities
Bath Spa University welcomes diversity amongst its students, staff and visitors, recognising
the contributions that can be made by individuals from a wide range of backgrounds and
experiences.
Our aim is that all staff and students, both existing and potential, should receive equal and
fair treatment in all aspects of University life. The University seeks to ensure that a suitable
working and studying environment is provided which is free from discrimination and where all
members of the University community are treated with dignity and respect and are valued as
individuals.
Should you have any concerns at any time regarding your course, any of the information
contained within this Handbook, or any other aspect of University life, you should discuss
this in the first instance with the Criminology course leader who will assist you in identifying
the types of support available to you. Examples of these types of support are:

Arranging appropriate teaching and examination arrangements;

Assisting with the provision of scribes, readers, note takers or interpreters;

Assisting you with applications for financial assistance;

Assisting you with any concerns you may have regarding any work experience you
undertake;

Helping you to identify technology and other support appropriate to individual needs;

Advising on study and arranging loan of equipment

Liaising with members of academic staff in relation to access to the curricula
BSU Equal Opportunities Policy Statement
Bath Spa University is fully committed to being an equal opportunities employer and
providing equality of opportunity for all its staff and students, applicants and visitors. The
University will not tolerate unfair or unlawful discrimination on the grounds of gender,
ethnicity, colour, disability, religion, nationality, age, occupation, marital status or sexual
orientation or any distinction which is not relevant to the employee/employer relationship or
its student body.
Responsibilities
Promoting and maintaining equal opportunities is the responsibility of everyone, although it is
recognised that management have additional responsibilities to ensure that the policy is
carried out.
The University Management will ensure that:
28

All staff and students are aware of the equal opportunities policy and our procedures for
making a complaint;

The implementation of equal opportunities is effectively monitored;

An Equal Opportunities Strategy and Action Plan in produced and reviewed;

Staff, Students and Union representatives are provided with appropriate forums to
discuss and deal with equal opportunities issues;

All staff are provided with appropriate equal opportunities training;

A network of trained Harassment Advisors is available to provide advice and guidance;

Procedures are in place for the fair appointment, promotion and development of staff,
the fair selection and teaching of students, free from unjustifiable discrimination.
All staff and students are expected to:

Support and implement the equal opportunities policy; and

Ensure that their behaviour and/or actions do not amount to discrimination or
harassment.
Staff and students of the University are expected to comply with this policy and are expected
to promote a culture free of unfair discrimination, prejudice and all forms of harassment and
bullying. Any incidents of discrimination, harassment or bullying will be investigated and
may be grounds for dismissal or expulsion.
We want to ensure that your needs are met. If you require this
information in any other format, contact Student Support by
telephone on 01225 8876215 or email them at
[email protected]
29
Appendix 1: Regulations, polices and guidance
The following links will take you to the university regulations, policies and guidance that are
relevant to your programme of study.

Academic regulations – the general regulations for all students (undergraduate and
postgraduate) are at http://www.bathspa.ac.uk/regulations/academic-regulations

Undergraduate Modular Scheme (UGMS) regulations – these relate to the overall
framework of your programme and are at
http://www2.bathspa.ac.uk/services/student-services/current-students/yourcourse/guide-for-students-course-of-study/default.asp

Assessment policy – for the policy on assessment and anonymous marking see the
Guide to the Undergraduate Modular scheme at
http://www2.bathspa.ac.uk/services/student-services/current-students/yourcourse/guide-for-students-course-of-study/default.asp

Unfair practice – this is unacceptable academic practice, such as cheating in formal
examinations, collusion with other students to produce written work, plagiarism
(passing the work of others off as your own) or submission of fraudulent mitigating
circumstances evidence. See http://www.bathspa.ac.uk/regulations/unfair-practice.
Penalties for unfair practice can be severe. There is also guidance on unfair practice
in each module handbook and you can consult the teaching staff for advice on this.

Guidance on referencing - this is particularly important to make sure you avoid
plagiarism. Visit http://www.bathspa.ac.uk/library/info-skills. You will also be
introduced to the Harvard system of referencing used in this programme in your first
year modules. Guidance on referencing is also included in module handbooks and
you can consult teaching staff for advice.

Appeals procedure – this outlines the process for appealing decisions of the
examination boards and gives information about grounds for appeal and the
procedures and powers of the Appeals Committee. Visit
http://www.bathspa.ac.uk/regulations/appeals-procedure

Complaints policy and procedure http://www.bathspa.ac.uk/regulations/complaints-policy. See also the Guide to the
Undergraduate Modular Scheme at http://www2.bathspa.ac.uk/services/studentservices/current-students/your-course/guide-for-students-course-of-study/default.asp

Health and safety policies –https://thehub.bathspa.ac.uk/reference/health-andsafety
30
Appendix 2: Staff profiles
Member of staff
Teaching and
research specialism
Programme
contribution
BSU website link
Dr Kelly Buckley
Lecturer in Sociology, School of Society,
Enterprise and Environment
BSc(Hons) [Cardiff University], MSc [Cardiff
University], PhD [Cardiff University]
Gender-based
violence
Gender and
sexualities
Feminist theory
Media/cultural studies
Social class
Qualitative research
methods
Consumer culture
Forensic Psychology
Research Methods
Evaluation research
Offender interventions
Gender and criminal
justice
CY6001-40
https://applications.bathspa.ac.uk/staffprofiles/profile.asp?user=academic\buck2
PS5017-20
https://applications.bathspa.ac.uk/staffprofiles/profile.asp?user=academic\caul1
Sociology of work and
employment
Globalization
Research methods
SC6208-20
https://applications.bathspa.ac.uk/staffprofiles/profile.asp?user=academic\devr1
Social theory
Sociology of power
CY4001-40
CY6001-40
https://applications.bathspa.ac.uk/staffprofiles/profile.asp?user=academic\edwc4
Dr Laura Caulfield
Head of Research and Consultancy/Subject
Leader: Psychology, School of Society,
Enterprise and Environment
BSc [Aston University], PG Cert (HE)
[Birmingham City University], PhD
[Loughborough University]
Dr Ranji Devadason
Senior Lecturer in Social Science, School of
Society, Enterprise and Environment
MSc [Nottingham Trent University], MA [School
of Oriental and African Studies], PhD
[University of Bristol]
Dr Claire Edwards-Evans
Lecturer in Social Science, School of
Society, Enterprise and Environment
BA (Hons) Sociology and International Studies
(UWE, Bristol) M.A. Social and Political
Thought (Sussex), PhD (Sussex)
Dr Laura Green
Programme Leader: Educations and
Childhood Studies, School of Education
BA(Hons) [Winchester University], PGC Youth
and Community Work [Brunel University], PhD
[Brunel University]
Dr James Jeffers
Senior Lecturer in Human Geography,
School of Society, Enterprise and
Environment
BA(Hons) [National University of Ireland,
Galway], LL.B.(Hons) [NUI, Galway],
LL.M.(Public Law) [NUI, Galway], MPhil
[Rutgers University], PhD [Rutgers University ]
Dr Michael McBeth
Head of Quality Assurance, School of
Society, Enterprise and Environment
BSc(Hons) [University of Bristol], PhD
[University of Bristol]
Dr Rosemary McKechnie
Senior Lecturer: Sociology, School of
Society, Enterprise and Environment
M.A. (Hons) University of Edinburgh
Dr Mark McGuinness
Associate Dean: School of Society,
Enterprise and Environment. School of
Youth and Community
Work
Sociology
Gender Studies
ED5027-20
ED6030-20
https://applications.bathspa.ac.uk/staffprofiles/profile.asp?user=academic\GREL1
Global environmental
change
Natural hazards
Political ecology
Sustainability
GE5027-20
https://applications.bathspa.ac.uk/staffprofiles/profile.asp?user=academic\jefj1
Sociology of health
and illness
Health policy and
public health
Social theory and
social research
methods
Sociology and history
of welfare
The voluntary sector
Environment and
society
Globalisation and
identity
The lifecourse
Social theory
Sustainability
Cultural Geography
Urban Geography
SC6104-20
https://applications.bathspa.ac.uk/staffprofiles/profile.asp?user=academic\mcbm1
SC6206-20
https://applications.bathspa.ac.uk/staffprofiles/profile.asp?user=academic\mckr1
https://applications.bathspa.ac.uk/staffprofiles/profile.asp?user=academic\mcgm1
32
Society, Enterprise and Environment
BSocSc (Hons) [Birmingham], PhD
[Birmingham]
Dr Catherine Morgan Senior Lecturer in
Sociology, School of Society, Enterprise
and Environment
BA (Hons) [University of Leeds], MA [University
of Leeds], PhD [University of Leeds], BA(Hons)
[Sheffield Hallam University] DiPPS [West
Yorkshire Probation Consortium]
Dr Fiona Peters
Senior Lecturer in English and Cultural
Studies, School of Humanities and Cultural
Industries
PhD [Glos], MA [Sussex], BA(Hons) [CNAA
(Middlesex)]
Ms Susana Romans-Roca
Learning Technologist Social Science,
School of Society, Enterprise and
Environment
BA(Hons) [Universitat Autonoma de
Barcelona], DipHE [Universitat Autonoma de
Barcelona].
Dr Rebecca Schaaf
Subject Leader: Geography, School of
Society, Enterprise and Environment
BA [University of Birmingham], MA [University
of Liverpool], PhD [University of Bath], PGCert
[Bath Spa University]
Dr Andrew Skellern
Senior Lecturer: Geographic Information
Mobilities
Social Scientific
Research Methods
Higher education
research
Criminology
Criminal justice
Social theory
CY4001-40
CY5001-40
CY6001-40
CY6***-20
https://applications.bathspa.ac.uk/staffprofiles/profile.asp?user=academic\morc3
Psychoanalysis
Representations of
evil, hate, love and
desire
Feminist and post
feminist theory
Crime fiction
Women's writing
Pedagogy of new
technologies in
learning and teaching
EN5041-20
EN6055-20
https://applications.bathspa.ac.uk/staffprofiles/profile.asp?user=academic\petf1
Development
Sustainability
Environmental change
SC4111-20
https://applications.bathspa.ac.uk/staffprofiles/profile.asp?user=academic\schr1
Geographic
Information Systems
CY5001-40
https://applications.bathspa.ac.uk/staffprofiles/profile.asp?user=academic\skea1
https://applications.bathspa.ac.uk/staffprofiles/profile.asp?user=academic\roms1
33
Systems. School of Society, Enterprise and
Environment.
PhD [Leeds], MSc [Keele University],
BSc(Hons) [UEA].
Dr Andrew Smart
Reader in Sociology. School of Society,
Enterprise and Environment.
PhD [University of Plymouth], BSc(Hons)
[University of Plymouth], Post-graduate
diploma in Social Research [University of
Plymouth].
Dr Heather Winlow
Senior Lecturer: Human Geography. School
of Society, Enterprise and Environment.
PhD [Queen's University, Belfast]
Digital Cartography
Digital Terrain
Modelling
Surveying for GIS
Climatology
Survey Practice
Geomatics
River Management
Ethnicity and Racism
Genetics and Society
Social Research
Methods
cartographic
representations of
race,
history of cartography,
history and philosophy
of geography
cultural landscapes
and identities
SC5202-20
SC6023-20
https://applications.bathspa.ac.uk/staffprofiles/profile.asp?user=academic\smaa1
GE6027-20
https://applications.bathspa.ac.uk/staffprofiles/profile.asp?user=academic\winh1
34
Appendix 3: Module outlines
Level 4 outlines
Code
Title
Subject area
Pathway
Level
Credits
ECTS*
Contact time
Excluded combinations
Core/Optional
Module Co-ordinator
Description
CY4001-40
Criminology: an Introduction
Criminology
Single, Major Minor Joint
4
40
20
104 hours
none
Core for Criminology
Catherine Morgan
Why do people commit crime? Who are the perpetrators of crime? How and why do certain
acts become defined as criminal? What is the extent of serious crime? How does society
seek to control crime and punish offending? This module introduces the multi-disciplinary
subject of criminology which asks these fundamental questions and frames the various ways
to investigate and explain crime and victimisation. The study of crime will be located in its
wider social, cultural and political context, and the module will also provide an overview of the
policies, laws and agencies that create ‘criminal justice’ around the problem of crime. This
module seeks above all to challenge conventional or ‘common sense’ notions of who and
what is viewed as ‘criminal’, acknowledging - and examining why - anyone can potentially
step over the line between ‘right’ and ‘wrong’.
Outline Syllabus & Teaching & Learning Methods
You will develop your knowledge of criminology by examining different types of
crime and the social, legal and political responses to them. The module will also
interrogate how crime is represented in the media and popular culture. Typical
topics include property crime, sex offending, corporate and organised crime, antisocial behaviour, substance misuse, homicide and violent crime. You will examine
the contributions made by criminological research to knowledge and
understanding of these crimes. The module is taught through a combination of
lectures, seminars and workshop sessions and will also feature guest speakers,
on-line discussion and use of other digital learning technologies.
Intended Learning Outcomes
How assessed**
Knowledge:

Familiarity with a range of key concepts and
research evidence in criminology

Awareness of how processes of
criminalisation and victimisation intersect with
social divisions and institutions and media
representations of crime

Multiple choice tests/workshop
report
Project/presentation
Preliminary knowledge and understanding of
the legal and policy framework of criminal
justice
Multiple choice tests/ workshop
report

Ability to formulate and investigate
criminological questions by generating or
accessing empirical data using library and
web-based resources
Project/presentation/ workshop
report

Ability to summarise and explain empirical
information and research findings about crime,
victimisation and responses to crime and
using it to substantiate arguments
Skills:
Assessment Scheme
Formative:
Seminar participation, on-line participation and
discussion, essay plan
Summative:
 Individual project including creative element,
critical commentary (1500 words) and
reflective component (500 words)
 3 x short class multiple choice tests
 Group Presentation (15 mins)
 Workshop report (1500 words)
Project/presentation/ workshop
report
Weighting %
(50%)
(20%)
(20%)
(20%)
Reading Lists/Key Texts & Websites
Core module text:
Newburn, T. (2012) Criminology (2nd ed), Routledge
Other recommended texts:
Crowther, C. (2007) An Introduction to Criminology & Criminal Justice, Palgrave
Maguire, M. et al (eds.) (2012) The Oxford Handbook of Criminology (5th ed.), Oxford
University Press
Pratt, T. (2011) Key Ideas in Criminology & Criminal Justice, SAGE
Walklate, S. (2007) Understanding Criminology, Open University Press
Learning Resources
Library resources, academic journals, e-books, databases, government, third sector and
academic research web resources, visiting speakers
36
Code
Title
Subject area
Pathway
Level
Credits
Contact time
Acceptable for
Excluded combinations
Core/optional
Module leader
Description
PS4003-20
Debating Individual Differences
Psychology
Single, Major, Joint, Minor
4
20
52 hours (2 hours per week)
Psychology Single Hons and Psychology Major (BPS route), Bsc
Criminology
Electives
Core for Single Hons Psychology and Psychology Major (BPS
route), optional for others
Dr Jermaine Ravalier
This module aims to introduce students to the major approaches to personality and
intelligence to fulfil the requirements laid down by the British Psychological Society, and
indicated by the QAA subject benchmark statement for psychology. This module serves as a
strong foundation for the individual differences topics embedded throughout the curriculum at
levels 5 and 6.
This module focuses on examining the strengths and weaknesses of the various
psychological approaches to individual difference research and theory. Essentially it looks at
the ways in which psychologists past and present have tried to understand why people have
different motivations, personalities and abilities. As there are widely different views on this
matter this module adopts a ‘dialectic’ approach, seeking to understand what the key
researchers have argued by looking a series of debates, assessing the arguments,
evaluating the evidence – effectively putting such psychologists to ‘proof’.
It was designed using the BPS syllabus, but takes the issues of personality development
further by bringing in newer work on the social construction of such phenomena, and
explores in detail the methodological, conceptual and socio-political issues surrounding
individual differences research.
The aims of this modules are:
1. To describe the major theoretical approaches used to explain the ways in which individuals
differ in terms of their personality, intelligence, emotion, motivation and cognitive styles.
2. To introduce students to psychometrics and their role in applied settings
3. To help students adopt a critical stance towards the methodological and ethical issues
inherent in measuring human qualities and abilities.
4. To develop students’ understanding of how individual differences research has both social
and political implications
5. To facilitate student confidence in debating contentious aspects of this field, both
37
individually and collaboratively, through self-presentation and written activities.
Outline Syllabus & Teaching & Learning Methods
Outline Syllabus
A programme of lectures, seminars, debates and journal clubs will address the following
topics:

The nature and range of theories of personality and intelligence, and different
approaches to emotion, motivation and cognitive style
 Major approaches and theorists in understanding personality, such as Freud and the
post-Freudians, Behaviourist and Social Behaviourist approaches, Trait and type
theories, Humanistic and Existential approaches, Cognitive approaches, and Social
Constructionist challenges to personality theory
 Major approaches and theorists in understanding intelligence, including Spearman,
Sternberg, Cattell, Jensen, and Gardner.
 Accounting for variations in personality using genetic and evolutionary explanations,
exploring temporal and situational consistency of individual differences, and reviewing
the relationship between temperament and personality
 The nature of intelligence and the origins of intelligence testing
 Psychometrics and test theory
 The controversy of general and special abilities and multi-factor views of intelligence
 Controversial issues such as the race and IQ debate and gender differences in
cognitive abilities
 The socio-political aspects of individual differences research and the role of
psychologists and the question of political/moral neutrality
 The interface of individual differences research and the ‘real-world’ (occupational
selection, health inequalities, social policy etc).
Teaching and Learning Strategies
The programme will consist of 26 hours of whole-group sessions, which may take the form of
EITHER a lecture OR a student-run assessed debate, plus 26 hours small-group teaching
sessions, which will take the form of EITHER a seminar supporting a lecture, OR a journal
club supporting a debating activity. The module will be supported by a detailed module
handbook, setting out the recommended reading and practical activities, fully supported by
electronic resources on MINERVA
Lectures will provide overviews of the main BPS syllabus relating to this subject area,
whereas debates will involve students applying this knowledge in the form of a formal
structured assessed debate in front of their peers. Seminars will involve activities such as
evaluating research materials used in individual differences research and measurement
(intelligence and personality tests, for example) and journal clubs will involve student-led indepth discussion of primary research papers related to controversial debates in this field.
Intended Learning Outcomes
How assessed**
38
At the end of this module students should be able to:
1. Demonstrate awareness of the methodological
problems and ethical dilemmas inherent in Debate
psychological research in sensitive domains
2. Describe and evaluate the major approaches to Examination
personality and intelligence
3. Examine the strengths and weaknesses of the
various psychological approaches to individual Debate and examination
differences research and theory
4. Understand the methodological, conceptual and Debate and examination
socio-political
issues
surrounding
individual
differences research
5. Collaborate effectively with other students to Debate
debate a contentious issue this domain
Assessment Scheme
Weighting %
Formative
This takes the form of students preparing and running
journal clubs, giving them the opportunity to gain
feedback on their developing understanding of key
papers in this field, specifically papers related to the
assessed debates. Feedback and guidance is given
on their performance, both by the tutor and their
peers, and students are given the opportunity to relate
the papers back to the key theories expounded in the
module, thus aiding preparation for the examination.
Summative
1. Debate (group mark)
50%
Students work collaboratively and share the marks for
the debate. The debate is assessed 80% on the basis
of content (tutor graded) and 20% on the basis of
audience impact (peer graded).
2. 2 hour unseen examination
50%
Students have to answer an unseen examination in
two parts to ensure that students cover the main
aspects of the syllabus.
Part one comprises a series of short answer
39
questions on theories of individual differences based
on the lectures and debates.
Part two comprises analysis of a short case study
designed to gauge students’ understanding of
psychometric testing.
Reading Lists/Key Texts & Websites
Main text:
Maltby, J., Day, L. and Macaskill, A (2013) Personality, Individual Differences and
Intelligence. Harlow, Essex: Pearson Education Ltd.
Reading list:
Anastasi, A. & Urbina, S. (1997) Psychological testing (7th edition). Englewood Cliffs, NJ:
Prentice Hall.
Carducci, B (2009) The Psychology of Personality: Viewpoints, Research, and Applications .
Chichester: Wiley-Blackwell.
Cervone, D. & Pervin, L.A. (2010) Personality: Theories and research (10th edition). New
York: John Wiley.
Tomas Chamorro-Premuzic, T., von Stumm, S. and Adrian Furnham, A. (2011) The WileyBlackwell Handbook of Individual Differences. Chichester: Wiley-Blackwell:
Cianciolo, A.T. and Sternberg, R.J. (2004) A Brief History of Intelligence. Chichester: WileyBlackwell
Dennis, I and Tapsfield, P. (1996) Human Abilities: Their Nature and Measurement. N.J:
Lawrence Erlbaum Associates
Flynn,J. (2007) What is Intelligence? Cambridge University Press: Cambridge, UK
Flynn, J. (2012) Are we getting smarter? Rising IQ in the 21st century. Cambridge University
press: Cambridge, UK
Franken, R. (2007) Human motivation. Belmont, CA: Wadsworth.
Gardner, H (1999) Intelligence Reframed: Multiple Intelligences for the 21st Century
Basic Books: New York
Gardner, H., Kornhaber, M., & Wake, W. (2001) Intelligence: Multiple perspectives. Fort
Worth: Harcourt Brace.
Goleman, D. (1995) Emotional Intelligence. Bloomsbury: London
Goodstein,L. and Prien, E, (2006) Using Individual Assessments in the Workplace. Pfeiffer:
San Francisco, USA
40
Gould, S. J. (1996) The Mismeasure of Man. W.W Norton and Co: London
Groth-Marnat, G. (2009) Handbook of Psychological Assessment. New Jersey: John Wiley
and Sons.
Herrnstein, R. & Murray, C. (1994) The Bell Curve. New York: Free Press.
Jie-Qi Chen, J., Moran, S. and Gardner, H. (2009) Multiple Intelligences Around the World.
San Francisco: Jossey Bass.
John, O., Robins, R., & Pervin, L.. (2011) Handbook of Personality: Theory and Research.
New York: Guilford Press,
Kaplan, R.M. & Saccuzzo, D. (2008) Psychological testing: Principles, applications and
issues. Belmont, CA: Wadsworth.
Maltby, J., Day, L. and Macaskill, A (2013) Personality, Individual Differences and
Intelligence. Harlow, Essex: Pearson Education Ltd.
Pervin, L.A. (2003) The Science of Personality. Oxford: Oxford University Press.
Plomin. R. (2004) Nature and nurture: An introduction to human behavioural genetics.
London: Wadsworth.
Reeve, J.M. (2008) Understanding Motivation and Emotion New York: John Wiley.
Learning Resources
These will include:
Key texts
 Seminar and journal club readings
 Psychometric materials
Electronic journals (available through the library)
41
CY4105-20
Code
Visualising Societies: using and presenting social science data
Title
Subject area
Criminology
Pathway
Level
4
Credits
20
ECTS
10
Contact time
1 hour lecture and 1 hour seminar per week
Pre-requisites
None
Acceptable for
BSc Geography BSc Criminology BSc Sociology
Excluded
GE41XX-20 and SC41XX-20
combinations
Core/Optional
Optional
Module Leader
Susanna Romans-Roca
Description
Understanding, analysing and presenting evidence is fundamental to all social science
practice. This module offers you a themed introduction to key online sources of social
and economic information and data in the social sciences that help us to visualise the
processes, individuals, groups and organisations that make up our societies. The data
examined in the module are drawn from the UK and international context and are those
used to measure, manage and evaluate levels of welfare and wellbeing in different
contexts, for example income, inequality, poverty, education and literacy, health
indicators, crime and punishment, human development, GDP, happiness and many more.
We introduce you to and critically examine these different data sources to encourage
awareness of both the limitations and blind spots in data collection and the importance
of the process of data presentation itself. Using existing publicly available social data, you
will develop a project that presents complex information in accessible ways.
Outline Syllabus and Teaching and Learning Methods
You will examine data from within and across different societies including patterns
of income distribution, poverty, health spending, transport investment, crime rates,
employment and unemployment, educational attainment, housing, access to improved
water sources, effective sanitation, social security and many more. You will see how
the ability to visualise data in many forms has been crucial to the development of social
science in many fields: from Snow’s maps of London Cholera outbreaks, Booth’s surveys
of the London poor, through to modern data visualisation techniques communicating
social data global poverty and inequality, new markets and social trends. After considering
many different examples and forms of data visualisation, you will create your own data
presentation project which illustrates and narrates an existing data stream about an
aspect of wealth, welfare and wellbeing related to your chosen degree programme. You
will critically reflect on the production process. You will learn through a combination
of lectures, class discussion groups, workshop sessions, online tours and peer sharing.
The module includes a class resource bank which shares and evaluates examples of data
visualisation from online sources.
42
Intended Learning Outcomes
Upon completing this module you will:
How assessed
1. hold an awareness of the range, type and limits of different
data sources available to social scientists
A
2. have an ability to interpret, analyse and evaluate public data
and identify key trends in a range of social and geographical
contexts
A, B
3. be able to present data in a variety of accessible visual formats
B
Assessment Scheme
Formative:
Workshop discussions, class blog, staff feedback
Summative:
A: contribution to collaborative class resource bank
B: Practical project
Weighting %
40%
60%
Reading Lists/Key Texts and Websites
Cairo, A. (2013) The Functional Art: An Introduction to Information Graphics and
Visualization. Berkeley: New Riders.
Gray, J., Bounegru, L. & Chambers, L. eds. (2012) Data journalism Handbook.
Sebastopol:
O'Reilly Media.
Rogers, S (2013) Facts are sacred. London: Faber and Faber.
Steele, J. & Iliinsky, N. (2010) Beautiful Visualization. Sebastopol: O’Reilly Media.
Wong, D. (2013) The Wall Street Journal Guide to Information Graphics. New York: W.W.
Norton and Company
Other sources:
Selected websites
DevInfo http://www.devinfo.org/
Gapminder http://www.gapminder.org/
Google Fusion tables https://sites.google.com/site/fusiontablestalks/stories
Guardian Data Blog http://www.theguardian.com/news/datablog
Information Aesthetics http://infosthetics.com/
Information is beautiful http://www.informationisbeautiful.net/
Naomi Robbins blog http://www.forbes.com/sites/naomirobbins/
Police crime map www.police.uk
Show World http://show.mappingworlds.com/world/
Worldmapper www.worldmapper.org
Social and economic data
Eurostat http://ec.europa.eu/eurostat/help/new-eurostat-website
Office for National Statistics www.statistics.gov.uk
OECD http://www.oecd-ilibrary.org/
UK Data Service http://ukdataservice.ac.uk
World Health Organisation http://www.who.int/en/
World Bank Data http://data.worldbank.org/
Learning Resources
Library resources, academic journals and ebooks, databases, audio-visual materials,
digital facilities, staff expertise.
43
Level 5 modules
Code
Title
Subject area
Pathway
Level
Credits
Contact time
Excluded combinations
Core/optional
Module leader
Description
CY5001-40
Contemporary and critical issues in crime and justice
Criminology
Single Major Minor Joint
5
40
3 hours per week
None
Core for Criminology (SH)
Catherine Morgan
This module investigates contemporary criminological concerns, central problems and current
policies in the administration of criminal justice, law enforcement and punishment. It will
scrutinise classic and contemporary theories of crime and current studies. The module also
addresses debates on justice and penality, the powers and legitimacy of criminal justice
agencies and the effectiveness of sentencing and punishment. Students taking this module
will develop a critical understanding of these debates in the context of criminology as a multidisciplinary enterprise.
Outline Syllabus & Teaching & Learning Methods
The module is divided into four themes. The first part explores the social dimensions of crime
including gender, race and ethnicity, class, age and the life course in order to consider how
patterns of social diversity and divisions shape crime. The second part of the module
focuses on contemporary issues in criminology including the impact of technology and an
increasingly digitised culture on crime, crime in the context of risk and consumerist societies
and the problem of global and transnational crime. The third part of the module moves on to
consider key issues in criminal justice, in relation to issues such as policing, crime prevention,
victimisation and restorative justice, offender management, punitiveness and public attitudes
to crime and justice and the intersection of law, justice and human rights. The fourth and final
theme of the module focuses on the technological modality of contemporary criminal justice
and the application of digital tools including ArcGIS, laser scanning , GPS systems and
polygraphs to explore the implications of their use in crime mapping, police investigation and
sentence delivery.
Intended Learning Outcomes
How assessed**
44
Subject knowledge
On completion of this module students will have
critical understanding of the following:

social divisions and their effects in relation to
crime, victimisation and responses to crime
(a), (b)

the political economy of criminal justice and its
processes and practices in relation to
changing values, policies and relationships
between public, private and voluntary sector
agencies and organisations
(a), (b), (c), (d)

the transnational and global dimensions of
crime, victimisation and the legal and policy
responses to them
(a)

classic and contemporary criminological
theories and their relevance to patterns of
crime and victimisation
(a), (b)

use of different research strategies and
methods to investigate criminological research
problems and their strengths and weaknesses
(a), (b), (c), (d)
Skills
On completion of this module, students will be able to
demonstrate the following abilities:

assess a range of perspectives and discuss
their strengths for understanding crime and
victimisation

draw on relevant evidence to discuss
criminological problems and debates in a
theoretically informed manner in a variety of
academic formats

access appropriate qualitative or quantitative
data to address criminological questions and
assess the methodology used

identify, retrieve, analyse and report on
geospatial data in a Geographic Information
System using ArcGIS software
Assessment Scheme
Formative
Essay plan with annotated bibliography
Directed group readings
Report plan
(a), (b), (c), (d)
(a), (b), (c), (d)
(a), (b), (c), (d)
(c), (d)
Weighting %
45
Summative
(a) 1 x 2,500 word essay
(b) 1 x problem solving exercise with 1,500 briefing
paper
30%
20%
(c) 1 x 5000 word report on technologies of policing and
50%
punishment
Reading Lists/Key Texts & Websites
Core text:
Chris Hale et al (2013) Criminology. Oxford, Oxford UP.
Additional recommended reading:
E. Carrabine et al (2008) Criminology: A Sociological Introduction. Routledge.
D. Drake (2010) Criminal Justice: Local and Global, Willan
T. Ellis & S. Savage (eds.) (2011) Debates in Criminal Justice: Key themes and issues,
Routledge
S. Hall & S. Winlow (2012) New Directions in Criminological Theory, Routledge
R. Hopkins-Burke (2011) Criminal Justice Theory, Taylor & Francis
S. Hobbs (2014) The Making of Criminal Justice Policy, Routledge
P. Joyce (2006) Crime and the Criminal Justice System, Willan
R. King & E. Wincup (2008) Doing Research on Crime and Justice, Oxford UP
P. Knepper (2007) Criminology and Social Policy. Sage.
I. Loader & R. Sparks (2011) Public Criminology, Routledge
M. Maguire et al (eds) (2012) The Oxford Handbook of Criminology, Oxford UP
R. Matthew & J. Young (eds.) (2003) The New Politics of Crime and Punishment, Willan
E. McLaughlin & T. Newburn (eds.) (2014) The SAGE Handbook of Criminological Theory,
Sage
M. Natarajan (ed.) (2011) International Crime and Justice, Cambridge UP
T. Newburn (2003) Crime and Criminal Justice Policy, Longman
P. Reichel & J. Albanese (eds.) (2014) Handbook of Transnational Crime and Justice, SAGE
S. Winlow & R. Atkinson (eds) (2012) New Directions in Crime and Deviancy, Routledge
Learning Resources
Library resources, academic journals, e-books, databases, government, third sector and
academic research web resources, visiting speakers
Code
Title
Subject area
Pathway
Level
Credits
ECTS
Contact time
Pre-requisites
Acceptable for
Excluded combinations
Core/Optional
Module Leader
Description
SC5202-20
Researching People and Organisations
Sociology, Business Management
Single Major Minor Joint
5
20
10
2 hour lecture every other week and 2 hour seminar every other
week
BM5011-20
Core for Sociology single and major honours and pre-requisite for
SC6201-40 Dissertation
Dr Andrew Smart
46
We are surrounded by an ever-increasing amount of information about how people think and
act, in their social lives, and as workers and consumers. Those who know how to access and
manipulate this information can make better decisions, stronger arguments and devise
policies or strategies based on good evidence. However, the proliferation of information has
made it increasingly difficult to tell the good data from the bad, the trustworthy sources from
the untrustworthy. The first part of this course will help you to become savvy surveyors of
information-rich fields. It will help you know where and how to look for information, and how to
make the most of what is already known in your subject so that you can write and speak more
authoritatively. You will also build a toolkit for making judgements about the quality of
information, thereby making you more effective at evaluating its worth. Nevertheless there will
always be situations in which you find an absence of the information that you want or need. In
the second part of the course you will be introduced to ways in which you can create valid and
reliable data. You will be introduced to commonly used techniques in business and social
research that use qualitative, quantitative or mixed-methodologies. You will learn about
research design and sampling, gain experience of gathering and analysing data, and develop
an understanding of how to conduct academically sound and ethically sensitive research. The
knowledge and experience you will gain from this module could be invaluable in other parts of
your degree course (when you need to critically evaluate or when you come to undertake a
final year dissertation). Looking further forward, the skills that you will learn here could be the
foundation for a career in social administration and policy; public relations, organisational or
marketing research; or research in local or national government, or in academia.
The aims of this module are:
 To gain the knowledge and ability to effectively search for, evaluate and synthesise
information from a variety of sources relevant to your subject;
 To understand and practise some key research skills.
Outline Syllabus and Teaching and Learning Methods
The first part of the module consists of sessions that are focused on building knowledge and
skills for searching for, evaluating and synthesising information. We will look at techniques for:
searching library and other databases; re-using existing datasets (or information sources) in
the public realm; systematic reviewing; writing literature reviews; making evaluative
judgements. The second part of the module will introduce a range of techniques for collecting
data that can be used in social, organisational and marketing research, including interviews,
focus groups, surveys and observations. Throughout this part of the course attention will be
paid to issues of design, sampling, data analysis and ethics. We will also embed thinking
about how the internet can be used as a tool for collecting data.
1 x 1 hour lecture each week.
1 x 1 hour seminar/workshop each week.
Lectures will be used to convey key information, while seminars/ workshops will be practical
and interactive (including discussion, debate and individual/ group problem-solving tasks).
Where necessary, workshops will be scheduled in ICT suites. A portion of the
seminars/workshops in the second part of the course will be given over to facilitating and
running group projects.
Intended Learning Outcomes
How
assessed
Subject-related knowledge
Students will
 Know where and how to search for and synthesise subject-specific
A, D
information from a wide range of existing sources.
 Know how to apply key concepts for critical evaluation.
A, D
 Know about a range of ways in which research can be designed and
undertaken in a rigorous and ethically sensitive manner
B, C, E, F
Discipline-specific and key transferable cognitive abilities and skills
Students will:
 Be able to design research, undertake data collection and analyse data.
B, C, E, F
47

Be able to listen and communicate in ways that help to elicit information
during the research process.
Key transferable and employment-related skills:
Students will be able to
 Be able to use ICT for data analysis and information retrieval.
 Work individually and in groups to identify and solve problems in
information retrieval, and in research design, practice and dissemination.
Assessment Scheme
Formative:
(A) 2x draft submissions for portfolio
(B) Plan of report on research process
(C) Dry-run group oral research presentation
Summative:
(D) 1500 word (individual) portfolio/ annotated bibliography that demonstrates
abilities to describe, evaluate and synthesise information from a range of
sources
(E) 3000 word (individual) report on research process
(F) Group presentation (5 mins per person) on research findings
Reading Lists/Key Texts and Websites
Bryman, A. (2012) Social Research Methods (4th ed). Oxford: OUP.
Bryman and Bell, E (2011) Business Research Methods (3rd ed). Oxford:
OUP.
Chisnall, P. M. (2005) Marketing research (7th ed). London: McGraw-Hill
Education.
Easterby-Smith, M., Thorpe, R., and Lowe, A. (2008) Management Research:
an introduction (3rd ed). London: SAGE.
Hart, C. (2001) Doing a literature search: A comprehensive guide for the
social sciences. London: SAGE.
Jesson, J. K., Matheson, L. and Lacey, F. M. (2011) Doing your literature
review: traditional and systematic techniques. London: SAGE.
Rumsey, S. (2008) How to Find Information: A Guide for Researchers (2nd
ed). London: SAGE.
Learning Resources
Minerva
Guest speakers from the rest of the Sociology and Business and
Management teams, and from a local market research company.
Code
Title
Subject area
Pathway
Level
Credits
ECTS
Contact time
Acceptable for
Excluded combinations
Core/Optional
Module Co-ordinator
Description
B, C, E, F
ALL
ALL
Weighting %
30%
50%
20%
PS5017-20
Criminological & Investigative Psychology
Psychology
BSc Psychology (Single Hons), Combined Awards
5
20
10
39 hours
Single Hon Psychology, Sociology, Criminology, Major, Minor &
Joint
None
Optional
Dr. Laura Caulfield
This module is concerned with the application of psychological theory to issues arising in
48
legal contexts. Criminological psychology is concerned with understanding crime and
criminal behaviour. It uses a variety of methodological sources ranging from large-scale
surveys such as the British Crime Survey (quantitative) to in-depth interviews (qualitative).
Students learn about data collection using real world examples and the benefits of using a
wide range of information sources. Students will debate the various theoretical approaches
to understanding crime, including individual / biological, family, social learning and cognitive /
rational models. Investigative psychology is concerned with the legalities of the criminal
justice system and draws upon related psychological disciplines such as cognitive
psychology and clinical psychology for understanding. Using a range of sources students are
required to evaluate developments in investigative techniques (e.g. offender profiling,
cognitive interview, confession management and rational decision making profiles). Topics
are approached using contemporary theory and where appropriate an historical
contextualisation will be given.
Outline Syllabus & Teaching & Learning Methods
Lecture
Seminar
Introduction and history of
the area of study
Introduction to the module and assessment
Psychobiological
explanations of crime
Critical evaluation of perspectives
Offender Profiling:
Theories, perspectives and
application
Psychosocial explanations
of crime
Offender profiling: a critical analysis and Assessment
1 Preparation
Eyewitness testimony
Presentations
Theories of sexual
offending
Feedback (Assessment 1), mid-module review, and
Assessment 2 preparation
Interviewing suspects,
victims and witnesses
Interviewing suspects, victims and witnesses
Mental illness and crime
Assessment 2 tutorials
Victims of crime
Victims of crime
The psychology of serious
offending
Research in crime and
criminal justice
Working in criminal justice
The psychology of serious offending
Presentations
Research in crime and criminal justice
Career focus
Intended Learning Outcomes
1. As a knowledge skill, students will be in a position to critically
evaluate psychological theories of criminal behaviour drawing
upon appropriate literature and research.
2. As a knowledge skill, students will gain knowledge and the
How assessed*
1) Presentation and
examination
2) Presentation and
49
ability to critically evaluate psychological theories of criminal
behaviour in the light of specialised topics within criminology.
3. As a module specific skill, students will explain and evaluate the
relationship between theory and practice, giving examples of
developments in investigative psychology (i.e. offender profiling;
cognitive interview).
4. As a module relevant and generic skill, students will apply their
knowledge of the academic literature to a professional style report.
5. As a generic skill, students will obtain information from primary
and secondary sources, including contact with relevant agencies
(where appropriate) and / or specialised sources of information.
examination
Formative & Summative Assessment Scheme
Formative:
There will be the opportunity for Formative Assessment during
seminars. In some seminars students will be able to evaluate the
literature on selected topics and practice writing a case report.
Feedback will contribute towards their understanding of this type
of assessment of which they may be unfamiliar.
Weighting %
Summative:
Assignment 1: Case Report
A concise (1500 word) case-report to test students’ ability to apply
their knowledge of the academic literature to a real-life case
scenario. Students will be provided with a case study of a crime
and asked to imagine they have been approached by the police to
act as an expert in the field of ‘interviewing’. They can choose to
evaluate the reliability of either the suspect or the witness
testimony in the case, using academic research as evidence and
drawing upon their knowledge of what makes a good interview.
3) Case report
4) Case report
5) Case report,
presentation and
examination
No contribution
30%
Assignment 2: Seminar Presentation
A group presentation based on a critical evaluation of the role of
offender profiling in criminal cases. Each group will present the
evidence both for and against the use of profiling drawing on case
studies and literature from both legal and clinical contexts where
appropriate.
30%
Assignment 3: Examination
A two-hour unseen examination where students will answer two
essay questions from a predefined choice of 6 topics. Only topics
not covered in assignment 1 and 2 will be examinable.
40%
Reading Lists/Key Texts & Websites
Key Texts:
Caulfield, L.S., and Wilkinson, D.J. (2014). Psychology express: Forensic Psychology.
Harlow: Pearson.
Howitt, D. (2011) Introduction to Forensic and Criminal Psychology. Pearson Education:
London
Additional Texts:
Ainsworth, P. (2001) Offender Profiling and Crime Analysis. Willam Publishing: Portland,
USA.
Ainsworth, P. (2000) Psychology and Crime: Myths and reality. Longman: London
50
Brookman, F. (2005) Understanding Homicide. Sage Publications: London
Brown, S. (2005). Understanding youth and crime: listening to youth? Open University
Press: Maidenheaad.
Canter, D (2009). Investigative Psychology: Offender profiling and the analysis of criminal
action. Wiley: Chichester.
Canter, D. and Youngs, D (2007) Applications of geographical offender profiling. Ashgate:
Aldershot.
Geen, R. (2001) Human Aggression. Open University Press.
Gudjonsson, G.H. (2003) The Psychology of Interrogations and Confessions: A Handbook.
Wiley: Chichester.
Holmes, R.M. and Holmes, S. (2009) Profiling Violent Crimes: An investigative tool. Sage
Publications: London.
McGuire, J (2000) Behaviour, crime and legal processes: a guide for forensic practitioners.
John Wiley: London.
Memon, A., Vrij, A. and Bull, R. (2003) Psychology and Law: Truthfulness, accuracy and
credibility. Wiley: London.
Newburn, T (2007) Criminology. Willan: Cullompton.
Scott, A.J. (2010). Forensic Psychology. Palgrave Macmillan.
Williams, K. (2004) Textbook on Criminology. Oxford University Press: Oxford.
Learning Resources
Periodicals
Journal of Legal and Criminological Psychology
British Journal of Criminology
British Journal of Clinical Psychology
Forensic Update
Psychology, Crime and Law
Applied Cognitive Psychology
Websites
https://www.gov.uk/government/organisations/home-office/about/statistics
http://www.justice.gov.uk/about/hmps/
Minerva Notes & Guides
SC5103-20
Code
Social Diversity and Social Divisions
Title
Subject area
Sociology
Pathway
Level
5
Credits
20
ECTS
10
Contact time
2 hours per week
Pre-requisites
None
Acceptable for
Sociology
Excluded
combinations
Core/Optional
Optional
Module Leader
Dr Kelly Buckley
Description
This module examines some of the key components of social diversity and social divisions in
contemporary societies. The module explores how social identities, interactions, social institutions
and social structures are shaped by the extent of diversity in society, and how diversity itself can
51
become a source of enduring social divisions. Over the course of the module we will explore a wide
range of different forms of diversity and divisions, including ones long-recognised as important by
social scientists such as class, gender and ‘race’/ethnicity, as well as ones that have more recently
come to the fore such as sexuality, disability, age and generation, place and neighbourhood,
consumption and lifestyles.
The module is organised in two main parts:
(i) Theorising identity, divisions and diversity: Describing and theorising the ways that the
differences between people make a difference in society, and exploring how the main categories
of difference constitute social divisions;
(ii) Managing social divisions in practice: Considering the social contexts – organisations and
institutions – that these divisions are played out. These contexts include: education, welfare,
workplaces, the law and justice systems, the state and global governance.
You will find that these two elements are intertwined since understanding how differences between
people affect their life outcomes is a key objective of this module. In the later sessions, we'll focus
on how particular organisations and institutions 'manage diversity' in practice, creating both
opportunities and obstacles for different groups of people.
Outline Syllabus and Teaching and Learning Methods
Sessions will be workshop-style and will combine lecture style and participative discussion teaching
activities. The module will include audio-visual stimulus for group discussions, as well as organised
debates and expert guest speakers.
Topics covered within the module include:
 Identity
 Gender
 Ethnicity/Race
 Social class/Socio-economic status
 Sexuality
 Criminality/social exclusion in communities
 Disability and long-term illness
 Health
 Religion
 Age
 Equalities Act/Equalities legislation
 Social policy initiatives aimed at addressing social inequalities
How assessed
Intended Learning Outcomes
Subject-related knowledge
 demonstrate how social divisions impact on everyday life;
A,B,C
 recognise the interconnectedness of social divisions/categories;
A,B,C
 be able to convey and critically evaluate different social scientific theories and B,C
evidence regarding social diversity and social divisions;
 possess a good knowledge of laws and policies designed to manage social C
diversity and lessen the negative impact of social divisions.
Discipline-specific skills
 apply social scientific concepts and theories to the analysis of social diversity and A,B,C
divisions;
 draw upon theoretical approaches to make sense of your own A,B,C
identities/experiences and how these relate to social divisions/inequalities;
 interpret policy documents and evaluate research evidence
B,C
Key transferable and employment-related skills
 have practiced your written skills in exposition, analysis, critique, synthesis and A,B,C
evaluation;
 have developed your oral communication skills through participation in A
discussions and giving presentations;
 have worked independently to write an essay and develop a portfolio of work;
B
 developed experience of working collaboratively with others as part of a team;
A,B,C
52

have developed a good knowledge of diversity and equality laws and policies, C
including those specific to the workplace.
Assessment Scheme
Weighting
%
Formative:
(A) 500 word critical analysis of a media text that takes as its focus one of the social N/A
divisions covered in the module. Using sociological arguments and evidence
covered in the lecture and their additional reading, students should analyse the
text and relate it to the literature and themes of concerning that social division.
Summative:
40%
(B) 2000 word essay
60%
(C) 3000 word portfolio
Reading Lists/Key Texts and Websites
Core text:
Payne, G. (ed.) (2006) Social Divisions. 2nd edition, Basingstoke: Palgrave Macmillan
Further reading:
Bagihole, B. (2009) Understanding Equal Opportunities and Diversity: The Social Differentiations
and Intersections of Inequality, Cambridge: Policy Press
Best, S. (2005) Understanding Social Divisions, London: Sage.
Cole, M. (ed.) (2012) Education, Equality and Human Rights: Issues of Gender, ‘Race’, Sexuality,
Disability and Social Class, London: Routledge.
Bottero, W. (2005) Stratification: Social Division and Inequality, London: Routledge.
Braham, P. and Janes, L. (2002) Social Differences and Divisions, Oxford: Wiley-Blackwell. 5
Kirton, G. and Greene, A-M. (2010) The Dynamics of Managing Diversity: a critical approach, 3rd
edition, Oxford: Butterworth-Heinemann
Saraga, E. (ed.) (1998) Embodying the Social: Constructions of Difference, London: Routledge.
Thompson, N. (2011) Promoting Equality: Working with Diversity and Difference. 3rd edition,
Basingstoke: Palgrave Macmillan.
UK Parliament (2010) Equality Act 2010. (c.15) HMSO
(available online at http://www.equalities.gov.uk/equality_act_2010.aspx)
The course will also draw on the following web resources:
http://www.esrc.ac.uk/strategicplan/challenges/socialdiversity.aspx
http://www.statistics.gov.uk/socialtrends/
http://www.equalities.gov.uk/
http://www.equalityhumanrights.com/
http://www.legislation.gov.uk/
Learning Resources
Reading lists and websites listed above, Minerva, guest speakers, audio-visual clips (e.g. TV
programmes, films, documentaries, TED lectures etc.).
Core Academic journals:
Gender and Education
Gender and Society
Sociology
British Journal of Sociology
British Journal of Sociology of Education
Work, Employment, Society
53
Code
Title
Subject area
Pathway
Level
Credits
Contact time
Acceptable for;
Excluded combinations
Core/optional
Module leader
Description
ED5027-20
Growing up and living in communities
Education
Single Honours, Major, Minor Joint
5
20
52 hours
Education
None
Compulsory/optional
Laura Green
In this module you will be introduced to the workings of national and local government and
how this shapes policies and delivery of services in Local Authorities, communities and
schools. This will include an exploration of changing patterns of youth transitions for example
school-to-work, and from family home to independent living. You will learn about the ways in
which these transitions are impacted by identity characteristics such as class, gender, race,
and disability. This module also aims to develop your understanding of the ways in which
young people and their families in disadvantaged communities engage with social institutions
such as health, welfare, law and order and politics.
The aims of the module are to:
i. Develop an understanding of the ways in which national and local government implement
social policy
ii. Consider the ways in which policy impacts the lives of people in disadvantaged
communities.
iii. Explore and critique the concept of ‘youth transition’
iv. Examine the ways in which the lives of people within disadvantaged communities are
structured through social institutions.
Consider where you stand on particular approaches to government and policy
vi. Explore notions of ‘participation’, ‘empowerment’ and ‘collective’ action and how these
inform work with people in disadvantaged communities.
Outline Syllabus & Teaching & Learning Methods
Outline syllabus
Introduction to Politics: How does government work? Historical developments in politics
e.g. ‘New’ right; Neo-liberalism; Big Society Discourse; How does local government work?
How does it impact on services?
The concept of transitions: School-to-work; domestic; family. Unequal transitions, impact
of social class, ethnicity, gender, ability, sexuality
Social institutions and youth transitions: Education, Work, Welfare, The Family, Health,
Law and Order:
Participation and Representation: Citizenship, Voice, Participation, Representation,
Social change or social control?
Teaching and learning methods
2 hour lecture/seminar
Lectures/seminars will range from teacher input, including speakers from community groups,
student discussion, activities and tasks including library research.
Tutor generated materials will be created on Minerva.
54
The first part of the course will focus predominantly on developing knowledge and
understanding in the key areas. This will continue into the second part of the course with
students taking responsibility for research activity and leading seminar discussion. The final
part will focus primarily on the requirements for the second assignment for which there will be
tutorial support.
Intended Learning Outcomes
How assessed**




To know about the effect of local and national
government decisions on communities
To understand how youth transitions are
structured by elements of identity
To understand how communities experience
social institutions and related community
services
To understand how young people and
community groups can be consulted on issues
that affect them and engaged in participatory
work within which they can become decision
makers and agents of change
Assessment Scheme
Formative:
Discussions in groups
Directed tasks
Summative: Individual Manifesto Presentation
40%; Community Funding Application 60%
1) You will assume the role of a local politician hoping
to be elected; you will write a manifesto speech
setting out your plans for the locality and present it to
the group.
2) Apply to the ‘Community Investment Fund’ for a
project of your choice. Using learning from this
module complete a proposal for your chosen
intervention providing justification and evidence of
need.
Reading Lists/Key Texts & Websites
1
2
2
2
Weighting %
40%
60%
55
Books:
Cammarota, J. & Fine, M. (eds) (2008) Revolutionising Education: Youth Participatory Action
Research in Motion. London: Routledge
Henderson, S.J., Holland, J., McGrellis, S., Sharpe, S. & Thomson, R. (2006) Inventing
Adulthoods: A Biographical Approach to Youth Transitions. London: Sage
Levitas R (2005) The Inclusive Society? Social Inclusion and New Labour, Hampshire:
Palgrave, (second edition)
McDonald, R. & Marsh, J. (2005) Disconnected Youth? Growing Up in Britain’s Poor
Neighbourhoods. Hampshire: Palgrave Macmillan
Mitzen, P. (2004) The Changing State of Youth. Hampshire: Palgrave Macmillan
Stoker, G. (2006) Why Politics Matters: Making Democracy Work. Hampshire : Palgrave
Macmillan
Thomson, R. (2011) Unfolding Lives: Youth, Gender and Change. London: Policy Press
Academic Journals:
Journal of Youth Studies Taylor & Francis
Youth & Society SAGE
Youth justice SAGE
Websites:
www.infed.org.uk
http://www.youthandpolicy.org/
http://iars.org.uk/youth-voice/archive
http://www.youthlinkscotland.org/Index.asp?MainID=9499
Learning Resources
New library resources Visiting speakers
Code
EN5041-20
Title
Crime Fiction
Subject area
English
Pathway
Single, Major, Minor, Joint
Level
5
Credits
20
ECTS*
10
Contact time
52 hours
Acceptable for
None
Excluded combinations
None
Core/Optional
Optional
Module Co-ordinator
Fiona Peters
Description
Crime Fiction is a literary genre that is traditionally regarded as distinguishable from literary
56
fiction. Within the overall genre there are various sub-genres, such as the ‘whodunit’
(detective fiction), the ‘hard-boiled’ crime thriller and the psychological crime novel.
Nonetheless, the genre has a long history of subversions within it, never remaining fixed in a
way that we might assume when we think of the classic ‘Golden Age’ whodunit writers such
as Agatha Christie. One of the key questions that this module addresses is the stability of the
various boundaries that have been applied both within and around the genre, including that
between ‘crime fiction’ and ‘literature’.
The module is broadly chronological in approach. While the Gothic novel of the C18th
contains elements in common with the crime novel, it was in the C19th that what we now
consider to be the classical detective story emerged and developed – this will act as the
starting point. The ‘Golden Age’ is, as Stephen Knight argues ‘usually taken as the period
between the two world wars’ and the module will consider this as the age of the classic
‘whodunit’, murder as a device utilised to allow for the intellectual exercise of the detective
(whether professional or amateur). The Golden Age typically evokes and was played out on
the shady lawns of Middle England, while from the 1930s a new type of writer emerged in the
United States, who introduced the ‘hard-boiled’ detective hero. Society in these novels is
presented as overwhelming the hero in its seediness and lack of humanity, and the virtual
guarantee of order restored found in the Golden Age novels, is subverted. More recently,
writers have emphasised the ethical and moral considerations (or lack of) within the broad
genre. Questions of right and wrong, good and evil, guilt (or its absence) have come to the
forefront. The module will conclude with a selection of texts which work to challenge the
conventions and boundaries of the genre.
Outline Syllabus & Teaching & Learning Methods
The module approaches the genre chronologically and includes some or all of the following
authors and texts as exemplars of the particular historical and methodological features of
each sub-genre:
1. Beginnings. The emergence of the detective (both amateur and professional)
throughout the C19th. Authors and texts studied will include short stories by Edgar
Allan Poe and Arthur Conan Doyle, and the novel The Moonstone (1868) by Wilkie
Collins.
2. The Golden Age. This section of the module concentrates on the era of the classic
‘whodunit’ with its emphasis on the intellectual skills of the hero/heroine and the
challenge to, and re-establishment of, social and moral order. However, the chosen
texts reveal that this era also introduces the psychological thriller. Indicative texts:
Agatha Christie, The Murder of Roger Ackroyd (1926) Dorothy L. Sayers, Strong
Poison (1930) or Francis Iles, Before the Fact (1932).
3. Hard-boiled. Through the study of a classic text of the ‘hard-boiled’ sub-genre,
Raymond Chandler’s Farewell My Lovely (1940) or Dashiell Hammett’s The Maltese
Falcon (1930), this section of the module acts to contrast the ‘genteel’ murders of the
Golden Age with the gritty, tough and world weary detectives within an urban America
populated by seedy crooks and femme fatales.
4. Beyond Good and Evil: Morality, Guilt and Conscience. Citing Dostoevsky as a key
57
influence, Georges Simenon is often credited with the shift within the genre to an
emphasis on psychology, of the detective and the perpetrator of crime. Simenon’s
The Bar on the Seine (1931) introduces this section of the module. Patricia
Highsmith’s The Talented Mr Ripley (1955) disrupts the genre by introducing an
amoral hero untroubled by guilt, while Barbara Vine’s A Fatal Inversion (1987)
subverts the very premise of crime and punishment.
Learning methods: The module is taught through a series of lectures, seminars and
workshops. Each section of the module combines crime fiction texts (indicative selection
above) with a series of theoretical and critical commentaries that highlight particular themes
and preoccupations common to each section of the module (femininity, masculinity, guilt,
morality or the lack of it). In this way the module both provides an overview of the genre up
until the latter part of the C20th and at the same time pays attention to its subversive and
creative possibilities.
Intended Learning Outcomes
How assessed**
By the end of the module students will:
1. Have gained an understanding of the history and
development of the Crime Fiction genre.
2. Be able to distinguish between and compare the different
sub-genres within it.
3. Recognise themes and theoretical perspectives within the
generic structures of crime fiction
4. Challenge conventional approaches to the genre through
an understanding of its internal subversions.
Assessment Scheme
Essay 1 – learning
outcomes 1, 2 and 3.
Essay 2 – learning
outcomes 1, 2, 3 and 4.
Weighting %
Formative:
Scheduled feedback sessions on both summative assessments
will help you reflect on your own learning and research into this
topic.
Summative: Essay: 2,000 words
40%
Essay: 3,000 words
60%
Reading Lists/Key Texts & Websites
Indicative primary texts:
58
Chandler, Raymond Farewell My Lovely (1940)
Christie, Agatha, The Murder of Roger Ackroyd (London: Harper Collins, 2004)
Collins, Wilkie, The Moonstone (London: Penguin Books, 1966)
Hammett, Dashiell, The Maltese Falcon (New York: Orion, 2002)
Highsmith, Patricia, The Talented Mr Ripley (London: Penguin, 1985)
Sayers, Dorothy L, Strong Poison (1930)
Vine, Barbara, A Dark Adapted Eye (Penguin, 2009)
Secondary texts:
Hilfer, Tony, The Crime Novel: A Deviant Genre (Austin: University of Texas Press, 1990)
Iles, Francis, Before the Fact (1932)
Knight, Stephen, Crime Fiction 1800-2000: Detection, Death, Diversity (London: Palgrave
Macmillan, 2004)
Munt, Sally, Murder by the Book? Feminism and the Crime Novel (London: Routledge, 1994)
Priestman, Martin ed., The Cambridge Companion to Crime Fiction (Cambridge: Cambridge
University Press, 2003)
Learning Resources
Library
Websites
Minerva VLE
Code
Title
Subject area
Pathway
Level
Credits
Contact time
Acceptable for;
Excluded combinations
Core/optional
Module leader
Description
FL5008-20
Film Noir: The Dark Side of the Screen
Film and Screen Studies
Single Major Joint Minor
2
20
53 hours (2 hours per week)
Elective un UGMS
None
Optional
Suman Ghosh
59
This module provides you with an in depth introduction and understanding of the highly
stylized movies featuring sinister plots, shady characters, sexual tension, chaos and
Confusion that were dubbed 'Film Noir' by film critics in the 1970s. You will be introduced to a
range of critical perspectives that investigate the often ambiguous nature of Film Noir through
‘Classic Noir’ to more contemporary films dubbed Neo-Noir. Through close analysis of the
defining films of the genre including: The Maltese Falcon; The Big Sleep; Kiss me Deadly;
and contemporary Neo-Noir films such as Chinatown (1974) and Taxi Driver (1976) and the
amazing Noir Sci-Fi, Blade Runner (1982) we will investigate areas of ‘Classic Noir’; Noir and
identity, Noir and genre; existentialism and Noir, gender and Noir. The key texts are selected
in order to foreground the theoretical, political, cultural, and aesthetic questions with which
Noir is associated.
Outline Syllabus & Teaching & Learning Methods
The module is structured over 26 weeks. The module provides you with the theoretical and
analytical tools necessary to undertake in‐depth study of film noir’s history, aesthetics, texts,
genres, images, stars, evolutions, and modes of production and consumption. The module
will investigate the cinematic origins of Noir and the debates relating to questions of ‘what
is Film Noir? We will also consider the production and reception of early noir before moving
on to the stylistics of noir. The narrative conventions, aesthetics, and characterisations of
noir will allow an investigation of, amongst other things, gender and the place of masculinity
and femininity within the noir films. The module covers a broad historical range from early
noir, gangster noir, detective noir, through to films considered to be ‘the end of noir’. From
the 1950s to the new millennium noir evolved, neo‐noir, tech noir, sci fi noir, postmodern noir,
up to the present day, the evolution and movement of noir through time will be studied
to where we can genuinely question ‘where are we now’ does noir still exist in film today?
Learning and Teaching methods:
Weekly lectures are divided between:
Pod/Screen‐cast formula and are put on Minerva for you to view and/or download onto ipods
Documentaries (in the 1 x 1 hour sessions)
Feedback on progress/reading weeks (6 sessions in all)
You will also attend screenings of relevant films (in the 1 x 1 hour sessions).
Weekly seminars are divided between:
Seminar/workshops (20 x 2 hour sessions)
6 weekly seminars are given over to feedback on progress/reading weeks
Intended Learning Outcomes
How assessed**
60
On completion of this module, you should be able
to:
Apply a range of critical and theoretical perspectives
to the study of Film Noir
Analyse aesthetic and stylistic components of Film
Noir including key themes, narratives, characters and
iconography which combine to create Film Noir’s
compelling cinematic identity
Analyse the representations of femininity, masculinity,
race and ethnicity in Noir films
Evaluate the political, institutional, cultural and
historical place of the Film noir and chart the return of
Noir inflected themes in contemporary Hollywood
production
Communicate key debates and report on these
throughout the module.
Reflect critically on your learning and research
methods, both individually and, where appropriate as
a collective process.
Assessment Scheme
Summative:
Online Journal:
You will be required to produce a journal consisting
of a weekly log of seminars, screenings and lectures
and a book review on a relevant text.
Research Essay
1, 2, 3, 4.
Essay
1, 2, 3, 4, 6.
Online Journal
+
Formative assessment
Weighting %
50% (2,500 words)
50% (2,500 words)
Formative:
All feedback on summative work should be
understood as providing formative support. Structured
feedback sessions will be built into your learning to
allow reflection on each element of assessment.
Where specific needs are identified, formative
assessment activities will be included to support your
learning.
Reading Lists/Key Texts & Websites
Spicer, A. (2002) Film Noir. Harlow, Essex: Longman.
Bould, M. and Glitre, K., Tuck, G. eds. (2009) Neo Noir. London: Wallflower Press.
Hirsch, F. (2008) The Dark Side of the Screen. Revised Edition. New York: De Capo Press.
Naremore, J. (2008) More Than Night: Film Noir in Its Contexts. Berkeley: University of
California Press.
Hare, W. (2003) Early Film Noir: Greed, Lust and Murder Hollywood Style. Jefferson:
McFarland .
Learning Resources
The learning resources for this module will include: Module Reading Pack. Minerva VLE:
Lecture materials; reading lists; research databases; pod/screencasts; links to external
resources; links to online journals. Library: Multiple copies of relevant books, hard copies of
appropriate journals and recordings of specific programme titles.
Code
Title
Subject area
Pathway
GE5027-20
Climate Change and Sustainability
Geography
Single, Major, Minor, Joint
61
Level
Credits
ECTS
Contact time
Acceptable for;
Excluded combinations
Core/optional
Module leader
Description
5
20
10
Minimum of 52 hours, usually delivered in 4 hours per fortnight
BSc Environmental Science; BSc Applied Geographical Sciences;
BSc Global Development and Sustainability; FdSc Development
Geography
None
Compulsory for BSc GDS and FdSc DG; Optional for other
awards
David Simm
Climate change is the biggest challenge facing contemporary society, with a wide range of
impacts occurring and predicted, demonstrating a clear need for more sustainable living. This
module considers the natural and human-induced causes of climate change, explores the
range of impacts, and discusses mitigation measures. A range of temporal and spatial scales
will be used to explore these aspects, including discussion of longer-term processes of
environmental change and the reconstruction of past climates using environmental proxies.
The environmental and socio-economic impacts of more recent climate change will be
considered using a range of global case studies, while individual, local, national and global
strategies to mitigate the impacts will be identified and evaluated. Key concepts including
vulnerability, resilience and adaptability will be considered to enable a more informed
understanding of the consequences of climate change and the potential for a more
sustainable way of life. In this way, the module investigates the science of climate change,
and the impacts, responses and politics of climate change.
Outline Syllabus & Teaching & Learning Methods
Topics will be drawn from the following:
§ Climate change over geomorphological timescales: the Pleistocene glaciation
§ Reconstructing the past using environmental proxies
§ The science of human-induced climate change
§ Livelihoods and vulnerability within a context of climate change
§ Environmental and socio-economic impacts of climate change
§ Strategies to address climate change and enhance sustainability from individual to global
scale
Lectures will introduce the main topics, supported by seminars which will enable discussion
and debate of the key issues. Field experience will demonstrate how the global and local
scales are linked and interact.
Intended Learning Outcomes
How assessed**
By the end of this module, students will be able to:
1. understand how environments and climates have
a) b)
changed in the
past, and explain how these changes can be
reconstructed
2. evaluate the evidence for and causes of natural
b)
and humaninduced
climate change
3. appraise the current and likely impacts of climate
a) c)
change on
environments and societies
4. evaluate strategies to enhance sustainability at a
c)
variety of scales
Assessment Scheme
Formative:
Weighting %
0%
62
a. Question and answer sessions
50%
Summative:
50%
b. Essay (equivalent to 2500 words)
c. Project Report (equivalent to 2500 words)
Reading Lists/Key Texts & Websites
Burroughs, W.J. (2007) Climate change: a multidisciplinary approach. Cambridge: Cambridge
University Press.
Dessler, A.E. and Parson, E.A. (2010) The science and politics of climate change, 2nd
edition. Cambridge: Cambridge University Press.
Houghton, J. (2009) Global warming: the complete briefing. 4th Ed. Cambridge: Cambridge
University Press.
Peake, S. & Smith, J. (2009) Climate Change: From science to sustainability. Oxford: OUP.
Pelling, M. (2010) Adaptation to climate change: from resilience to transformation. London:
Routledge.
Urry, J. (2011) Climate change and society. London: Polity Press.
Learning Resources
Dedicated VLE website (Minerva); field visit; University Library collections and reprographics
services; Open access computers and printers; Class slides, reading material on Minerva;
Staff advice and expertise; Module Handbook and reading list.
Code
Title
Level
Credits
Core/optional
Module leader
Description
OM5001-20
Work placement
5
20
Optional
Mark Coombs
The Work Placement (Open Module) offers students from across the University the
opportunity to undertake work-related learning in level five of their degree (second year, if fulltime) and is open to all students irrespective of their degree route. The module allows you to
create a custom-made work placement that is tailored to your own personal career
aspirations, and may be related to academic area of study. This module is an assessed 20credit option module, meaning students receive credits for the placement, which in turn
contribute to their final degree award.
With support from the Module Leader, the University’s Employability team and BSU Careers,
you create your own placement opportunity with a host organisation appropriate to your
future professional goals. You are expected to be on placement for the equivalent of 15 full
days (120 hours) between the beginning of the academic year and the end of the Easter
break, but the time spent actually on placement is designed to be flexible to best suit both the
student and the host organisation (ie. it could be done one day per week over 15 weeks, or
two days per week over c8 weeks, full-time over the Christmas or Easter vacations, etc.). The
placement may involve you participating in a range of the roles, responsibilities and duties
inherent in the day-to-day running of your host organisation, or it may be more project-based
with a particular focus or agenda. In all cases the aim of placement is to develop your
graduate employability skills.
Note: If you are already engaged in paid part-time work you will not normally be allowed to
use that organisation for your placement unless you can clearly demonstrate that the
placement role offers a new learning experience further developing your professional skills.
Assessment Scheme
Weighting %
Pre-placement Preparatory Work
30%
63
Presentation
15%
Placement Portfolio
55%
Outline Syllabus & Teaching & Learning Methods
The module is divided into three sections: pre-placement arrangements and support; the
placement itself; and post-placement reflection, evaluation and assessment.
Pre-placement
This section of the module takes place between the start of the academic year and the end of
December and includes a series of seminars, workshops and tutorials with appropriate
external professionals, the BSU Employability team and the Module Co-ordinator in order to
support you as you:
 Find your own placement opportunity;
 Create a professional CV and placement-specific covering letters;
 Critically evaluate the responses to your placement applications;
 Set the parameters of your placement in terms of timing, length, frequency etc., in
collaboration with the placement host and in relation to your other commitments (ie. BSU
academic work, paid part-time employment, family commitments, etc.);
 Negotiate the structure, content and objectives of the placement, in collaboration with the
placement host and in relation to your wider academic area of study;
 Develop your own personal and placement-specific learning outcomes;
 Do a forward projection analysis of the range of skills you will gain on the placement and
consider how these will be relevant to completing your degree, entering the world of work
after graduation, and in your wider lives beyond.
Placement
The placement normally takes place between the start of the academic year and mid-April
and, as stated above, is expected to last the equivalent of approximately 15 full days or 120
hours in total. The 120 hours may be divided up in a number of different ways as is mutually
convenient to both you and the host organisation, although this needs to be clearly set out
before the placement period begins and can only be altered with the explicit consent of all
concerned. While on placement you will be expected to keep up with your other university
commitments.
You are supported through the placement itself by a designated mentor in the host
organisation, by the Module Co-ordinator and other module tutors, and by the BSU
Employability team. Placements are also further structured and supported by the Tri-Parte
Agreement agreed between the student, the host organisation and the University.
Post-placement
This section of the module takes place after the Easter break (normally toward the end of
April) and involves you completing the post-placement portfolio assessment for the module
and reflecting on the overall experience of the placement through a presentation to the
Module Co-ordinator and another marker.
Placement learning log
Throughout the module, students are required to keep a placement journal in which they:
 Outline the activities they are involved in throughout the module and on the placement
 Raise any issues or problems and consider ways of managing them
 Chart the skills learned and knowledge gained
 Evaluate their own performance on the placement
 Critically reflect on their work-based learning within the broader context of their degree
and plans for the future.
64
Level 6 modules
Code
Title
Subject area
Pathway
Level
Credits
Contact time
Pre-requisites
CY6001-40
Dissertation
Criminology
Single Major Minor Joint
6
40
11 x 2hr group seminars, minimum 4 x 30 min supervisions
SC5202-20 Researching People and Organisations – or other
agreed appropriate research training
Core for Criminology SH, optional for Criminology CH
Dr Andrew Smart
Core/Optional
Module Leader
Description
The dissertation is an opportunity to carry out a detailed academic study in a specialist area.
You might choose a topic that matches your ideal career, or simply something that interests you.
The dissertation is the culmination of studying for a degree. It is an exercise in independent
learning, but one that is supported by group seminars, online content and regular contact with an
allocated supervisor. The exact nature of the dissertation will depend on the aims, style and
focus of the study you decide to carry out and the programme that you are pursuing, but it is
often either a small piece of empirical research or an in-depth critical review of existing
academic studies. It is your responsibility to define the aims and scope of your work; research
your topic thoroughly; and produce a high quality 10000 word thesis. Successfully completing
this work will develop a range of skills necessary for careers in the public and private sector or
for postgraduate studies.
Outline Syllabus and Teaching and Learning Methods
The Dissertation is founded on independent learning, supported by 1) group seminars 2)
feedback from a supervisor 3) online content. The syllabus for the seminars includes: devising
and developing a proposal; advanced library searches; writing skills; planning and management;
research ethics and practice; employability. A seminar at the end of Level 5 offers preliminary
guidance, and at Level 6 seminars are deliver in blocks (at the start and finish of the first term
and the start of the second term). A minimum of four one-to-one tutorials with a supervisor will
be supported by verbal and written feedback (that correspond to four formative assessments).
Teaching and learning in seminars includes short lectures, educational tasks, group discussion
and special sessions run by the Subject Librarian and the Careers Advisors. Employability is
supported by three sessions spread across the year and on-line Professional Development
Planning materials.
Intended Learning Outcomes
How assessed
Subject-related knowledge
Students will be able to
1. Make informed judgements about appropriate areas of social
A, C, D, E
enquiry and suitable research strategies and methods, and then
apply these in practice.
2. Critically evaluate and synthesise concepts, theories and evidence B, C, D, E
that are relevant to their area of enquiry, and use these to form
reasoned arguments.
Discipline-specific cognitive abilities and skills
Students will be able to
3. Conduct social research or scholarly work that shows an
C, D, E
awareness of its ethical implications, limitations and potential policy
relevance.
4. Gather and interpret a range of information and evidence, make
B, C, D, E
critical judgments about its quality and reveal their source using
65
formal citation and referencing procedures.
Key transferable and employment-related skills:
Students will be able to
5. Manage their own learning and actively organise an effective work
A, B, C, D, E
pattern including working to deadlines.
Assessment Scheme
Weighting %
Formative:
A. Outline proposal (week 1)
B. A draft 1500 word literature review (week 7)
C. Research plan and ethics declaration (latest week 10).
D. Draft 2000 word chapter (week 16)
Summative:
E. 10000 word dissertation thesis (week 24)
100%
Reading Lists/Key Texts and Websites
Aveyard, H. (2010) Doing a literature review in health and social care (2nd ed). Maidenhead:
McGraw-Hill OUP.
Bell, J. (2014) Doing Your Research Project: a guide for first-time researchers in education and
social science (4th ed). Buckingham: OUP.
Bryman, A. (2012) Social Research Methods (4th ed). Oxford: OUP.
Hart, C. (2001) Doing a literature search: A comprehensive guide for the social sciences.
London: SAGE.
Jesson, J. K., Matheson, L. and Lacey, F. M. (2011) Doing your literature review: traditional and
systematic techniques. London: SAGE.
Smith, K., Todd, M. and Waldman, J. (2009) Doing your undergraduate social science
dissertation. London: Routledge.
Swetnam, D. (2004) Writing your Dissertation (3rd ed). Oxford: How To Books.
Walliman, N. S. R. (2004) Your undergraduate dissertation: the essential guide for success.
London: SAGE.
www.rlf.org.uk/fellowshipscheme/writing/undergraduatedissertations/what_is_a_dissertation.cfm.
www.bathspacareers.com/
www.prospects.ac.uk
Code
Title
Subject area
Pathway
Level
Credits
Contact time
Core/optional
Module leader
Description
CY6002-20
Punishment and Penology in Global Context
Criminology
Single, Major, Minor, Joint
6
20
3 hours per fortnight
Compulsory (SH) Optional (JH)
Catherine Morgan
This module examines the development of modern penal systems in comparative
perspective. It explores the history of punishment, considering both custodial and noncustodial sanctions in the context of penal theories, policy and practice. Students will gain an
understanding of how the experience of punishment can be shaped by gender, ethnicity,
class and age and examine the goals of punishment in order to evaluate the success of
modern penal institutions and the continuing problems of crisis, legitimacy and resourcing
that they face.
Outline Syllabus & Teaching & Learning Methods
The module is divided into three parts. The first is a critical interrogation of philosophies and
66
theories of punishment in the context of the history of modern penal systems. The second
and third parts of the module consider carceral and community punishments, highlighting
issues in offender management such as prison regimes, diversity and the prison experience,
interventions and desistance, risk management, incapacitation, marketization and
contestability. There will also be comparative analysis of contemporary penal systems,
contrasting the UK ‘rehabilitation revolution’, warehousing and supermax prisons in the
American penal system and Scandinavian exceptionalism. The module will enable students
to evaluate a central question in contemporary penology: whether there has been a ‘punitive
turn’ in current penal theories and corrections practice and the extent to which this is
applicable across contemporary societies.
Intended Learning Outcomes
How assessed**
Subject knowledge
On completion of this module, students will have
critical understanding of the following:

philosophies and theories of punishment and
key debates in modern penality
(a), (b)

the global context of penology and modes of
punishment in the contemporary period
(a), (b)

the intersection between private, public and
voluntary sectors in the delivery of sentencing
and punishment
(a), (b)

the values, practices and processes of
governance that underpin contemporary penal
systems
(a), (b)
Skills
On completion of this module, students will be able to
demonstrate the following abilities:

formulate and investigate penological
questions

draw on relevant evidence to evaluate
competing explanations for the development
and application of penal theories and policy

access appropriate qualitative or quantitative
data to address penological questions and
assess the methodology used

apply case study analysis methods and
develop report writing skills
(a), (b)
(a), (b)
(a), (b)
(a), (b)
Assessment Scheme
Weighting %
Formative
Class small group presentation [2-3 members]
67
Directed group reading
2 x project proposals
-
Summative
(a) 1 x 2,500 word prison case study ‘inspection’
50%
(b) 1 x 2,500 word design of a non-custodial
punishment with critical discussion
Reading Lists/Key Texts & Websites
50%
M. Cavadino et al (2013) The Penal System (5th ed.), SAGE
P. Carlen (2010) A Criminological Imagination: Essays on Justice, Punishment, Discourse,
Ashgate
R. Canton (2011) Probation: Working with Offenders, Routledge
A. Coyle (2005) Understanding Prisons, Open UP
I. Crow (2004) The Treatment and Rehabilitation of Offenders, SAGE
D. Drake (2012) Prisons, Punishment and the Pursuit of Security, Palgrave
S. Farrall & C. Adam (2006) Understanding desistance from crime: Theoretical directions in
resettlement and rehabilitation, Open University Press
L. Gelsthorpe & R. Morgan (eds.) (2007) Handbook of Probation, Willan
R. Hopkins-Burke (2011) Criminal Justice Theory, Taylor & Francis
B. Hudson (2003) Understanding Justice: an introduction to idea, perspectives and
controversies in modern penal theory, Open UP
Y. Jewkes (ed.) (2007) Handbook on Prisons, Willan
A. Liebling S.Maruna (eds.) (2005) The Effects of Imprisonment, Willan
R. Matthews (2009) Doing Time: An Introduction to the Sociology of Imprisonment (2nd ed.),
Palgrave
M. Natarajan (ed.) (2011) International Crime and Justice, Cambridge UP
J. Pratt et al (eds.) (2005) The New Punitiveness: Trends, Theories and Perspectives, Willan
P. Raynor & M. Vanstone (2002) Understanding Community Penalties, Open UP
D. Scott & N. Flynn (2014) Prisons and Punishment: The essentials, SAGE
J. Simon & R. Sparks (eds.) (2013) The SAGE Handbook of Punishment and Society, SAGE
S. Snacken (ed.) (2012) Resisting Punitiveness in Europe? Routledge
M. Tonry (2011) Why punish? How much? A Reader on Punishment, Oxford UP
Learning Resources
Library resources, academic journals, e-books, databases, government, third sector and
academic research web resources, visiting speakers
Code
Title
Subject area
Pathway
Level
Credits
ECTS
Contact time
Pre-requisites
Acceptable for
Excluded
combinations
SC6104-20
Community Engagement
Sociology
6
20
10
Six one-and-half hour meetings plus individual tutorials.
Students must complete 80 hours of voluntary working with an
approved organisation
None
GE6104-20
68
Core/Optional
Optional
Module CoDr Mike McBeth
ordinator
Description
Many people hope to ‘make a difference’ through their work or interaction with others and
volunteering has tended to be an activity that students could choose to do outside of their
studies. This module places volunteering into a university learning context – combining
study of the voluntary sector with practical volunteering. The aim is to allow you to
demonstrate an understanding of social action and learning through undertaking
recognised appropriate voluntary work. Support is available to help you find a volunteer
place. If you are already doing some appropriate voluntary work this module may mean
that you can also gain some academic credit for it. It is a condition of study that you must
undertake or have completed some recognised basic training in the voluntary activity that
you choose.
At the end of the module you should be able to think more clearly about the role of the
voluntary and community sectors, their relationship to other organisations, develop and
defend an argument and be considerably more knowledgeable about yourself and the
world around you. The skills you develop in community engagement will be useful to you
in the future – whatever you intend to go on to study.
Outline Syllabus and Teaching and Learning Methods
The concept of experiential learning through a cycle of action and personal reflection is
central to learning in this module. Following an initial briefing meeting, you must find an
appropriate voluntary placement, which must be approved by the module co-ordinator.
You must complete a minimum training and undertake at least 100 hours of voluntary
activity. Your progress should be recorded in a web log (blog) and contributions to
questions that will be posed via a web-based discussion board. These will lead to a final
reflective portfolio that demonstrates an understanding of the sector and the place of
volunteering within it.
This module may be undertaken either in the summer following completion of level 5 or
across the level 6 academic year.
Intended Learning Outcomes
How assessed
 Subject-related knowledge
 Students should be able to:
 Understand the nature, challenges, and opportunities of at least one
voluntary or community organisation;
B, C, D, E, F
 Describe the role and development of the voluntary and community
sector in the UK.
E, F
Discipline-specific skills
Students should be able to:
 Be able to describe the role and development of volunteering in a
contemporary setting;
E
 Identify and critically discuss key issues in the voluntary and
community sector
F
Key transferable and employment-related skills:
Students should be able to:
 Manage time and resources in the successful finding and
completion of 100 hours of volunteer placement;
A, B, C
 Contribute to an on-line discussion board related to volunteering
and maintain a web log (blog) of voluntary activities;
D
 Write report portfolio;
E
 Deliver presentation.
F
Assessment Scheme
Formative:
(A) Find an appropriate volunteer placement
69
(B) Complete appropriate training for voluntary working
(C) Undertake at least 100 hours of voluntary work
(D) Contribute to an on-line discussion related to volunteering and
maintain a web log (blog) of voluntary activities;
Summative:
Weighting %
(E) 3500 word volunteer report portfolio
75%
(F) 10 minute individual presentation
25%
Reading Lists/Key Texts and Websites
Core texts:
Eliasoph, N. (2013) The Politics of Volunteering. Cambridge: Polity.
Edwards, M (2009) Civil Society (second edition). Cambridge: Polity Press.
The Commission on the Future of Volunteering (2008) Manifesto for Change, available at:
http://www.volcomm.org.uk/
Websites
ivr.org.uk
csv.org.uk
ncvo-vol.org.uk
volunteering.org.uk
studentvol.org.uk
vocur.org.uk
Learning Resources
Readings and links to websites via Minerva. Student Development Coordinator – student’s
union
SC6203-20
Code
Migration, Diversity and Racism
Title
Subject area
Sociology
Pathway
Single, Major, Minor, Joint
Level
6
Credits
20
Contact time
3 hours per fortnight
Core/Optional
Optional
Module Leader
Andrew Smart
Description
This module confronts the social impacts of migration, ethnic diversity and racism. We begin
by critically evaluating key concepts and sociological theories, including debates about what
counts as racism, ideas about ‘whiteness’ as a form of domination and arguments about how
multicultural societies should be managed. We then consider the importance of
understanding how historical events continue to shape the contemporary world (including
slavery, colonialism and post-war migrations). After considering developments in law and
policy, we then turn our attention to topics that enable us to review the influence that ethnicity
and racism can have on life-chances. We consider areas such as health, education and the
debates over ‘Islamophobia’. There will be opportunities to see hear guest speakers from
local government and a hate crime support group, and attend a fieldtrip to a local mosque.
This course will help prepare you for advanced postgraduate studies and/or work in public
and private sector settings that requires you to engage with and respond to issues relating to
migration, diversity and racism.
Aims
To critically evaluate with sociological knowledge about migration, diversity and racism.
To critically engage with the challenges posed by migration, diversity and racism in
contemporary social life.
Outline Syllabus and Teaching and Learning Methods
The syllabus will include the following themes.
1. Key concepts: ‘race’, ethnicity, nation; debates about different form of racism
2. Histories of population flow: slavery, colonialism and post-war migrations
70
3. Sociological viewpoints on race and ethnicity, including ‘Whiteness’ studies
4. Managing multicultural societies: politics, identities, laws and policies.
5. Debates about experiences of inequality: health, education and Islamophobia?
To encourage independent study skills teaching and learning is centred upon key readings
(introduced on Minerva with a small number of key questions). Class time divided between
lectures (and guest lectures), discussion of the reading, and workshop exercises to
encourage deep learning (organised debates, free-writing exercises, use of AV material). The
course includes guest speakers from local government and a hate crime support group, and
the chance to attend a fieldtrip to a local mosque.
Intended Learning Outcomes
How assessed
Subject-related knowledge
Students will be able to
 Compare and critically evaluate empirical evidence about migration, A, B, C, D
diversity and racism.
 Critically appraise concepts and sociological theories relating to
A, B, C, D
migration, diversity and racism, particularly in light of empirical
evidence.
Discipline-specific cognitive abilities and skills
Students will be able to
A, B, C, D
 Make reasoned arguments about the impact of migration, diversity
and racism using appropriately referenced concepts, theories and
A, B, D
evidence.
 Demonstrate the relevance of sociological insights for developing
policies and practices that seek to address migration, diversity and
racism.
A, B, C, D
Key transferable and employment-related skills:
Students will be able to
 Work individually and in groups to retrieve information and
communicate it to others in written, oral and AV forms.
Assessment Scheme
Weighting %
Formative:
(A) In-class discussion/ presentations (from Oct-Dec on concepts
theories; from Jan-May on a substantive issue)
(B) Plans for essay and in-class planning for exam preparation
Summative:
(C) 2500 essay
50%
(D) Exam
50%
Key Texts and Websites
Core texts
Garner, S. (2010) Racisms. Sage.
Bloch, A. and Solomos, J. (eds) (2010) Race and ethnicity in the 21st century. Palgrave
Macmillan.
E-books
Back, L. and Solomos, J. (eds) (2007) Theories of Race and Racism - A Reader (2nd ed).
Routledge.
Brown, M. and Miles, R. (2003) Racism. Routledge.
McGhee, D. (2008) The end of multiculturalism? Terrorism, integration and human rights.
OUP.
Selected journals
Ethnic and Racial Studies (1978-present, via Ebsco)
Journal of Ethnic and Migration Studies (1998-present via Ebsco; 2000-2004 via BSU
71
website/ Swets,)
Ethnicity and Health (1996-present, via Ebsco)
Race, Ethnicity and Education (1999- present, via Ebsco)
Race and Class (2000-2005, via BSU website/ Swets)
Selected websites
www.equalityhumanrights.com
www.ons.gov.uk/
www.naar.org.uk/
www.irr.org.uk/
Learning Resources
Minerva
Weekly readings guided by questions, linked websites and audio-visual resources, preseminar tasks and post seminar reflections.
Guests and fieldtrip
Representative from B&NES and SARI. Visit to local mosque hosted by BMCS
Code
Title
Subject area
Pathway
Level
Credits
ECTS
Contact time
SC6208-20
Globalization and Work
Sociology
6
20
10
One hour lecture every other week alternating with two hour
seminar every other week
GE6107
Optional
Dr Ranji Devadason
Excluded combinations
Core/Optional
Module Co-ordinator
Description
The aim of this module is to examine how processes of globalization affect the world of
work, working lives and working relationships. The focus is on multinational corporations, in
order to examine how they have shaped production, consumption and workplaces in ways
that promote globalization. Examples of multinationals that have successfully transitioned
from local to global production will be considered – including for example, Apple, Google,
Shell and Tata – in order to identify key features of multinational corporations. Shifts in
global supply chains and ‘off-shore’ initiatives will be explored with a specific focus on work
in factories and call centres. How workers and work identities are affected by changes in the
organisation (and locations) of production will be central to this module. In addition, the
changing roles of men and women in international labour markets will be examined; and
how particular occupations and sectors – for example, care work – are being transformed by
migration, which in turn affects gender relations within families and households. Finally, the
controversial topics of child labour and sweatshops will be addressed using examples of
leading UK high-street retailers and members of the Ethical Trading Initiative which have
been subject to scrutiny regarding labour abuses within their global supply chains. The
question of whether globalization promotes a ‘race to the bottom’ in terms of labour
standards will be discussed and the impact of international regulations and agreements on
corporate practices and codes of conduct examined. How national governments respond to
multinational corporations and greater capital mobility is another critical question for this
module.
Outline Syllabus & Teaching & Learning Methods
72
1)
Theoretical and historical perspectives on Globalization and Capitalism
2)
Multinational Corporations: the instigators and beneficiaries of globalization
3)
How is Globalization Transforming Work and the Employment Relationship?
4)
Labour Market Polarization
5)
Post-industrial jobs
The module will include a combination of lectures, case studies, independent research,
group work and discussion. The style will be interactive and there will be an emphasis on
theories of social change with a focus on work identities and organisations, using globalizing
workplaces and multinational corporations as case studies to illustrate salient themes.
Intended Learning Outcomes
How
assessed
 To understand how processes of globalization might shape contemporary A, B, C
employment and organisations;
B, C
 To identify key features of multinational corporations (MNCs);
A, C
 To study the conditions facing workers in different types of global
workplace;
C
 To research and write a case study of a specific organisation or sector,
that illustrates key features of the globalization of employment.
Assessment Scheme
Weighting
%
Formative
A. group presentations reviewing the effects of globalization in different
sectors, (including: care work, textiles, call-centres to IT development).
Summative
B. 1500 word book review of a study about global workplaces;
C. 3000 word essay that discusses the history a specific multinational 30%
corporation or international organisation in tandem with a literature review 70%
about internationalization of that sector.
Reading Lists/Key Texts & Websites
Dicken, P. (2005) Global Shift: Reshaping the Global Economic Map in the 21st century.
Sage.
Smith, M.P. and Favell, A. (2006) The Human Face of Global Mobility. Transaction.
Rivoli, P. (2005) The Travels of a T-shirt in the Global Economy. Wiley.
Sassen, S. (2007) A Sociology of Globalization. London; New York: W.W. Norton & Co.
Sklair, L (2002) Globalization, Capitalism and its alternatives. Oxford University Press.
Stiglitz, J.E. (2007) Making Globalization Work. London; New York: W.W. Norton & Co.
Learning Resources
Minerva, online resources
Academic journals
Newton Park campus library
Sociology teaching team
Code
Title
Subject area
Pathway
Level
Credits
ECTS
Contact time
Pre-requisites
SC6206-20
Global Mobility, Risks and Environmental Justice
Sociology
Sociology single and combined
6
20
10
3 hours per 2 weeks (one lecture in A weeks; one two hour seminar
in B weeks)
None
73
Core/Optional
Optional
Module CoRosemary McKechnie
ordinator
Description
This module explores a range of issues confronting people around the world at the
beginning of the twenty first century. Globalisation has become part of everyday experience.
Increasing mobility and communications technologies have made it possible for markets,
ideas, media and populations to move more freely over boundaries that used to constrain
our experience. We can see increasing interdependency in the world and the potential to act
on the basis of this in relation to, for example, disaster relief in the wake of the Asian
Tsunami. However, at the same time new political and religious conflicts seem to be fuelled
by the same processes. Environmental issues and climate change in particular encapsulate
the paradoxes of globalising processes. Global environmental issues are increasingly in the
public eye, as well as political agendas. In part our awareness of environmental risks has
been raised by the actions of activists and by the increasingly ‘scary stories’ that the media
bring to us every day. Globalisation opens up many possibilities for individuals allowing us to
travel, visit other cultures and gain knowledge about the natural world: to be global citizens.
Many forms of activism are opening up whether through thoughtful consumption or
membership of a social movement. There is consensus that there is an urgent need to
address environmental issues, but there are no simple solutions. This module looks at social
responses to global environmental issues, from individual (should we recycle, fly, or buy fairtrade?); to global institutions (what is sustainability?; what will be the consequences of
carbon-trading?).
Outline Syllabus and Teaching and Learning Methods
There will be three hours teaching every two weeks. One hour of this time will be a lecture
introducing a topic. Two hours of this time will be spent in seminars and workshops.
Teaching methods will include small group and whole group discussion and debate, the use
of appropriate audio-visual aids. As the teaching sessions will take place at two week
intervals, structured reading, information gathering and evaluation tasks will be available
through Minerva.
The syllabus has three components
1. Will look at how mobility in a global world has transformed society on a number of fronts:
work, culture, consumerism, gender relations
2. Will look at the impact of global markets, tourism and consumption on the environment,
and the ways that the meaning of ‘nature’ is being transformed.
3. Will look at responses to environmental issues at individual, local, national and global
levels. This section will examine contestation between the different social actors
definitions of and solutions to climate change.
Intended Learning Outcomes
How assessed
Subject-related knowledge
On completion of the module you should be able to:
Cite empirical evidence of globalising processes in a number of areas
C
showing links between personal experience, local, national and global
institutions
Critically discuss key theoretical perspectives concerning the extent and
C
significance of globalization
Evaluate the contribution made by various theoretical perspectives to an
D,
understanding of environmental issues
Critically discuss the differential impact of environmental degradation on
C
specific social groups in terms of gender, class and race.
Critically engage with debates about popular responses to environmental
C,
threats
Subject-related skills
Marshall sociological evidence and arguments in discussing opposing
C,
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perspectives in relation to the understanding of contemporary events
Identify and comment on the values of sociological work with regards to
social and policy issues
Able to undertake a preliminary investigation of sociologically informed
questions about globalisation and the environment
Key transferable and employment-related skills:
Draw on materials from a number of sources and show an ability to
synthesise them
Evaluate plausible contesting arguments in a sophisticated way and
present this in a number of forms
Develop sustainability literacy and be able to develop this in relation to the
demands of a range of institutional settings.
Assessment Scheme
Formative:
(A) class presentation of case study material with peer feedback session
(B) Paired reflexive learning session encouraging you to prepare section
for c.v. summarising the knowledge and skills relating to sustainability in
particular they have gained from this module for the workplace.
Summative:
C, C, D
B, C, D
A, B, C
A, B, C
B, C,
Weighting %
(C) 2500 word essay: globalization and risk in everyday life.
50%
(D) 2500 word case study tracing effects of mobility on environments.
50%
Reading Lists/Key Texts and Websites
Beck, U. (2009) World at Risk, Cambridge: Polity
King, L. McCarthy Aurifeille, D. (2013) Environmental Sociology: From Analysis to Action
Global Environmental Politics London: Rowman and Littlefield
Bauman,Z (2007) Consuming Life. Cambridge: Polity Press.
Carmin, J. Agyeman, J. (eds) (2011) Environmental Inequalities Beyond Borders: Local
Perspectives on Global Injustices Massachusetts: MIT Press
Giddens, A. (2009) The Politics of Climate Change Cambridge Polity
Hannigan, J. (2013) Disasters without Borders: The International Politics of Natural
Disasters, Cambridge: Polity
Ritzer, G. (2011) Globalization: The Essentials, Chichester: Wiley Blackwell
Urry, J (2011) Climate Change and Society Cambridge: Polity
Yearley, S. (2005) Cultures of Environmentalism Basingstoke Palgrave Macmillan
(electronic resource)
Learning Resources
Minerva will be used to provide students with a wide range of learning resources, including
readings, links to useful electronic resources, online tests and podcasts.
Code
Title
Subject area
Pathway
Level
Credits
ECTS
Contact time
Acceptable for;
Excluded combinations
Core/optional
Module leader
Description
ED6030-20
Young People, Identities and Subcultures
Education
Single Honours, Major, Minor, Joint
6
20
10
39 hours
Education
None
Optional
Laura Green
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In this module you will have the opportunity to study how young people’s identities are
constructed. Drawing on sociological and cultural studies approaches we will consider what is
meant by the category ‘youth’, explore the social construction of childhood in Western
thought and debate the contested concept of ‘transition’ from childhood to adulthood. We will
investigate key dimensions of difference among young people and their social context, for
example aspects of class, gender, race and ethnicity, disability and sexual orientation, crime
and education. In addition to this we will consider young people’s collective identities or
subcultures. Young people’s subcultures have persistently fascinated the media: from 1960’s
Mods and Rockers, to 90’s rave culture, and now current day EMOs, young people’s
subcultures have been a focus for attention and very often demonisation. You will reflect on
your own experiences of identity formation as well as media representations of young people
to enrich discussion in this module.
Outline Syllabus & Teaching & Learning Methods
Lectures and seminars, independent study, critical reading, directed tasks, visiting speakers,
debate, media analysis workshops
Theme 1 Conceptualising Youth:
5 x 1.5 hour taught sessions (History of youth policy; Youth & Dependence; Youth in Society;
Youth transitions)
1 x Class debate session
1 x Independent Study Week
Theme 2 Youth Identities:
6 x 1.5 hour taught sessions (Young Femininities; Young Masculinities; Race; Class;
Sexualities; Disability)
1 x Group Preparation for Assignment 1
2 x Group Presentation Seminars
Theme 3 Youth Subcultures:
7 x 1.5 hour taught sessions (Culture, subculture & social organisation; Subcultural theory;
Youth subcultures-Historical; Youth subcultures- Modern; Hidden & deviant subcultures;
Youth subcultures and the media)
1 x Independent study week
Theme 4 Media Analysis
4 x 1.5 hours Media research workshops
1 x Tutorial week
Intended Learning Outcomes
How assessed**
By the end of the module, you will understand:
1. key sociological theory about youth as a social
A&B
category in order to be able to critically analyse the
situation of young people in society
2. how social and economic changes in Britain and
A&B
elsewhere have affected the lives of young people
3. how young peoples subcultures are theorised and
B
how these subcultures are represented in the media
By the end of the module you will have the skills
to:
4. reflect on your own experiences of identity
formation
5. engage critically with at least one aspect of youth
identity and examine how this is discussed and
debated in scholarly literature.
6. organise and articulate arguments in speech and
writing showing use of relevant specialist terminology
and a range of source material;
7. work effectively as part of a group and take
A
A
A &B
A&B
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individual responsibility for your own learning;
8. develop knowledge and understanding of youth
subcultures by making a critical analysis of literature;
9. analyse and comment on media sources;
10. prepare a structured report of a piece of media
analysis on youth subcultures
B
B
B
Assessment Scheme
Weighting %
Formative:
Group discussion and class debates, informal
presentations
Summative:
A) Assignment 1: Group Poster Presentation: Use
40%
sociological perspectives to fully explain a specific
element of youth identity (e.g. gender, race, class,
sexuality, dis/ability). Produce a research poster to
use as the basis for a group presentation
B) Assignment 2: Youth Subcultures Media
60%
Research Project: Carry out an investigation to
explore how a particular youth subculture is portrayed
in the media.
Reading Lists/Key Texts & Websites
Texts:
Bennett, A., and Khan-Harris, K., (eds) After subculture: critical studies in contemporary
youth culture, Hampshire: Palgrave Macmillan
DuGay, P., Evans, J., and Redman, P., (2000) Identity: a reader, London: Sage.
France, A., (2001) Understanding Youth in Late Modernity, Open University Press
Jones, J., (2009) Youth, Cambridge: Polity Press
Roche, J. and Tucker, S., Thomson, R., and Flynn, R. (eds) (2004) Youth in Society, London:
Sage
Academic Journals:
Journal of Youth Studies Taylor & Francis
Youth & Society SAGE
Youth justice SAGE
Websites:
www.infed.org.uk
http://www.youthandpolicy.org/
http://iars.org.uk/youth-voice/archive
http://www.youthlinkscotland.org/Index.asp?MainID=9499
Learning Resources
Minerva VLE
Library texts
Guest speakers
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Code
EN6056
Title
Crime Fiction in the Contemporary World
Subject area
English
Pathway
Single, Major, Minor, Joint
Level
2
Credits
20
ECTS*
10
Contact time
39
Acceptable for
NONE
Excluded combinations
NONE
Core/Optional
Optional
Module Co-ordinator
Fiona Peters
Description
Crime fiction is as a literary genre which developed from its inception in the mid C19th
century into several sub-genres throughout the first half of the C20th century, ranging
from the American ‘hard-boiled’ crime thriller, the ‘Golden Age’ whodunit, and the
psychological crime novel. A critical issue, inherent to much ‘genre fiction,’ has always
pivoted around the question as to whether it can be described as ‘literature’: ‘such
writers, it would appear, exist somewhere outside the charmed circles of lit crit, and the
social and political judgements with which they are so closely entwined.’ One of the key
questions that this module addresses is the stability of the various boundaries that have
been applied both within and around the genre, including that between ‘crime fiction’ and
‘literature’.
At the beginning of the C21st, crime fiction is further increasing in popularity. The module
will ask why that might be the case, highlighting issues relevant to contemporary society
such as guilt, culpability, morality, gender and authority. The role and function of the
detective (both within the structure of the police and the private eye) is key to a
consideration of the different ways in which crime fiction reflects particular social
concerns within different cultures. At the same time it could be argued that its generic
nature provides a set of conventions (that are made to be broken time and again) which
appeal to readers cross-culturally.
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Outline Syllabus & Teaching & Learning Methods
The module approaches the genre thematically and includes some or all of the following
authors and texts as exemplars of the particular historical and methodological features of
each sub-genre:
5. The 1980s ‘feminist’ private eyes. The introductory section of the module
examines the particular historical and social conditions (2nd wave Anglo-American
feminist movement) that produced the female onslaught on the male ‘hard-boiled’
detectives of the 1930s and 40s. The idea that a woman could become a PI, on
the seedy mean streets of LA, and compete within a traditional masculine subgenre, tapped into the 2nd wave feminist movement and produced some important
role models for later generations of readers/writers. It will include texts by Sue
Grafton and Sara Paretsky.
6. Contemporary Anglo/American crime fiction. Moving on from the ‘hard boiled’
detectives of the thirties in America, and the ‘Golden Age’ in Britain, this section of
the module will reflect on the roles of both the detective and the criminal in today’s
society, and will include Elizabeth George or P.D. James. James Ellroy, it could
be argued, is the contemporary crime writer who most consistently challenges the
genre, and adopting ‘ an outsized, stylized public persona of hard-boiled nihilism
and self-reflexive subversiveness’. We will study L.A. Confidential (1990)
alongside the film adaptation of the text, Curtis Hanson’s L.A. Confidential
(1997)This will allow us to explore the close relationship between literary text and
film. In Britain, the ‘cultured’ police Inspector has been a popular figure for writers
such as P.D. James (Dalgleish) and Elizabeth George (Lynley). We will explore
the ways in which these texts challenge the traditional hierarchies of class and
gender.
7.
Scottish and European crime fiction. The rise in popularity of ‘Scottish Noir’ has
been rapid – this section will consider texts by Ian Rankin and Val McDermid,
along with a study of Fred Vargas’s Chief Inspector Adamsberg, an exemplar of
the ways in which the ‘psychological’ crime novel popularised by Simenon, has
developed.
8. The Scandinavians. In recent years crime fiction from Denmark, Sweden and
Norway have emerged, perhaps largely related to the popularity of television
series such as The Killing. This section of the module will consider The Killing,
along with Wallander, in conjunction with a novel from Norwegian Jo Nesbø,
featuring detective Harry Hole.
Learning methods: the module is taught through a series of lectures, seminars and
workshops. Each section of the module combines crime fiction texts (indicative selection
above) with a series of theoretical and critical commentaries that highlight particular
themes and preoccupations common to each section of the module (femininity,
masculinity, the figure of the detective, guilt, morality or the lack of it). In this way the
module considers texts from different cultural perspectives, in order to think through its
status as a genre today.
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Intended Learning Outcomes
How assessed**
By the end of the module students will:
5. Have gained an understanding of the contemporary
Crime Fiction genre, within its cultural and historical
frameworks.
6. Be able to distinguish between and compare the different
sub-genres within it.
7. Recognise themes and theoretical and moral perspectives
perspectives within the generic structures of crime fiction
8. Challenge conventional approaches to the genre through
an understanding of its internal subversions.
1, 2
2
1, 2
1, 2
Assessment Scheme
Weighting %
1. Close Textual reading: 1,250 words
25%
2. Essay: 3,750 words
75%
Reading Lists/Key Texts & Websites
Primary Texts – in the order taught:
Sara Paretsky, Bitter Medicine (Hodder paperbacks, 2008)
Sue Grafton, ’A’ is For Alibi (Pan Books, 2005)
James Ellroy, L.A. Confidential (Arrow, 1994)
P.D James, A Taste For Death (Faber and Faber, 2010) or Elizabeth George, In the
Presence of the Enemy (Hodder, 2012)
Ian Rankin, A Question of Blood (Orion 2008)
Val McDermid, The Mermaids Singing (Harper, 2010)
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Fred Vargas, Wash This Blood Clean From My Hands (Vintage, 2008)
Jo Nesbø, The Snowman (Vintage 20010)
Secondary Texts:
Evans, Mary, The Imgination of Evil: Detective Fiction and the Modern World (London,
Continuum, 2009)
Munt, Sally, Murder by the Book? Feminism and the Crime Novel (London: Routledge,
1994)
Nickerson, K ed., The Cambridge Companion to American Crime Fiction (Cambridge:
Cambridge University Press, 2010)
Priestman, Martin ed., The Cambridge Companion to Crime Fiction (Cambridge:
Cambridge University Press, 2003)
Learning Resources
Library
Websites
Minerva VLE
Code
Title
Subject area
Pathway
Level
Credits
ECTS
Contact time
Acceptable for;
Excluded combinations
Core/optional
Module leader
Description
GE6027-20
Identities and Inequalities: Past and Present
Geography
Single, Major, Joint, Minor
6
20
10
39 hours usually delivered in 3 hours per fortnight
BSc Global Development and Sustainability; BSc Applied
Geographical Sciences
None
Optional
Heather Winlow
In this module you will explore the construction and representation of social groups, and the
places these groups inhabit in both historical and contemporary settings. A key focus will be
on the construction and representation of race and gender. The regulation of space, culture
and social groups is studied through consideration of firstly, the power of representation, e.g.
photographic, cartographic, literary forms and secondly, on the ground practises, e.g.
legislation and control of population and territory. A range of case-study examples are
considered from the colonisation and settlement of North America in the eighteenth and
nineteenth centuries to questioning whether slavery really has been abolished.
Outline Syllabus & Teaching & Learning Methods
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The module is delivered through a programme of lectures, workshops, peer-led reading
groups, and field work and is supported with Minerva content. There is a strong emphasis on
your independent learning, which is reflected in the assessment criteria. A range of
key themes will be considered, such as:
· Geographical Imagination: Construction of overseas people and places
· Cartography and power
· Imagining and Mapping Empire
· Defining colonialism, imperialism and postcolonialism
· Mapping race and ethnicity: past and present
· Links between race and gender and management of colonies
· Role of women in the colonies
· Slavery Past and Present
· Representing ‘Natural’ Landscapes: e.g. ‘Wilderness’ ‘Tropics’
· Exclusion of native groups from landscape
· Postcolonial critiques of place and identity
· Influence of colonial pasts on modern global cities
· Contemporary citizenship education in the UK
Intended Learning Outcomes
How assessed**
By the end of this module, you will be able to:
1) Demonstrate knowledge of the ways in which
visual forms of representation have influenced ideas
about identity, in contemporary and historical contexts
2) Demonstrate knowledge of the ways in which on
the ground practices reinforce exclusion
3) Apply an in-depth understanding of key critical
literatures to a research question
4) Successfully undertake critical written analysis and
evaluation independently and to a high standard of
scholarship
Assessment Scheme
Formative:
a) Reading groups
Summative:
b) Critical Analysis (Visual Methodology), 2000 words
or equivalent
c) Negotiated Research Paper, 3000 words or
equivalent
Reading Lists/Key Texts & Websites
a) b) c)
b) c)
c)
c)
Weighting %
40%
60%
Daniels, D., DeLyser, D. Entrikin J.N., Richardson D. (2011) Envisioning Landscapes, Making
Worlds, Routledge.
Harley, J. B., (2002)The New Nature Of Maps: Essays in the History of Cartography,
Baltimore: Johns Hopkins University Press.
McNeill, J.R. and Roe A. (2012) Global Environmental History: An Introductory Reader,
Routledge.
Morrissey, J., Strohmayer U., Whelan Y., Yeoh, B. (2014) Key Concepts in Historical
Geography, Sage.
Ryan, J. (1998) Picturing Empire: Photography and the Visualization of the British Empire,
Chicago: University of Chicago Press.
Sharp, J. (2009) Geographies of Postcolonialism, Sage.
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Schulten, S. (2012) Mapping the Nation: History and Cartography in Nineteenth-Century
America, Chicago: University of Chicago Press.
Learning Resources
Digital archives; E-books; Digital and Video cameras class set; University Library collections
and reprographics services; Open access computers and printers; Geography Resource
Base; Class slides and notes on Minerva; Staff advice and expertise
SC6207-20
Code
Gender: Mind, Body and Cultures
Title
Subject area
Sociology
Pathway
Level
6
Credits
20
ECTS
10
Contact time
1.5 hours per week
Pre-requisites
Acceptable for
Excluded combinations
Core/Optional
Optional
Module Leader
Dr Kelly Buckley
Description
This module critically examines the construction of gender, and students will acquire the
knowledge and skills to assess the nature of gender relations and inequalities within
contemporary societies both here in the UK and globally. It provides students with the
opportunity to consider how gender impacts on their own lives experiences and imagined
future pathways using empirical Sociological work on the topic.
In particular the module will explore the causes of, and potential remedies for, gender
inequalities internationally. It will draw particularly on Feminist perspectives and theory to
critically evaluate the concept of gender as it relates to the media, the body and
embodiment, social class, the global labour market, the environment, religion, subjectivity
and sexuality. Knowledge of gender debates, including equality measures and equal
opportunities policy, is increasingly in demand by employers in both the private and public
(education etc.) sector, and this module will provide students with an awareness of these
issues which can be used in their future employment.
Therefore, the aims of this module are:
To critically evaluate Sociological and Feminist perspectives about ‘gender’.
To critically engage with the inequalities faced as a result of gender in social relations both
here in the UK and globally.
Outline Syllabus and Teaching and Learning Methods
The syllabus will include the following topics:
1. What is Gender?
2. Gender socialisation: Young femininities and masculinities
3. Gender and the Media
4. Gender and consumption
5. Feminism and Feminist theory
6. International Feminism(s): Muslim Feminism and the Veil
7. Eco-Feminism
8. Sexuality
9. Masculinity and men’s studies
10. Gender in the Global labour market
11. Gender and Violence in an international context
The module will be delivered via a one hour lecture and one hour seminar each week.
83
Seminars will include student presentations, reading-focused discussion, AV material, group
working and organised debates. Students are also expected to engage in private study.
Each seminar will have a key reading, which will be focused on in the seminar session and
will relate to the lecture that week.
Intended Learning Outcomes
How
assessed
Subject-related knowledge
Students will be able to
 Demonstrate Sociological knowledge of Feminist perspectives and theory
A,C,D
 Understand the historical context of gender relations and inequalities, and
the debates around gender in contemporary societies.
A,B,C,D
 Critically appraise the Sociological concepts of gender and sexuality and
evaluate evidence of how these relate to issues in the contemporary global A,B,C,D
world.
B,C,D
 Demonstrate their knowledge of gender issues as they impact on everyday
life and identity.
Discipline-specific cognitive abilities and skills
A,B,C,D
Students will be able to
 Use theoretical tools and empirical evidence to understand and critique the C,D
nature of global gender relations.
 Demonstrate the relationship between feminist perspectives on global
A,B,C,D
relations and social policy/practice and evaluate the effectiveness of
A,C,D
interventions to address gender inequalities.
 Understand and evaluate the connections between gender and other social
categories (such as class, age, and ethnicity).
A,B,C,D
 Evaluate the contribution of feminism to social scientific enquiry.
B,C,D
Key transferable and employment-related skills:
A
Students will be able to
C,D
 Oral and written communication skills
B,C,D
 Critical thinking and analytical skills
 Working collectively
 Understand and critique the equality measures in place with regards to
gender in the global workplace.
 Understand the significance of gender in an International context.
Assessment Scheme
Weighting
%
Formative:
(A) Group Oral Presentations (to take place in the seminars between October
and December and focus on the different feminist perspectives)
(B) Opportunity to submit a draft of journal in the Autumn term
Summative:
(C) 3000 word essay
60%
(D) 2000 word journal
40%
Reading Lists/Key Texts and Websites
Core texts
Connell, R. (2009) Gender, Cambridge: Polity.
Bradley, H. (2013) Gender, Cambridge: Polity.
Mac an Ghaill, M., & Haywood, C. (2007).Gender, Culture and Society. Contemporary
Femininities and Masculinities. Basingstoke: Palgrave MacMillan.
Beasley, C. (2005) Gender and Sexuality, London: Sage.
Learning Resources
Minerva
Weekly pre-seminar tasks and readings guided by questions, also linked resources e.g.
websites, videos etc.
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Visiting speakers
The course will include guest speakers to discuss honour-based violence and sex trafficking.
Journals
Feminist Media Studies
Gender and Education
Gender and Society
Journal of Gender Studies
Studies in Gender and Sexuality
European Journal of Women’s Studies
Journal of International Women’s Studies
Women’s Studies International Forum
Media
This course will use media clips, magazines, television programmes, documentaries etc. to
engage students and to apply the sociological concepts and debates.
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