KPS BA(Hons) Criminology and Social Policy 2014

s
PROGRAMME SPECIFICATION
Final
PART 1: COURSE SUMMARY INFORMATION
Course summary
Final award
BA(Hons) Criminology and Social Policy
Intermediate award
BA Criminology and Social Policy
DipHE Criminology and Social Policy
CertHE Criminology and Social Policy
Course status
Validated
Awarding body
University of Brighton
Faculty
n/a
School
School of Applied Social Science
Location of study/ campus
Falmer
Partner institution(s)
Name of institution
Host department
1.
Course status
SELECT
2.
3.
Admissions
Admissions agency
UCAS
Entry requirements
The entry requirements below are subject to change in year. Please
check the University website for updates.
A-Levels: BBB. Applicants with only 2 full A-Levels or a double award
will be considered on an individual basis.
International Baccalaureate: 32 points
QAA accredited Access course: pass acceptable with at least 45
credits at level 3 and 18 credits at Merit or above.
BTEC Requirements: DDM
GCSE (minimum grade C): at least 3 subjects including English
language and mathematics or a science.
Foundation Degree/HND: direct to year 2 providing content is
relevant.
For applicants not previously taught and examined in English:
IELTS 6.0 overall, 6.0 in writing and a minimum of 5.5 in the other
elements.
Progression from UBIC Foundation certificate (Social science
pathway) at 50% pass and 60% in English.
Include any progression opportunities
into the course.
Start date (mmm-yy)
Sep-14
Normally September
Mode of study
Mode of study
Duration of study (standard)
Page 1 of 11
Maximum registration period
Full-time
3 years
6 years
Part-time
Other: 6 years
Other: 8 years
Sandwich
Select
Select
Distance
Select
Select
Course codes/categories
UCAS code
LM49
Contacts
Course Leader (or Course
Development Leader)
Suzie Clift
Admissions Tutor
tba
Examination and Assessment
Name
Place of work
Date tenure expires
Adrian Barton
Associate Professor,
University of Plymouth
30/09/15
External Examiner(s)
Dr Stephen Driver
Examination Board(s) (AEB/CEB)
Head of Department of
Social Sciences,
Roehampton University
30/09/14
UG Programme AEB
UG Programme CEB
Approval and review
Approval date
1
Validation
Feb 2013
Programme Specification
Republished in Sep 2013 with
changes following Feb
periodic review
Republished in Sept 2014
with change to Course
Leader, editorial updates and
change to status of
Dissertation module (M)
Republished Dec 2014 with
minor amend to entry
3
requirements.
Review date
Feb 2018
2
Sept 2015
4
5
Professional, Statutory and
Regulatory Body 1 (if
applicable):
Professional, Statutory and
Regulatory Body 2 (if
applicable):
Professional, Statutory and
Regulatory Body 3 (if
applicable):
1
Date of original validation.
Date of most recent periodic review (normally academic year of validation + 5 years).
3
Month and year this version of the programme specification was approved (normally September).
4
Date programme specification will be reviewed (normally approval date + 1 year). If programme specification is
applicable to a particular cohort, please state here.
5
Date of most recent review by accrediting/ approving external body.
2
Page 2 of 11
PART 2: COURSE DETAILS
AIMS AND LEARNING OUTCOMES
Aims
The aims of the course are:
1. To provide a combined programme of study in criminology and social policy to honours degree
level through which students can develop their analytical and critical capacities and apply these
to their increasing knowledge and understanding of criminology and social policy.
2. To enable students to develop an understanding of the complexity of welfare systems and
structures and appreciate how they relate to criminal justice developments.
3. To equip students with the academic and intellectual theories and perspectives to enable them
to engage critically in debates about the causes of crime and societal responses to crime and
deviance in a broader social policy context.
4. To provide students with skills to enable them to critically evaluate both historical and
contemporary trends and contemporary patterns in crime causation, victimization, crime
prevention and crime management within a broader social policy context.
5. To enable students to gain skills in social research and have a practical understanding of the
nature and appropriate use of research strategies and methods in developing criminological and
social policy knowledge.
6. To provide students with a sound knowledge base and vocationally relevant transferable skills in
fields relating especially to criminology and social policy.
Learning outcomes
The outcomes of the main award provide information about how the primary aims are demonstrated by
6
students following the course. These are mapped to external reference points where appropriate .
Knowledge and theory
1. The roles and responsibilities of the main agencies in the criminal
justice system (SS427, SS523, SS633 or SS635, SS616).
2. The emergence of the welfare state in Britain and of the utility of
theoretical perspectives for our understanding of the history of social
policy (SS407, SS426, SS532, SS533, SS620).
3. Contemporary activities of UK welfare institutions and of the
operation and impact of non-governmental sources of welfare with
particular reference to the criminal justice system (SS407, SS427,
SS532, SS539, SS633 or SS635, SS616, SS624).
4. The framework and operation of the policy process, including factors
influencing policy formulation and management (SS407, SS426,
SS532, SS533, SS622/3, SS632, SS624).
5. Social problems and policy responses in the UK with particular
reference to contemporary issues of crime and criminal justice
(SS407, SS427, SS426, SS532, SS533, SS633 or SS635, SS616,
SS619).
6. Social science methodology, key sources of data about social welfare
6
Please refer to Course Development and Review Handbook or QAA website for details.
Page 3 of 11
and of research methods for collecting and analysing quantitative and
qualitative data (SS414, SS530, SS629).
7. The social and political context in which social problems arise and of
the complexities involved in defining issues as social problems
(SS407, SS426, SS430, SS532, SS533, SS620, SS624).
8. Ways in which concepts such as social need, social justice,
inequality, equity, exclusion, identity and diversity can be used to
analyse human needs and social welfare (SS407, SS426, SS430,
SS532, SS533, SS610, SS622/3, SS624).
9. The preoccupation with crime, disorder and victimisation in
contemporary societies and the limits of legal/criminal justice
interventions into criminal and social problems (SS427, SS425,
SS523, SS539, SS633 or SS635, SS616).
10. The contexts, strengths and weaknesses of UK orientations to crime
and criminal justice (including its criminal justice policies) through
comparison with developments in criminal justice policies and
systems in other selected cultures and societies (SS539, SS624).
11. A range of intellectual traditions, theoretical perspectives and
debates in the social sciences (SSS425, SS430, SS528, SS523,
SS633 or SS635).
12. Concepts and theories of welfare and theories of policy-making and
implementation (SS407, SS426, SS532, SS533, SS620, SS622/3,
SS624).
13. Criminological theories, concepts and approaches (SS427, SS425,
SS539, SS523, SS633 or SS635, SS616).
14. Theoretical and ideological influences upon social policy
development and of the contribution of social theory to social policy
analysis (SS430, SS407, SS426, SS532, SS533, SS620, SS610,
SS624).
Skills
Includes intellectual skills (i.e.
generic skills relating to
academic study, problem
solving, evaluation, research
etc.) and professional/
practical skills.
Intellectual Skills
The ability to:

Critically engage in debates about social issues, such as crime
causation and crime prevention, by reference to contrasting social
theories and ideological perspectives (SS425, SS426, SS430,
SS523, SS533, SS539, SS533, SS620, SS629, SS633 or SS635,
SS616, SS619).

Critically assess the strengths and weaknesses of criminological
theories and ideological perspectives (SS427, SS425, SS426,
SS430, SS523, SS539, SS533, SS629, SS633 or SS635, SS616).

Critically evaluate social and criminal justice policies in the UK,
appreciating the relevance of political and socio-economic factors
(SS407, SS427, SS426, SS539, SS523, SS523, SS533, SS633 or
SS635, SS616).

Identify a relevant policy topic, identify and address the ethical
Page 4 of 11
issues, investigate it by seeking out and using relevant data,
research publications and other sources and to present the findings,
using reasoned argument to draw clear conclusions (SS530, SS533,
SS610,SS629).

Distinguish between technical, normative and political differences
that affect policies (SS407, SS426, SS532, SS533, SS620, SS624,
SS629).
Transferable skills
The ability to:
QAA subject benchmark
statement (where
7
applicable)

Read and interpret complex texts closely, critically and creatively (all
modules, but especially SS427, SS528, SS629).

Communicate ideas and arguments effectively, both verbally and in
writing (all modules, but especially SS530, SS629).

Learn and study independently, to self-manage work with minimal
supervision, and to reflect on academic work (all modules, but
especially SS530, SS629).

Work effectively in organisations, including: self-motivation; integrity;
interpersonal and group working skills (all modules, but especially
SS526).

Use information technology to word-process, display data in graphs
and diagrams, analyse quantitative data, communicate via email,
obtain information from the internet and conduct searches of
electronic databases (all modules, but especially SS124, SS414,
SS530, SS629).
QAA Developmental Engagement, 2003
External Examiners’ Reports
PROFESSIONAL, STATUTORY AND REGULATORY BODIES (where applicable)
Where a course is accredited by a PSRB, full details of how the course meets external requirements,
and what students are required to undertake, are included.
LEARNING AND TEACHING
Learning and teaching methods
This section sets out the primary learning and teaching methods, including total learning hours and any
specific requirements in terms of practical/ clinical-based learning. The indicative list of learning and
teaching methods includes information on the proportion of the course delivered by each method and
details where a particular method relates to a particular element of the course.
The information included in this section complements that found in the Key Information Set (KIS), with
the programme specification providing further information about the learning and teaching methods used
on the course.
7
Please refer to the QAA website for details.
Page 5 of 11
The primary learning and teaching methods, other than guided independent study, include












Induction
Lectures
Seminars
Workshops
Student presentations
Learning groups
Independent learning activities
Personal tutorial support (in person and by email)
Individual and group tutorial supervision
Research and personal development activities
Virtual learning environment (studentcentral)
Work-place supervision
Each 20 credit module is designed to encompass 200 hours of student learning activity. The programme
is designed to create independent learners who will use the opportunities afforded by the degree to
analyse their own learning needs.
At level 4 the creation of independent learners is fostered by a coordinated academic skills development
programme embedded in all Level 4 modules. The development of different skills in different modules is
specified in the relevant module outlines. A Personal Tutoring and Academic Skills Coordinator
coordinates this academic skills development across Level 4 modules. Thereafter, transferable academic
skills development and the development of independent learners continue as integral aspects of Level 5
and 6 modules.
IT skills are verified and developed in a formative component of SS430 during which students’ IT
competences are tested. These skills are further developed in the research modules at each level.
The personal tutoring system supports students in their learning at Level 4 through a programme of
regular, purposeful small group meetings with personal tutors. This is coordinated by the Personal
Tutoring and Academic Skills Coordinator. Levels 5 and 6 tutees meet with their personal tutor as a
group twice a year. Regular individual personal tutorials at each level are available and encouraged.
The typical pattern of learning and teaching on each module is a weekly lecture plus one or two
additional hours of contact time each week.
Certain modules (e.g., SS528 and SS526) have contact every two or three weeks, rather than weekly.
The Dissertation at Level 6 begins with regular timetabled lectures during the first semester. This is
supplemented by 4 hours of one-to-one supervision for each student. The general intention is to develop
students’ independent learning skills learning during Level 4, and thereafter, encouraging them to
manage their time effectively by providing contact in a variety of ways.
Types of non-lecture contact vary between modules. Some modules have weekly seminar or workshop
groups of 20-25 students in which students undertake activities such as small group work or individual or
group presentations. Other modules run larger workshop sessions in which students participate in small
group activities, usually with several members of staff present. To ensure that students have
opportunities to discuss their learning and academic progress throughout their degree, group and one-toone meetings with personal tutors occur regularly across all three years and this is supplemented in the
final year by the support offered by the tutor allocated to supervise the student’s dissertation.
In addition, at Level 4, in semester 1, students are allocated to ‘Learning Groups’. These are small
groups of students (typically five) who are encouraged to work together outside formal contact time.
Each Level 4 module in semester 1 gives Learning Groups weekly, non–assessed assignments to
complete. The Groups report back on these assignments in their weekly seminars.
Learning and teaching is accorded a high priority within the School. A Learning and Teaching
Coordinator supports the work of staff in this area and some School staff initiate and manage research
into learning, teaching and related issues within the School to feed back to SASS tutors, the rest of the
University, and the wider educational community. Bi-annual undergraduate teachers meetings, and
bespoke learning and teaching workshops facilitate the discussion of learning and teaching issues.
Page 6 of 11
Links have been established with CrimSpace, the Criminology and Criminal Justice Learning and
teaching network and the Subject Centres for Social Policy and Social Work (C-SWAP).
Indicative figures for a typical pathway (actual figures depend on options chosen)
Course
stage
Learning and teaching activities
% of time spent in the following types of activity
Scheduled activities
Independent study
Placement
Year 1
19
81
0
Year 2
21
77
2
Year 3
14
86
0
ASSESSMENT
Assessment methods
This section sets out the summative assessment methods on the course and includes details on where to
find further information on the criteria used in assessing coursework. It also provides an assessment matrix
which reflects the variety of modes of assessment, and the volume of assessment in the course.
The information included in this section complements that found in the Key Information Set (KIS), with the
programme specification providing further information about how the course is assessed.
Assessment methods vary according to module. All module descriptions require the assessment criteria to
link with the stated module learning outcomes. The variety of assessment methods is designed to relate the
School’s learning and teaching strategy. Methods of assessment include:

Coursework essays: demonstration of analytical ability and written communication skills.

Examinations (including seen, open book and unseen examinations): demonstration of knowledge,
understanding and ability to apply knowledge within a fixed time.

Reports and Projects: demonstration of evaluation skills, project management and written
communication skills.

Literature Reviews (books, articles and reports): the ability to summarise, contextualise and criticise
scholarship and research findings.

Dissertation: demonstration of ability to develop a sustained argument and to manage work
independently.

Take-away examinations: demonstration of ability to apply knowledge when working to a deadline.

Seminar presentations: demonstration of knowledge, understanding and verbal communication and
presentation skills.

Other methods (including portfolios, group exercises, presentation notes).
A number of transferable skills, such as IT, problem-solving, group-working, and self-motivation are
Page 7 of 11
embedded within the primary modes of delivery of learning and are not necessarily separately assessed.
However, satisfactory achievement of the learning outcomes requires that such skills are developed to an
appropriate level.
Indicative figures for a typical pathway (actual figures depend on options chosen)
Course
stage
Assessment methods
% assessment by
Written
exams
Coursework
Practical
exams
Year 1
49
45
6
Year 2
23
73
4
Year 3
7
86
7
SUPPORT AND INFORMATION
Institutional/ University
All students benefit from:
University induction week
Student Handbook: the University and you
Course Handbook
Extensive library facilities
Computer pool rooms
E-mail address
Welfare service
Personal tutor for advice and guidance
Course-specific
In addition, students on this course benefit from:
Please refer to information held in studentcentral.
Course Induction
Undergraduate Degrees Programme Handbook
Module handbooks
Career Planning Agreement
Support from course leader and module tutors
Additional support, specifically
where courses have nontraditional patterns of delivery
(e.g. distance learning and
work-based learning) include:
PART 3: COURSE SPECIFIC REGULATIONS
COURSE STRUCTURE
This section includes an outline of the structure of the programme, including stages of study and
progression points. Course Leaders may choose to include a structure diagram here.
Modules
Status:
M = Mandatory (modules which must be taken and passed to be eligible for the award)
C = Compulsory (modules which must be taken to be eligible for the award)
O = Optional (optional modules)
A = Additional (modules which must be taken to be eligible for an award accredited by a professional,
Page 8 of 11
statutory or regulatory body, including any non-credit bearing modules)
Level8
Module
code
Status
Module title
Credit
4
SS407
C
Social Policy and Social Welfare
20
4
SS414
C
Introduction to Research Methods
20
4
SS425
C
Theories of Crime
20
4
SS426
C
Social Policy: Needs and Problems
20
4
SS427
C
Introduction to Criminal Justice Studies
20
4
SS430
C
Contemporary Social Inequalities
20
5
SS523
C
Criminologies of Crime Control
20
5
SS526
O
Community Engagement: Theory into Practice
20
5
SS528
O
Critical Analysis
20
5
SS529
C*
Research Project (for Erasmus students)
10
5
SS530
C*
Researching Social and Cultural Life
20
5
SS531
O
Critical Analysis (for Erasmus students)
10
5
SS532
C
History and Social Policy
20
5
SS533
C
Social Justice, Welfare and Well-being
20
5
SS539
C
Critical Perspectives on Criminal Justice
20
6
SS610
O
Care Ethics and Social Policy
20
6
SS629
M
Dissertation
40
6
SS616
C
Contemporary Studies in Crime and Justice
20
6
SS619
O
Critical Addiction Studies
20
6
SS620
O
Policy Analysis
20
6
SS622
O
Transport, Mobility and Social Exclusion
20
6
SS624
O
Global Social Policy
20
6
SS632
O
Health, Politics and Marketisation
20
6
SS633
O
Cross-Cultural Criminology
20
6
SS635
O
Global Issues: Crime, Power and Harm
20
* Students going on Erasmus exchange take SS529 in place of
SS530
8
All modules have learning outcomes commensurate with the FHEQ levels 0, 4, 5, 6, 7 and 8. List the level which
corresponds with the learning outcomes of each module.
Page 9 of 11
AWARD AND CLASSIFICATION
Award type
Award* Title
Level
Eligibility for award
Classification of award
Total credits9
Minimum credits10
Ratio of marks11:
Class of award
Final
BA
(Hons)
Criminology & Social Policy
6
Total credit 360
Minimum credit at level
of award Other: 360
Levels 5 and 6 (25:75)
Honours degree
Final
BA
Criminology & Social Policy
6
Total credit 300
Minimum credit at level
of award Other: 300
Levels 5 and 6 (25:75)
Select
Criminology & Social Policy
5
Total credit 240
Minimum credit at level
of award Other: 240
Level 5 marks
Not applicable
Intermediate Cert HE Criminology & Social Policy
4
Total credit 120
Minimum credit at level
of award 120
Level 4 marks
Select
Select
Select
Total credit Select
Minimum credit at level
of award Select
Select
Select
Intermediate Dip HE
*Foundation degrees only
Progression routes from award:
Award classifications
Mark/ band %
Foundation degree
Honours degree
Postgraduate12 degree (excludes
PGCE and BM BS)
70% - 100%
Distinction
First (1)
Distinction
60% - 69.99%
Merit
Upper second (2:1)
Merit
Lower second (2:2)
Pass
50% - 59.99%
40% - 49.99%
Pass
Third (3)
9
Total number of credits required to be eligible for the award.
Minimum number of credits required, at level of award, to be eligible for the award.
11
Algorithm used to determine the classification of the final award (all marks are credit-weighted). For a Masters degree, the mark for the final element (e.g, dissertation) must be in the corresponding
class of award.
12
Refers to taught provision: PG Cert, PG Dip, Masters.
10
Page 10 of 11
EXAMINATION AND ASSESSMENT REGULATIONS
Please refer to the Course Approval and Review Handbook when completing this section.
The examination and assessment regulations for the course should be in accordance with the
University’s General Examination and Assessment Regulations for Taught Courses (available
from staffcentral or studentcentral).
Specific regulations
which materially affect
assessment,
progression and award
on the course
e.g. Where referrals or repeat
of modules are not permitted
in line with the University’s
General Examination and
Assessment Regulations for
Taught Courses.
Exceptions required by
PSRB
These require the approval of
the Chair of the Academic
Board
Document template revised: 2010
Page 11 of 11