The BA (Hons) in Criminology provides a unique vantage point to study issues related to crime, justice and people’s experiences of victimisation in a society transitioning from conflict. Criminologists are interested in how activities come to be defined as ‘criminal’, why definitions and responses to crime vary over time and place, as well as how people are affected by harmful behaviours. The subject includes a broad range of perspectives on understanding crime and criminal behaviour, as well as examining various methods in the prevention, policing and punishment of crime. Issues related to harm and victimisation are also considered, alongside how and why people move away from offending behaviour. Local and global examples are used throughout the programme to illustrate how these issues shape the world around us and to highlight how alternative ways of interpreting and responding to crime are possible.
Please see the video below for a student perspective on studying criminology at Queen’s University Belfast.
Criminology at Queens is ranked 14th in the UK according to The Times and The Sunday Times Good University Guide in 2024, while Queen’s University Belfast is ranked 5th in the UK in the WhatUni Student Choice Awards 2024.
Criminology highlights
Internationally Renowned Experts
Criminology is taught by a group of internationally-recognised criminological researchers who specialise in areas, such as justice and conflict, policing, youth crime, victimisation, international criminal justice, alcohol and drug use, imprisonment, trauma and violence, as well as the criminology of war. To hear from more students about their experience of studying criminology at Queen’s University Belfast, meet the criminology staff and read about our research, please visit: https://www.qub.ac.uk/schools/ssesw/subject-area/criminology/
Student Experience
We offer a high quality, supportive, student-centred learning experience in a top Russell Group University, as evidenced by our excellent National Student Survey student satisfaction rates. Students in the School are educated in a dynamic academic environment by award-winning teaching staff, and in a recent government-sponsored review of research, staff in the School achieved 'world-leading' and 'international excellence' status for the high quality of their research work.
In addition, Queen’s University Belfast is one of only 17 Universities within the UK that was funded by the Nuffield Foundation to provide specialist, advanced quantitative research skills training to undergraduate social science students. This provides students with the opportunity to specialise in advance quantitative research methods which has enhanced students’ employment prospects, as these skills are highly desired by many employers. Please visit the following website for further information: https://www.nuffieldfoundation.org/students-teachers/q-step
A range of free student support services are also provided to help students successfully complete their studies, while obtaining their best grades and maintaining their health and wellbeing. Criminology students are also assigned a personal tutor to help them during their studies as well as being encouraged to avail of opportunities to work with peer mentors to help develop their skills. Please see the link below for information on some of the support services available to our students. https://www.qub.ac.uk/directorates/sgc/
Career Development
Criminology students have access to a dedicated Careers Consultant who works with students to provide one-to-one support and advice on applying for jobs, preparing for interviews, developing C.V.s and enhancing career prospects. Information on volunteering and internship opportunities are also available to enhance the skills and desirability of our students to employers. Moreover, students can choose to complete the Future Ready Skills Certificate which increases the employability of our students and provides them with the opportunity to hear the career journeys of former criminology students. Students also have the opportunity to engage with potential employers through field trips, guest lectures, and the research collaborations they are exposed to throughout their studies.
Please click on the link to access a video from our dedicated Careers Consultant talking about the careers available to criminology students. https://www.youtube.com/watch?v=t1Ap6qChY5w
Global Opportunities
Additionally, students can choose to spend time studying in one of our linked Universities across the world. For example, past students have studied criminology in various Universities across Europe and the USA. Supported by the dedicated ‘Go Global’ team at Queen’s University Belfast, our students have the opportunity to study or work abroad, with various events run throughout the year to highlight the opportunities available and provide information on funding to support such travel. Please see the link below for more information. https://www.qub.ac.uk/directorates/sgc/careers/GlobalOpportunities/
World Class Facilities
The newly opened Queen’s Student Centre and Students’ Union at One Elmwood has also won awards, including the Commercial Construction Project of the Year award and Education Project of the Year award. This state-of-the-art building combines access to student services with the Student’s Union, in a space that provides a range of facilities for students to collaborate together in shared spaces, socialise, as well as get support and advice in world class facilities. Please see the link below for more information about the Queen’s Student Centre and Students’ Union at One Elmwood and to take a virtual tour. https://www.qub.ac.uk/students/one-elmwood/
Further Study Opportunities
If students want to continue studying once they have completed their undergraduate criminology programme, they can choose from a wide range of postgraduate taught or postgraduate research programmes offered in the School, such as the MRes in Social Science Research and the MSc in Youth Justice. More information on postgraduate programmes offered in the School of Social Sciences, Education and Social Work can be found at the link below. https://www.qub.ac.uk/schools/ssesw/study/
Student Testimonials
“This course has been amazing! The insights into the criminal justice system I have gained over the last three years has changed my perceptions on everything. The course covers all aspects of the criminal justice system from policing, victims, perpetrators and more. I have had some amazing opportunities and learned from the most experienced professionals in the field. As a mature student, Queen’s have supported me every step of the way and I couldn’t be more grateful. I would love to do it all again.”
Pamela Stewart
BA (Honours) in Criminology
“It is a very unique course in that it combines psychology, criminal justice and sociology under the one programme and it has been very interesting and insightful. I wouldn’t swap it for any other course as it has been amazing.”
Darryl McGrattan
BA (Honours) in Criminology
"I loved my time at Queens, I would do it all over again if I could. My Criminology degree was literally the most interesting thing I have ever done. I learned so much about crime, in Northern Ireland especially, because I am English so I didn’t know about it to start with. Third year I loved how you get to choose what you want to learn more about and what you want to go into further depth with."
Ashleigh Brown
BA (Honours) in Criminology
"While studying Criminology at Queen’s, I had the opportunity to complete a work placement conducting my own project on youth crime. This, coupled with the encouraging environment and support, means I would strongly recommend studying Criminology at Queen’s.”
Modules often draw on international comparisons with a strong Irish (North and South) emphasis. All of the optional modules are taught by experts in the area, who have published textbooks and research articles on the topic at hand.
Stage 1 Core Modules
These core modules aim to introduce students to the discipline of criminology, as well as provide students with a range of intellectual and practical skills to develop their understanding of crime, criminal justice and criminalisation. These modules are delivered by our core criminology team - as experts in their respective fields - and who have published widely on the topics you will be learning about. These core criminology modules will be taught alongside complementary optional modules in stage 1 (below) which develop student understandings of wider societal, government policy and sociological dynamics which inform understandings of, and responses to, crime.
- Introducing Criminology
- Crime and Society
- Rethinking Society
Stage 1 Optional Modules
- Visualising the Social World
- Introducing Social Policy
- Themes and Issues in Social Policy
- The Sociological Imagination
- Comparative Politics
- Issues in Contemporary Politics
- Digital Society
Stage 2 Core Modules
In Year two, the criminology degree builds upon the foundational skills and knowledge developed during year one, and begins to specialise down into specific fields of criminological interest. This includes applied theoretical considerations, considering important criminological issues in society, along with examining policing and justice in society. In particular, year two focuses on providing students with key research skills - to develop applied quantitative and qualitative research approaches to criminological and societal issues. There are also additional optional modules (outlined below) which allow students to further develop areas of interest and expertise delivered by our research-active team.
- Criminological Theory
- Qualitative Research Skills
- Quantitative Research Skills
- Policing and Society
Stage 2 Optional Modules
- Crime and the Media
- Justice and Conflict
- Theory Counts
- Exploring Harm and Victimisation
- State Violence, Resistance and Justice
Stage 3 Core Modules
In the final year of the degree, students will further extend and deepen their criminological knowledge into specialist, research-led modules, developing analytical and critical skills, across a range of areas including border criminology, prisons and desistance, youth justice and psychology. For single BA Criminology students, you will also undertake your own research in the form of a dissertation project (on a topic of your choice), which will draw on the research and intellectual skills accrued across the various stages of the degree programme.
- Punishment, Penal Policy and Prison
- Research Project and Dissertation
Stage 3 Optional Modules
-Youth, Crime and Criminal Justice
- Criminology Beyond Borders
- Psychological Perspectives on Crime
- Reintegration after Prison
- Trauma Informed Justice
- Modelling the Social World
- The Sociology of Protest and Revolution
-The Cultural Politics of Memory from a Global Perspective
- Social Identity: Differences and Inequalities
The Option to Graduate with Quantitative Methods
Students who wish to benefit from specialist training in advanced quantitative research skills can undertake a series of dedicated social science research modules over the course of their degree. Students who successfully complete four advanced quantitative research skills modules (80 CATS credits) in level 2 and level 3 of their degree will be eligible to graduate with a BSc in Criminology with Quantitative Methods.
Value Added to Your Degree
As part of international expertise and profile of the criminology academics at Queen’s University Belfast, you will get a range of opportunities to engage with ‘real-world’ stakeholders in the criminal justice and voluntary/community sector world. These will include expert inputs in teaching, field trips and engagements with a range of actors and organisations with whom many of our academics work with as part of their wider research. In addition, students will also become part of the vibrant research community at Queen’s University Belfast, with opportunities throughout their time at Queen’s to attend criminology talks, events and guest speaker sessions to broaden their knowledge and understanding of the criminological field.
A range of modules throughout second and third year invite guest speakers from criminal justice organisations and non-government organisations to discuss various issues, such as policing, offender management, supporting victims, as well as the policies and practices used to manage crime. For example, guest speakers have included representatives from the Police Service of Northern Ireland, the Northern Ireland Prison Service, the Youth Justice System and a range of local non-government organisations who work with victims, young people, refugees, asylum seekers and those involved in helping people who have offended to reintegrate into society.
Students can also avail of the Future Ready Award, which is an opportunity to obtain official recognition and accreditation from their work in extra-curricular activities that may enhance their employability while completing their degree. Over 2,000 students successfully complete this award each year and in doing so, they build up valuable experience and practice in articulating their development/ achievements to others (e.g. employers or activity providers via application, presentation or interview). They also receive a certificate at graduation.
https://www.qub.ac.uk/directorates/future-ready-award/
SSESW Colm's research interests are in youth and community violence prevention, criminal exploitation, the utility of policy relevant research and community-research partnership
SSESW John’s research interests are in the broad area of policing. He has a particular interest in police stop and search powers, community policing, police reform, public order policing and paramilitarism.
SSESW Sarah's interests cut across sociology, victimology, social psychology and peace studies, though coalesce around critical, feminist analyses of how societies respond to and recover from violent conflict.
SSESW Siobhan's research interests are in young people, participatory research methods, children’s rights, youth marginalisation, conflict and youth justice.
SSESW Teresa’s research interests are in social control, reactions to criminal and deviant activities, war and its relations to issues of crime and justice, forms of punishment in war, military intervention, security sector reform, state crimes, security and technology, risk, and feminist issues.
SSESW Andy’s research interests are in adolescent development, teenage alcohol and drug use; longitudinal research, longitudinal data analysis, and programme evaluation.
SSESW Michelle’s research interests are in identity, violence, imprisonment, shame, masculinity, penal reform, reintegration, desistance, criminological psychology and restorative justice.
Contact Teaching Hours
Large Group Teaching
6 (hours maximum) Hours of lectures per week during term time.
Personal Study
24 (hours maximum) 22–24 hours studying and revising in your own time each week, including some guided study, using class material, online activities, etc.
Medium Group Teaching
3 (hours maximum) Hours of practical classes, tutorials or seminars per week during term time
Small Group Teaching/Personal Tutorial
10 (hours maximum) Small group and one-to-one meetings with your personal tutor during the year, as well as one-to-one supervision during the final year dissertation project
Teaching Times
Teaching is scheduled across the working week, normally not before 10am to facilitate work/life balance. However, specific timings vary yearly due to timetabling. Students are offered a choice of tutorial times.
Learning and Teaching
At Queen’s University, we aim to deliver a high quality learning environment that embeds intellectual curiosity, innovation and best practice in learning, teaching and student support to enable students to achieve their full academic potential.
On the BA (Hons.) in Criminology we do this by providing a range of learning experiences which enable our students to engage with subject experts, develop attributes and perspectives that will equip them for life and work in a global society and make use of innovative technologies and a world class library that enhances their development as independent, lifelong learners.
Criminology students at Queen's University are also taught in a dynamic academic environment by an award-winning teaching staff, in a School which was rated as one of the leading departments in the United Kingdom.
Examples of the opportunities provided for learning on this course are:
E-Learning technologies
Information associated with lectures and assignments is often communicated via our Canvas Virtual Learning Environment (VLE). A range of e-learning experiences are also embedded in the degree programme through the use of, for example, online discussion forums; interactive media workshops in a flexible learning space; statistics and data analysis modules; podcasts and interactive web-based learning activities; opportunities to use IT programmes associated with project- based work, etc.
Field Trips/Study Tours
Study visits and field trips are integrated into a number of core Criminology modules. The purpose of these is to enhance our understanding of societal responses to crime and attempts to reduce it. These present opportunities to apply theoretical ideas and concepts within real world settings. Back in the classroom students present and discuss observations and ideas developed during these visits from guest speakers.
Guest speakers
As well as studying the academic and theoretical aspects of criminology, students have opportunities to hear from senior practitioners within the criminal justice system and the voluntary and community sector. We work with people from criminal justice agencies and the voluntary and community sector and these people from these agencies regularly give guest lectures on the programme course.
Lectures
Introduce basic information about new topics as a starting point for further self-directed private study/reading. Lectures also provide opportunities to ask questions, gain some feedback and advice on assessments (normally delivered in large groups to all year group peers).
Peer Mentors
We offer a peer mentoring scheme for our BA students, which sees specially-trained second and third year students, under the guidance of staff and the Centre for Educational Development, help first year students settle into life at Queen’s University through social events, small group or one-to-one informal support, and learning skills workshops.
Personal Tutor
Undergraduates are allocated a Personal Tutor from their first day at the University. The Personal Tutor is available to them to give advice and support throughout their time at Queen’s University. The Personal Tutor will meet with them on several occasions during the year to support their academic development.
Practicals
In research method modules students will have opportunities to develop research design and technical skills and apply theoretical principles to real-life research contexts.
Prizes
The highest achieving students in the school are awarded the annual Lockheed Prize. We also support our students entering essays to the annual Undergraduate Awards.
Self-directed study
This is an essential part of life as a Queen’s University student and involves private reading, engagement with e-learning resources, reflection on feedback on the quality of work submitted, as well as assignment research and preparation work.
Seminars/tutorials
A significant amount of teaching is carried out in medium sized groups (typically 10-20 students). These provide an opportunity for students to engage with academic staff who have specialist knowledge of the topic, to ask questions of them and to assess their own progress and understanding with the support of peers. You should also expect to make presentations and other contributions to these groups.
Supervised projects
In final year, students will be expected to carry out a significant piece of research on a topic that they have chosen. Students will receive support from a supervisor who will guide them in terms of how to carry out their research and will provide feedback to them on a one-to-one basis and via email throughout the two semesters.
Assessment
Details of assessments associated with this course are outlined below:
The way in which students are assessed will vary according to the learning objectives of each module. Some modules are assessed solely through project work or written assignments. Others are assessed through a combination of coursework and end of semester examinations. Details of how each module is assessed are available via the Virtual Learning Environment application Canvas, which is accessible to all students once enrolment is complete. Following each element of assessed coursework, students are provided with detailed feedback on the quality of their written work and how they can improve future assignments.
Feedback
As you progress through your course you will receive both specific and general feedback on your work and the factors that can affect students’ marks from a variety of sources, including lecturers, module co-ordinators, personal tutors, advisers of study and your peers. As a university student, you will be expected to take a greater role in reflecting on the quality of your work, as well as to take the initiative to continuously seek to improve your work. Feedback may be provided in a variety of forms including:
Specific feedback on work submitted provided via formal written comments and marks on assessments.
Face to face feedback, including requested one-to-one meetings with staff to discuss assessments and/or to address a specific query.
Online or email feedback.
General feedback or question and answer opportunities at the end of a lecture, seminar or tutorial.
Pre-submission advice regarding the standards students should aim for and common pitfalls to avoid. In some instances, this may be provided in the form of model answers or exemplars which you can review.
Feedback and outcomes from practical classes.
Comment and guidance provided by staff from specialist support services, such as the Careers, Employability and Skills Service or the Learning Development Service.
Once you have reviewed your feedback, you will be encouraged to identify and implement further improvements to enhance the quality of your work to improve the quality of your work in future assessments.
Facilities
The School is located within a recently renovated building, with state of the art teaching and learning facilities, together with dedicated student space including a large student common room. The teaching facilities enable an interactive learning environment.
The information below is intended as an example only, featuring module details for the current year of study (2024/25). Modules are reviewed on an annual basis and may be subject to future changes – revised details will be published through Programme Specifications ahead of each academic year.
This module offers a general introduction to the discipline of sociology for those with no experience of studying sociology before. Its primary objective is to initiate students to sociological thinking. Sociology does not rely on our subjective experience and general ideas commonly shared withing the society (beliefs, customs, traditions, values, norms); its critical way of thinking and its methods allow us to discover aspects of social life that most people are unaware of. This will be done through a diversity of topics such as social class, suicide, race, gender, disability, globalisation, violence and other social phenomena. The module will provide a background for those intending to study sociology in the second and third years, but also acts as a stand-alone sociology course for those who do not intend to study it further
Learning Outcomes
By the end of the module you should be able to:
Have a general understanding of the cncepts, approaches and theories available within the discipine of sociology.
Understand the effect of social norms and common sense on our perception of social life.
Apply a sociological way of thinking on a diversity of topics.
Effectively gather, retrieve and synthesise information to evaluate the key aspects of social life.
Skills
- To develop analytical and oral skills through participation in lectures and tutorials.
- To develop an ability to write in a clear, structured and critical manner utilising a wide range of source material.
- To be able to use information technology to gather, organise and evaluate information.
The module offers a general introduction to criminology and some of the key debates and topics in the subject. The first half of the course (weeks 1 – 6) introduces some essential background materials for those pursuing study in criminology including an overview of historical and contemporary crime and crime control, the workings of the criminal justice system, sources of information on crime and criminals and an introduction to some theoretical concepts in criminology. The second half of the course (weeks 8-11) introduces a number of key debates and issues in criminology – many of which can and will be studied in greater depth in second and third year criminology modules.
Learning Outcomes
1. Critically evaluate the term ‘crime’ and the historical evolution of crime and our responses to it.
2. Critically apply criminological thinking to our understanding of crime and criminal justice processes.
3. Identify, find and evaluate a range of criminological sources especially (but not limited to) academic sources (books, journal articles) and official and other statistics on crime and criminality
Skills
1. To develop analytical and oral skills through participation in lectures and tutorials.
2. To develop an ability to write in a clear, structured and critical manner utilising a wide range of source material.
3. To develop the ability to find and evaluate academic materials in the area of criminology.
4. To be able to use information technology to gather, organise and evaluate information.
This module explores the social construction of crime and social responses to crime. It introduces students to critical criminology and sociological studies of deviance and social control in order to interrogate the role of power in defining ‘crime’ and the social, economic and political contexts for crime and social harm. It also explores how intersecting social identities and inequalities relating to race, gender, class, sexual orientation and disability affect peoples’ experiences of crime, criminalisation, victimisation and social control.
Learning Outcomes
Upon successful completion of this module, students should be able to:
• Explain how definitions of crime and responses to crime are socially constructed and related to power
• Critically analyse the main social theories, debates and concepts relating to different forms of crime and social harm
• Critically analyse the impacts of intersecting social identities and inequalities in crime, victimisation, criminalisation and social control
• Develop and communicate academic arguments supported by appropriate academic references
Skills
This module aims to enable students to develop the following skills:
• Identifying and retrieving relevant information from print and electronic sources in relation to a particular topic
• Evaluating evidence and drawing appropriate conclusions
• Summarising complex ideas and research evidence, conveying it in a clear, structured and critical manner (both orally and in writing)
• A capacity for critical reflection and independent thinking, generating new insights and seeing sensitive problems and issues from different perspectives
• Time planning and management
This module will introduce students to major sociological approaches for researching social developments surrounding digital and online technologies.
The lectures and the classes will introduce students to key theories, theorists, and concepts for understanding contemporary developments such as online communication technologies, social media, artificial intelligence, online surveillance, and automation of labour. Through these discussions, this module interrogates whether digital technologies have fundamentally altered the nature of ‘modernity’, and what features of contemporary society have changed or stayed the same.
This course will explore both theoretical and normative questions about whether digital technologies ameliorate or reproduce social inequalities and whether people have the capacity to change the world through engagement with – or rejection of – digital technologies.
Students will be encouraged to reflect critically on their own everyday use of technology and how their behaviour in turn shapes contemporary society. This will include questions surrounding the ‘information revolution’ and its effects on social relations at personal and institutional levels. Students will also be encouraged to examine evidence both supporting and challenging commonplace conceptions about the role of digital technologies on modern life.
Learning Outcomes
Students on this module will have the opportunity to develop knowledge and understanding of:
1. Key concepts and theories in sociology and social theory relating to the impacts of digital technologies in contemporary societies.
2. The potential positive and negative effects of digital technologies on the quality of life.
3. The consequences of digital technologies on online and in-person interactions and identities.
4. The social impacts of the so-called ‘digital divide’ in national and global contexts.
Skills
Students will have the opportunity to develop skills in the following areas:
• Find and select relevant information from print and electronic sources.
• Interpret theoretical arguments grounded in sociology of the internet and new media.
• Interpret and use existing reliable data to back up theoretical arguments.
• Develop and demonstrate critical and independent thinking skills.
• Develop oral skills through participation in lectures, tutorials and group discussions
• Develop an ability to write in a clear, structured and critical manner.
The module introduces students to the visual presentation of quantitative data. By establishing a basic working knowledge of measurement procedures, data sources, and appropriate conventions in quantitative data visualisation, it introduces students to basic graphic functions in spreadsheet and geographical information system packages. Students will gain experience in the selection of appropriate graphics for different kinds of variables, in the construction of basic datasets from secondary data sources, and in the mapping of spatial data.
Learning Outcomes
On successful completion students will be able to:
Understand how different forms of data visualisation are appropriate for different data types
Source and format data independently from online data repositories
Appreciate the implications of proper visualisation for clear communication
Perform basic spreadsheet calculations and visualisation functions
Produce basic maps and perform preliminary diagnostics using Geographical Information Systems Select from and appraise a range of data visualisation techniques
Skills
On successful completion students will have:
Proficiency with data analysis and visualisation packages (MS Excel and open source geographical information software)
Knowledge of online data repositories (World Bank, EuroStat, AMECO, OECD, Penn Tables) Appreciation of the history of, and public / political uses of, visual quantitative data
Critical thinking in the selection and use of appropriate visualisation methods
Experience of independent work through in-class and outside assessments
The module offers a general introduction to Social Policy as an applied academic subject. Students will be encouraged to take a broad perspective on how social policies are implemented by examining political, economic and social perspectives on human needs and wants. The second half of the course introduces social security, taxes, benefits and their implications for citizenship. The course offers a useful entry point to Social Policy; piquing students’ interest in core theories and principles which they will explore in more detail in second and third year social policy modules.
Learning Outcomes
• To introduce students to theories, concepts and principles underpinning social policy.
• To provide an applied understanding of the implications of tax and benefits systems for human well-being.
Skills
Development of analytical and evaluative skills; independent learning skills and academic writing skills.
This module aims to provide a general introduction to doing sociological research, through a critical engagement with landmark studies. C. Wright Mills’ idea of a ‘sociological imagination’ provides the framework for evaluating the quality of key pieces of research, exploring the connections between how they are defined, carried out and written up. The module covers a range of research methods, as they are employed in studies of important aspects of social life, such as racism, drugs and urban life, love and technology, social networking, education and masculinity and violence. The module also provides an in-depth introduction to the theoretical character of sociology by introducing classic perspectives shaping the discipline.
Learning Outcomes
Provide a general introduction to the practice of sociology and the evaluation of sociological research; a background for entry into second year sociology; and knowledge about inequality in society.
Skills
Critical evaluation of sociological studies; introduction to sociological analysis; public speaking and writing skills
This course aims to delve into essential themes within the field of Comparative Politics, providing students with the tools to comprehend fundamental structures, institutions, and processes that underpin contemporary political systems. Through the application of the comparative method, students will gain insight into the dynamics of real-world politics. The initial lectures will establish a theoretical foundation for the comparative method, emphasising its utility as a means of understanding diverse political landscapes. Subsequent lectures will employ this method to examine various themes, including regime types (democratic versus authoritarian), systems of governance (global versus local), institutions, political organisations and outputs of public policy. Notably, the course adopts a broad approach by not confining itself to specific geographic regions; instead, it explores a diverse range of cases to underscore the usefulness and applicability of the comparative method across different contexts.
Learning Outcomes
On successfully completing the module students will be able to:
- Understand the field of comparative politics and be familiar with the comparative method.
- Identify key debates in the field of comparative politics and extrapolate key questions of theoretical and societal relevance.
- Demonstrate a basic understanding of differences between political institutions, key processes and the outcomes they produce.
- Demonstrate a basic understanding of the key actors active in political systems and the dynamics of power underpinning their relationships.
- Understand the main methodological approaches used in the field of comparative politics as well as the major data sources.
- Independently apply basic concepts of comparative politics to cases beyond the ones reviewed in class.
Skills
Intellectual skills:
- Managing & Prioritising Knowledge: identify relevant and subject-specific knowledge, sources and data; manage such information in an independent manner.
- Analytical Thinking: identify, understand, interpret and evaluate relevant subject-specific arguments made by others; construct independent arguments.
- Critical & Independent Thinking: ability to think critically and construct one’s own position in relation to existing and ongoing debates in the field.
Professional and career development skills:
- Communication Skills: ability to communicate clearly with others, both orally and in writing.
- Diversity: ability to acknowledge and be sensitive to the range of cultural differences present in the learning environment.
- Self-Reflexivity: ability to reflect on one’s own progress and identify and act upon one’s own development needs with respect to life-long learning and career development.
- Time Management: ability to negotiate diverse and competing pressures; cope with stress; and achieve a work / life balance.
Organisational skills:
- Efficient and effective work practice: demonstrate ability to work efficiently to deadlines.
- Clear organisation of information: show efficiency in the organisation of large amounts of complex information and the ability to identify, describe and analyse the key features of the information.
- Organisation and communication: demonstrate ability to use evidence to develop logical and clear arguments; show aptitude for the effective use of information in a direct and appropriate way.
- Enterprising thinking: Demonstrate ability to think and argue in novel and enterprising ways, to display originality of thought and argument and the ability to clearly support arguments in innovative ways.
‘Themes and Issues in Social Policy’ will look at contemporary developments and trends across a range of social policy areas in the UK. It will encourage students to examine the various ways in which key social policy ‘problems’ have been addressed. The first half of the module will introduce students to social policy in a range of substantive areas such as education, employment, housing, crime, health and social care. The second half of the module will take a more focused approach by exploring the ways in which social policy has sought to improve the welfare and well-being of particular groups in society with respect to children and young people, disability, ethnicity, gender, sexuality and older people.
Learning Outcomes
By the end of the module students should be able to:
• Identify the different ways in which key social problems have been defined and explained;
• Outline policy measures which have been developed in response to a range of social problems;
• Demonstrate awareness of social policies aimed at groups in society and their implications.
Skills
Development of analytical and evaluative skills; independent learning skills; teamwork skills.
Introduces students to a variety of qualitative and explorative research methods, including research ethics and methods of data collection.
Learning Outcomes
On completion of the module, students should:
• Be aware of the nature and range of qualitative empirical scientific data that can be used by sociologists, criminologists, anthropologists and those working in related fields;
• Know how to collect qualitative data in a systematic manner;
• Have acquired basic knowledge of how to analyse qualitative social data;
• Be aware of the strengths and limitations of qualitative research methods in sociological research;
• Be able to make a basic assessment of the rigour of data collected using qualitative research methods;
• Be capable of designing and writing a research proposal for a small scale dissertation on a subject of their choosing.
Skills
The course will provide students with an elementary knowledge of a range of techniques for the collection, analysis and interpretation of qualitative research data. The course will enable students to read and make sense of data presented in different formats and to interpret the results accordingly.
The course will enable students to develop the ability to critically examine the methodology and the findings of social science research, particularly those where qualitative methods have been employed. In addition to promoting basic academic and research skills, the project based workshops will promote the development of a range of additional employment related skills, namely communication skills; project management skills; innovation and creativity; as well as cognitive skills (e.g. critical thinking; problem solving; evaluating) and personal conduct.
The module introduces students to the area of policing and explores the main theories, concepts and debates in this field. The first half of the course begins by exploring the origins of policing, the relationship between policing and broader social factors, police work, police culture and concerns about police accountability and legitimacy. The second half of the course will examine the cost of policing, the use of performance indicators, policing controversies, the globalisation of policing methods and the increasing privatisation of policing. In particular, the experiences of Northern Ireland, Britain and Ireland will be used to highlight the importance of these topics.
Learning Outcomes
1. Demonstrate a knowledge of relevant theories, concepts and debates within policing.
2. Critically analyse policing practices.
Skills
1. To develop analytical and oral skills through participation in lectures and tutorials.
2. To develop an ability to write in a clear, structured and critical manner utilising a wide range of source material.
3. To develop the ability to find and evaluate academic materials in the area of policing.
4. To be able to use information technology to gather, organise and evaluate information.
5. To develop the ability to work independently and in collaboration with others.
This course introduces students to the main theories of crime and deviance. It takes a historical approach to exploring the main developments in criminological theory.
Learning Outcomes
To introduce students to key criminological theories and sociological theories of deviance. To illustrate the historical development of criminological thought.
Skills
Demonstrate competence in critically evaluating criminological arguments. Display ability to write informed,literate essays.
This module situates state violence, resistance and justice in decolonial thought and Southern Criminology. It critically explores different types of violence such as colonialism, racialised violence, mass violence and the destruction of Planet Earth. We will critically explore forms of resistance that emerged such as epistemological and violent resistance and kinds of justice such as state apologies, restitution for looted heritage, restorative justice and criminal justice on the international level. The module is global in its outlook, taking students to places such as South Africa, Guatemala, Rwanda and Nigeria. It encourages critical and interdisciplinary thinking drawing from socio-legal studies, African Studies, post-colonial studies, anthropology, and criminology.
Learning Outcomes
1. Understand and discuss academic debates on and key concepts concerning state violence, resistance and justice
2. Explain the forms, causes and consequences of state violence
3. Critically analyse the kinds of justice and forms of resistance developed in response to state violence
4. Apply concepts of violence, resistance and justice to selected case studies.
Skills
This module aims to enable students to develop the following skills:
1. Written and oral communication skills
2. Presenting data and evidence in an appropriate format for a variety of audiences
3. Evaluating evidence of diverse kinds and drawing appropriate conclusions
4. Identifying the most important arguments or evidence in a text and recording and/or representing these
5. Engaging in critical reflection and independent thinking that leads to new insights into and different perspectives on sensitive problems and issues in contemporary society
The module explores the causes and consequences of being victimised through various harms. Students will chart the historic emergence of victimology as an academic area of study; trace the emergence of the victims’ rights movement; critique different theoretical perspectives on harm, victimhood & victimisation; critically examine a range of micro and macro-level harms that lead to individual and collective victimisation; explore different representations of victimisation; critically analyse victim agency & activism; and critique legal and non-legal, and official and grassroots responses to victimisation. The module will draw upon a number of different case studies from around the world - including observations from the Global South – to help students engage with and understand victimisation and harm in a ‘real world’ and global context.
Learning Outcomes
Upon successful completion of the module, students should be able to:
• Understand the social, political, cultural and legal contexts within which the concepts of ‘victim’ and ‘harm’ are constructed and mediated
• Critically examine the causes and consequences of victimisation through various inter-personal, inter-group and structural harms
• Identify and apply different methodological and theoretical approaches (narrative & visual) for engaging with and understanding victim testimony, portrayals of harm & victimhood in popular culture, and media discourses on harm & victimisation
• Critically analyse the role of victims as rights holders entitled to legal redress and as activists campaigning for social justice
• Develop and communicate academic arguments on harm & victimisation that are well-grounded in and appropriately referenced to existing academic literature
Skills
This module aims to enable students to develop the following skills:
• Synthesise, analyse and evaluate evidence from a number of written and non-written sources before drawing appropriate conclusions
• Communicating complex research and ideas in a clear, concise and structured manner that employs appropriate evidence for support
• Ability to communicate through writing and non-written forms with a plurality of target audiences
• Engage in critical reflection and independent thinking that leads to new insights into and different perspectives on sensitive problems and issues in contemporary society
• Time planning and workload management
This module is designed to complement the core Sociology Development of Social Theory module, which introduces students to a range of sociological theories. The module will explore the relationship between theoretical development and empirical evidence. Theory Counts examines how different theories use, or ignore, quantitative data. It will also introduce students to approaches to testing theories using different types of quantitative data. Students will be exposed to research design issues as well as a range of analytical strategies involved in the testing of different theories.
Learning Outcomes
On completion students will be able to:
Critically appraise and evaluate a range of sociologically relevant theories from the perspective of quantitative research.
Be familiar with the role of hypothesis testing in the social sciences.
Appreciate the different types of research design involved in theory testing in the social sciences.
Appreciate the different analytical strategies underpinning theory development.
Appreciate problems and issues in establishing causal relationships.
Skills
On completion of this module students will be able to:
Determine appropriate statistical analyses for testing theories and hypotheses.
Carry out and interpret multivariate analysis using statistical software.
Select appropriate research designs depending on the particular research question.
Present and communicate quantitative analysis logically and coherently, including in visual forms.
Is the media a cause of crime? Does media depiction simply reflect public interests and attitudes, or help to shape them? Does media representation of ‘crime’, ‘criminals’ and criminal justice impact penal and social policies? These are some of the questions this module will debate through drawing on theory, research and illustrative media examples. Examining both ‘factual’ and ‘fictional’ representations of crime and justice, the module examines the extent to which media representation reflects reality, and impact on attitudes, emotions and behaviours. You will also learn skills in media analysis and apply these in your own small project.
Learning Outcomes
1. Understand how abstract arguments about ideology, law, order, and disorder relate to fictional representations of crime.
2. Evaluate the media’s role in constructing ideas about crime and criminality.
3. Draw upon and engage with critical debates concerning moral panics, crime legends, and media effects.
4. Understand and be able to employ a range of techniques used to carry out analysis of the media.
Skills
1. Demonstrate an improvement in their ability to communicate abstract, theoretical arguments, in both oral and written work.
2. Operationalise theoretical concepts and debates by carrying out research on the media.
3. Synthesise analysis of media texts and theoretical argument.
4. Develop research and organisational skills by using library e-journals and other online resources such as Lexis-Nexus.
5. Conduct content and narrative analysis of media sources.
This module situates the concept of ‘justice’ in the context of violent conflict, exploring how justice has different meanings and is achieved through different mechanisms in societies affected by conflict around the world. Students examine themes including the troubled relationship between justice and peace, the complex roles actors such as victims and ex-combatants play in justice mechanisms, and a variety of justice mechanisms ranging from community-based grassroots processes, to more well-known transitional justice processes, to increasingly transformative justice processes. The module is global in focus, incorporating critiques of the imposition of Western notions of justice in the Global South, though gives specific attention to the case of Northern Ireland.
Learning Outcomes
Upon successful completion of the module, students should be able to:
• Understand the social construction of ‘justice’ and its different meanings in settings of conflict around the globe
• Discuss the limitations of traditional criminal justice processes in responding to conflict
• Explain the complex roles of victims and survivors, ex-combatants and members of wider society in justice mechanisms
• Critically analyse justice mechanisms in different settings of conflict
• Develop and communicate academic arguments supported by appropriate academic references
Skills
This module aims to enable students to develop the following skills:
• Identifying and retrieving relevant information from print and electronic sources in relation to a particular topic
• Evaluating evidence and drawing appropriate conclusions
• Summarising complex ideas and research evidence, conveying it in a clear, structured and critical manner (both orally and in writing)
• A capacity for critical reflection and independent thinking, generating new insights and seeing sensitive problems and issues from different perspectives
• Time planning and management
The aim of this module is to provide students with a critical understanding of the nature and issues surrounding punishment, penal policy and imprisonment. There is a concentration on the use of imprisonment, and the problems associated therewith, but other forms of punishment (or ‘treatment’ of offenders) are also considered.
The module will explore the theories behind punishment – the justification for applying penal sanctions to transgressors of the criminal law –before focussing on how the use of prison has come to dominate the penal landscape in many modern societies. Some of the specific issues associated with the modern use of prison will as be explored. For example, issues such as prison violence, order and control, accountability, equality and diversity and the effects of imprisonment. Alternatives to imprisonment will also be considered in light of more general issues in the sociology of punishment and control. Throughout the course issues will be considered in terms of international (and historic) comparisons and contexts with, where applicable, specific reference to Northern Ireland will be made.
Learning Outcomes
• An understanding of fundamental concepts underpinning the major sociological approaches to punishment and the strengths and weaknesses of these approaches as they are applied to sanctions in particular societies.
• A knowledge of relevant theories, concepts and debates within the area of punishment and imprisonment.
• Familiarity with current research into the effects of sanctions predominately used in Western society.
• The ability to critically analyse the strengths, weaknesses and effectiveness of the different sanctions used in Western society.
Skills
• Be able to demonstrate an appreciation of the strengths and weaknesses of the major explanations of the historical evolution and role of punishment in society
• To know the key issues and challenges relating to current penal systems.
• Be able to identify, retrieve and interpret information on patterns on crime and punishment and to relate these to specific debates and issues.
• Be able to follow and critically assess debates and controversies surrounding the CJS and how these relate to broader social policy strategies in promoting social exclusion or inclusion.
• Be able to assess CJS policies in terms of their impact upon issues concerning ethnicity, gender and class.
• Be able to develop a critical understanding of a range of contemporary debates concerning the relationship between the philosophy and practice of punishment.
This module will explore the link between adverse childhood experiences (ACEs), psychological trauma, and crime. Drawing on a range of international research as well as case examples from Northern Ireland, students will explore how prevalent trauma is among different groups in society, how it affects these groups in different ways, and how this could impact on crime. Students will critically examine some of the leading theories around trauma and offending, examine why rates are so high among those involved in the justice system, and will explore the role of trauma informed justice systems in preventing further contact with the justice system.
Learning Outcomes
Upon successful completion of the module, students should be able to:
• Understand the key concepts such as adversity, adverse childhood experiences (ACEs), psychological trauma, and trauma informed justice.
• Demonstrate an understanding of the prevalence of ACEs and psychological trauma within the justice population.
• Explain the complex relationship between trauma and offending.
• Discuss the limitations with traditional criminal justice processes and importance of trauma informed justice.
Skills
This module aims to enable students to develop the following skills:
• Synthesise, analyse and evaluate evidence from a number of written and non-written sources before drawing appropriate conclusions
• Communicating complex research and ideas in a clear, concise and structured manner that employs appropriate evidence for support
• Ability to communicate through writing and non-written forms with a plurality of target audiences
• Engage in critical reflection and independent thinking that leads to new insights into and different perspectives on sensitive problems and issues in contemporary society
• Time planning and workload management
The cultural politics of memory in a global perspective
Overview
This module provides students with an in-depth understanding of memory studies as an interdisciplinary field through a discussion of contemporary theoretical debates and case studies from across the globe. The module will cover key themes such as: memorial sites and commemorative objects; national memory and national identity; long-term impacts of conflict, terrorism, war, and genocide; transnational and diasporic
memories, and contemporary legacies of Empire and colonialism. The module is designed to equip students with theoretical and methodological tools for undertaking data collection and analysis of social processes surrounding memory and commemoration.
Learning Outcomes
Students will develop an understanding of the historical and contemporary debates surrounding collective memory and the cultural and political struggles over the social remembrance of the past. By the end of this module, students will be able to:
* understand contemporary debates in memory studies as an interdisciplinary field.
* analyse and critique the concept of ‘collective memory’ and its theoretical and practical implications.
* critically appraise different methods for studying commemorative processes.
* understand how memory and collective identity shape social relations, especially in post-conflict and post-colonial societies around the world.
* systematically compare and contrast different case studies through reasoned analysis
Skills
This module will provide practice in:
* Critically analysing and appraising strengths and weaknesses of different theoretical and methodological approaches in collective memory.
* Reflecting on suitable research methods for studying various aspects of memory and commemoration.
* Forming, developing, and defending arguments based on empirical evidence from a range of sources.
* Making comparisons of empirical case studies through reasoned analysis.
This module will provide experience in:
• Communication
• Using the spoken word - participating in discussions
• Using the written word Information and communication technology:
• Searching and obtaining information Entering and processing data
• Presenting information
• Improving own learning and performance
• Demonstrating a degree of independence while learning
• Reviewing progress and achievements
• Problem solving Identifying a problem Exploring options
• Selecting an appropriate solution
• Use of appropriate resources
• Synthesis, critical analysis, and interpretation of information
This module covers the sociology of revolution and protest. It encourages students to examine the structural causes of protest and revolution and the agential factors involved in carrying out dissent and revolutionary change around the world. The module will be concerned with a range of historical and contemporary case studies internationally. Students will be stimulated to engage with a wide range of conceptual frameworks and social theories in relation to revolution and protest.
The course will additionally seek to outline approaches to measuring and understanding the effects of protest and revolution. Students will further examine forms of counter-protest and counter-revolutionary action, such as the policing of dissent. Case studies will include the Arab Spring, decolonisation, LGBTQ rights. African American Civil Rights, the Peasants Revolt, the French Revolution. The course will further encourage students to consider a wide range of forms through which dissent is expressed: e.g. street demonstrations, violence, art and culture, and political mobilisation.
Learning Outcomes
Students will develop an understanding of the main causes of protest and revolutionary action. They will also be able to analyse activism, social movements, and social change By the end of this module, students will be able to:
* understand classical and contemporary theories on protest, social movements and revolution
* identify and analyse the main causes of protest and revolution
* understand a range of historical and contemporary case studies
* analyse the effects of protest and social movements on our societies.
* systematically compare and contrast different case studies through analysis
* apply interdisciplinary approaches to analysing protest/revolution
* use various methodological approaches to researching protest/revolution
Skills
This module will provide practice in:
* Critical analysis of the structural forces the drive protest and revolution
* To engage in various methodological approaches to measuring the outcomes of protest and revolution
* Critically analysing and appraising strengths and weaknesses of different theoretical and methodological approaches in protest and revolution.
* Forming, developing, and defending arguments based on empirical evidence from a range of sources.
* Making comparisons of empirical case studies through reasoned analysis.
* Interdisciplinarity in terms of using sociological, criminological, historical and political science approaches to protest and revolution
* To understand comparative sociology
This module will provide experience in:
• Communication
• Using the spoken word - participating in discussions
• Using the written word Information and communication technology:
• Searching and obtaining information Entering and processing data
• Presenting information
• Improving own learning and performance
• Demonstrating a degree of independence while learning
• Reviewing progress and achievements
• Problem solving Identifying a problem Exploring options
• Selecting an appropriate solution
• Use of appropriate resources
• Synthesis, critical analysis, and interpretation of information
The module will enable students wishing to acquire advanced multivariate quantitative methods to be trained in such methods. This may include methods such as event history, multilevel modelling, or structural equation modelling.
Learning Outcomes
- Design strategies for collecting and modelling large complex quantitative data
- Identify techniques for analysing quantitative data
- Evaluate strengths and weaknesses for advanced quantitative methodologies
- Determine appropriate usage of advanced quantitative methodologies for varying contexts
- Recognise the principles needed to develop more specialist skills
- Describe and evaluate empirical data and sources using advanced quantitative methodology
- Interpret and convey quantitative output in both technical and practical terms
Skills
- Handling, managing and manipulating large and complex quantitative datasets
- Employ statistical software package to analysis data
- Design, execute, and interpret multivariate statistical analysis
- Present and communicate quantitative material in a coherent manner and format
The course content begins with the process of prisoner release with coverage of risk assessment, parole decision making, and types of post-prison supervisory arrangements. Next, it will review rehabilitation strategies, including research around “what works” and “what matters” in reintegration, the impact of public opinion and community resources, and debates around models and measures of reintegration success. Finally, the course will explore what is known about the process of desistance from crime, how individuals are successfully able to move away from criminal behaviour and integrate into communities.
Learning Outcomes
At the conclusion of this module students should be able to:
• Understand the core theories and arguments around offender rehabilitation and desistance from crime
• Communicate, explain and debate these criminological theories.
• Critically examine and question common sense knowledge on rehabilitation and the criminal justice system.
• Assess an empirical study of rehabilitation/desistance.
Appreciate the role of theory in general and the impact of the historical context to the development of different theoretical perspectives.
• Identify the basic features of the main theoretical perspectives.
• Communicate, explain and debate criminological theories.
• Identify theoretical approaches that can contribute to explain specific crimes and/or reactions to crimes.
• Critically examine and question common sense knowledge on crime and the criminal justice system.
• Write and articulate an evaluation of different theoretical approaches to crime.
Skills
Intellectual skills:
• Analytical Thinking: identify, interpret, explain and evaluate research and theory around rehabilitation and desistance
• Critical and independent thinking: construct ideas by questioning assumptions, commonplace statements, and institutional arrangements in relation to these issues.
• Social thinking: Reach beyond personal experience towards a broader social perspective.
Professional and Career development skills:
• Writing skills: ability to articulate informed personal views.
• Communicating effectively: ability to argue persuasively in theoretical terms.
• Self Reflexivity: ability to reflect on one’s own progress and identify and act upon one’s own development needs with respect to life-long learning and career development
• Diversity: ability to acknowledge and be sensitive to the range of cultural differences present in the learning environment
• Time Management: ability to negotiate diverse and competing pressures; cope with stress; and achieve a study/ life balance
This module explores young people’s engagement in offending and responses to it. It considers the extent and nature of youth offending, how it changes with age and its association with other social contexts. Analysis of official statistics and self-report survey data will be placed within a broader understanding of the social construction of youth, drawing on political, media and other sources. The module will critically assess explanations of youth crime and desistance, including major theoretical explanations and developmental/life course perspectives. The second half of the module considers social responses to youth crime and the role of the youth justice system in particular. The various discourses which inform youth justice will be compared and the ways in which they have been applied will be critically analysed. Finally, the module will consider more recent shifts in thinking on youth justice, examining arguments related to minimum intervention, the minimum age of criminal responsibility and ‘positive youth justice’.
Learning Outcomes
On completion of this module students will:
• Critically assess the extent and nature of young people’s antisocial and offending behaviour and experiences of victimisation.
• Critically evaluate key concepts and theoretical approaches that have developed to explain youth crime and desistance.
• Compare and analyse various models of youth justice and assess the ways in which they have been applied.
• Critically evaluate current youth justice policy and consider the potential for youth justice reform.
Skills
On completion of this module students will be able to:
• Develop research skills by identifying and retrieving appropriate sources of information in print and electronic format.
• Develop an ability to apply relevant theories to policy development.
• Communicate coherent arguments through the analysis of relevant literature, critical thinking and enhanced writing skills.
• Develop an ability to write in a clear, structured and critical manner for a variety of audiences and purposes.
• Development of oral presentation skills through contributions in lecture and tutorial debates.
This module examines the contribution of psychology to our understanding of crime, criminals and the operation of the Criminal Justice System. The course is organised around three basic themes. The first theme considers psychological theories of crime and offending behaviour. It will examine how neuropsychology, psychological characteristics and psychological disorders help explain patterns of offending behaviour. It will also consider the social psychology of group offending. The second theme considers the psychological dimensions of more serious and violent crime, including murder, sexual violence and terrorism. The final theme considers the intersection of psychology and the criminal justice system, from the initial investigation of crimes through to the sentencing and rehabilitation of offenders.
Learning Outcomes
On completion of this module, students will be able to:
• Understand key psychological concepts and processes that have developed and are developing in relation to study of criminal behaviour
• Demonstrate knowledge of how common psychological theories are applied to the study of crime, offenders and the operation of the Criminal Justice System
• Critically discuss the usefulness of psychological approaches to the study of crime, offenders and the operation of the Criminal Justice System
• Appreciate the interdependency of psychological and sociological perspectives of crime, criminals, victims and justice.
Skills
On completion of this module students will be able to:
• Critically apply psychological theory and concepts to understand the development of crime, its representation, and social policy responses to crime and deviance;
• Explain and evaluate the application of psychological procedures within the investigation and detection of offenders.
• Critically evaluate current psychological practices and processes in the administration of the Criminal Justice System;
• Display ability to construct an argument for presentation in both oral and written media
• Conduct reasonably detailed library based research.
This module will touch upon some supranational criminological issues in contemporary societies. It aims to consider how crime and justice unfolds outside the remit of the sovereign state. In particular, it will cover the following topics:
-Crime and Justice Beyond the state: Globalization, and state sovereignty, challenges for crime and justice.
-Transnational threats: from the emergence of international crime, to contemporary issues such as terrorism, migration and organised transnational crime as current international threats.
-War and its framing: crime, justice or new forms of war; and responses to conflicts.
--International Policing: the raise of Interpol, Europol and Frontex; their role and functions; data mining and technology; drones as policing tools; the continuum between war and the re-structuring of the security sector.
-International Criminal Courts and the crimes of Genocide, Crimes against Humanity; War Crimes; Rape as a Weapon of War.
Learning Outcomes
By the end of this module, students will be able to:
Demonstrate knowledge of relevant theories, concepts and debates on globalization and supranational criminology.
Critically engage with the idea of international threats and their implications, broadly conceived, for our societies and institutions; the emergence of policing and sentencing bodies to regulate behaviour in the global arena.
Analyse, evaluate and engage in systematic and critical argument concerning contemporary global criminal justice issues.
Show development in their capacity for independent critical thinking, research and oral and written skills.
Skills
Practical/Study Skills and Employability Skills:
- Present information and communicate ideas in a coherent manner and academic format
- Oral skills through participation in lectures and tutorials, class presentations and group
discussions, ability to argue personal viewpoint and discuss with others
- An ability to write in a clear, structured and critical manner incorporating information from academic texts and international organization reports
-Retrieve, select and read critically relevant information from international governmental and non governmental organizations
- A capacity for critical reflection and independent thinking, generating new insights and seeing topical problems and issues from different perspectives.
In this module we will explore various aspects of identity, difference and social inequalities across a range of contexts. We will focus on the nature and extent of major social and cultural inequalities within society, in areas such as education, health, class, ethnicity, gender, age and social capital. The module examines how inequality not only shapes societies, but also affects our everyday lives. By considering various theoretical models of how inequality is maintained and reproduced, this module encourages students to challenge both classical theories (for example, those which see inequality as the result of class conflict) and more current arguments (for example, those which see class is of declining significance in the light of other social divisions such as gender or age), by engaging with empirical evidence.
Learning Outcomes
On successful completion of this module students will be able to:
Identify and compare different theoretical models of how inequality is maintained and reproduced. Critically discuss and evaluate the evidence for these theories, in terms of both the causes and consequences of social inequality.
Critically assess theoretical models of inequality using appropriate empirical evidence.
Understand the importance of using empirical evidence within sociological research, specifically relating to social identities, difference and social inequalities.
Skills
On successful completion of this module students will be able to:
Explore and assess empirical data, making links with sociological theories.
Compare and critically discuss different theoretical approaches relating to social identities, difference and social inequalities.
Demonstrate the ability to interpret quantitative data representing patterns of social inequalities.
Use quantitative research methods to develop an understanding of the contribution of different methodological approaches to sociological research.
Use an analytical approach when investigating social inequalities.
A maximum of one BTEC/OCR Single Award or AQA Extended Certificate will be accepted as part of an applicant's portfolio of qualifications with a Distinction* being equated to grade A at A-Level and a Distinction being equated to a grade B at A-level.
Irish leaving certificate requirements
H3H3H3H3H3H3/H2H3H3H3H3
Access Course
Successful completion of Access Course with an average of 70%.
International Baccalaureate Diploma
33 points overall, including 6,5,5 at Higher Level.
BTEC Level 3 Extended/National Extended Diploma
QCF BTEC Extended Diploma (180 credits at Level 3) with overall grades of D*DD
RQF BTEC National Extended Diploma (1080 GLH at Level 3) with overall grades of D*DD
Graduate
A minimum of a 2:2 Honours Degree
Note
All applicants must have GCSE English Language grade C/4 or an equivalent qualification acceptable to the University.
There are no specific Level 3 subject requirements to study Criminology.
How we choose our students
Applications are dealt with centrally by the Admissions and Access Service rather than by individual University Schools. Once your on-line form has been processed by UCAS and forwarded to Queen's, an acknowledgement is normally sent within two weeks of its receipt at the University.
Selection is on the basis of the information provided on your UCAS form. Decisions are made on an ongoing basis and will be notified to you via UCAS.
Demand for places differs from course to course and for the Criminology degree courses, past performance at GCSE is taken into account when deciding whether or not to make conditional offers. For entry last year, we started making offers to applicants offering A-Level/BTEC Level 3 qualifications (or equivalent), who have achieved 6 grade B/6 at GCSE. GCSE English Language grade C/4 (or equivalent) qualification is required. This threshold may be lowered as the cycle progresses depending upon the number and quality of applications. The final threshold is not usually determined until late in the admissions cycle, so there may be a delay in processing applicants who do not meet the initial threshold.
Offers are normally made on the basis of 3 A-levels. Two subjects at A-level plus two at AS would also be considered. The offer for repeat applicants is set in terms of 3 A-levels and may be one grade higher than that asked from first time applicants. Grades may be held from the previous year.
Applicants offering two A-levels and one BTEC Subsidiary Diploma/National Extended Certificate (or equivalent qualification), or one A-level and a BTEC Diploma/National Diploma (or equivalent qualification) will also be considered. Offers will be made in terms of the overall BTEC grade(s) awarded. Please note that a maximum of one BTEC Subsidiary Diploma/National Extended Certificate (or equivalent) will be counted as part of an applicant’s portfolio of qualifications. The normal GCSE profile will be expected.
For applicants offering Irish Leaving Certificate, please note that performance at Junior Certificate is taken into account. Last year the initial Junior Certificate profile to qualify to be made an offer was 6 B/6 Higher Merit grades. The Selector also checks that any specific entry requirements in terms of Leaving Certificate subjects can be satisfied. This threshold may be lowered as the cycle progresses depending upon the number and quality of applications. The final threshold is not usually determined until late in the admissions cycle, so there may be a delay in processing applicants who do not meet the initial threshold.
For applicants offering a HNC, the current requirements are successful completion of the HNC with 2 Distinctions and remainder Merits. For those offering a Higher National Diploma, to be eligible for an offer, at least half of the units completed in the first year of the HND must be at Merit level and remainder Passes. Applicants must successfully complete the HND with 2 Distinctions and remainder Merits in all units assessed in the final year. Any consideration would be for stage 1 entry only. Some flexibility may be allowed in terms of GCSE profile.
The information provided in the personal statement section and the academic reference together with predicted grades are noted but, in the case of BA degrees, these are not the final deciding factors in whether or not a conditional offer can be made. However, they may be reconsidered in a tie break situation in August.
A-level General Studies and A-level Critical Thinking would not normally be considered as part of a three A-level offer and, although they may be excluded where an applicant is taking 4 A-level subjects, the grade achieved could be taken into account if necessary in August/September.
Applicants are not normally asked to attend for interview, though there are some exceptions and specific information is provided with the relevant subject areas.
If you are made an offer then you may be invited to a Faculty/School Open Day, which is usually held in the second semester. This will allow you the opportunity to visit the University and to find out more about the degree programme of your choice and the facilities on offer. It also gives you a flavour of the academic and social life at Queen's.
If you cannot find the information you need here, please contact the University Admissions Service (admissions@qub.ac.uk), giving full details of your qualifications and educational background.
International Students
Our country/region pages include information on entry requirements, tuition fees, scholarships, student profiles, upcoming events and contacts for your country/region. Use the dropdown list below for specific information for your country/region.
English Language Requirements
An IELTS score of 6.5 with a minimum of 5.5 in each test component or an equivalent acceptable qualification, details of which are available at: http://go.qub.ac.uk/EnglishLanguageReqs
If you need to improve your English language skills before you enter this degree programme, Queen's University Belfast International Study Centre offers a range of English language courses. These intensive and flexible courses are designed to improve your English ability for admission to this degree.
Academic English: an intensive English language and study skills course for successful university study at degree level
Pre-sessional English: a short intensive academic English course for students starting a degree programme at Queen's University Belfast and who need to improve their English.
International Students - Foundation and International Year One Programmes
Queen's University Belfast International Study Centre offers a range of academic and English language programmes to help prepare international students for undergraduate study at Queen's University. You will learn from experienced teachers in a dedicated international study centre on campus, and will have full access to the University's world-class facilities.
These programmes are designed for international students who do not meet the required academic and English language requirements for direct entry.
The diversity of interests and topics covered in the discipline, plus the wide range of skills it equips students with, means that our students enter a wide range of careers on graduation. Public and private sector organisations involved in the criminal justice system continue to expand and the demand for criminology
graduates is strong. The number and variety of career opportunities related to the criminal justice system has increased in recent years.
Criminology graduates can work in the traditional criminal justice agencies, such as the police, crime prevention and early intervention programmes, as well as the prison service. However, criminology graduates can also work in a range of other occupations, including the media, civil service, research, teaching, business, voluntary and community organisations, as well as private industry. Additionally, criminology graduates often work in victim support organisations, with vulnerable at risk groups and in other social care agencies. Some graduates build on the degree by undertaking further post-graduate training in fields, such as policing, probation work, social work, law, human rights, social science research and teaching. The School has a strong post-graduate programme, offering both Master's and PhD degrees.
Studying for a Criminology degree at Queen’s University will assist students in developing the core skills and employment-related experiences that are valued by employers, professional organisations and academic institutions. Graduates from this degree at Queen’s University are well regarded by many employers (local, national and international) and over half of all graduate jobs are now open to graduates of any discipline.
You should also take a look at www.prospects.ac.ukfor further information concerning the types of jobs that attract Criminology graduates.
Further study is also an option open to Criminology graduates. You can choose from a wide range of Master's programmes as well as a comprehensive list of research topics. http://www.prospects.ac.uk
Employment after the Course
Typical career destinations of graduates include:
Victim Support Worker
Crime Analyst
Working with people in conflict with the law (e.g. offender management, rehabilitation, etc.)
Researcher
Civil Servant (e.g. Police Officer, Prison Officer, etc.)
Policy Analyst (e.g. working to shape criminal justice policy and practice)
Charity Worker (e.g. working with the families of victims and/or offenders)
Youth and Community Worker.
Please view a video from our School’s dedicated Careers Consultant talking about the careers available to criminology students through this link: https://www.youtube.com/watch?v=t1Ap6qChY5w
Employment Links
Graduate employers include:
NIACRO
Extern
Victim Support
Political Parties
Commission for Victims and Survivors NI
Police Service of Northern Ireland
Northern Ireland Prison Service
Community and voluntary sector groups
Northern Ireland Civil Service
Northern Ireland Housing Executive
National Health Service
Northern Ireland Statistics and Research Agency
PWC
Ulster Bank
Santander
Belfast City Council
Ipsos Mori
Prizes and Awards
The highest achieving graduates are awarded the Lockheed Prize annually.
Top performing students are regularly awarded prizes and scholarships. One of our BA students was a Global Winner of the Undergraduate Awards (2017), the world’s leading undergraduate awards programme which recognises top undergraduate work.
Degree Plus/Future Ready Award for extra-curricular skills
In addition to your degree programme, at Queen's you can have the opportunity to gain wider life, academic and employability skills. For example, placements, voluntary work, clubs, societies, sports and lots more. So not only do you graduate with a degree recognised from a world leading university, you'll have practical national and international experience plus a wider exposure to life overall. We call this Degree Plus/Future Ready Award. It's what makes studying at Queen's University Belfast special.
1EU citizens in the EU Settlement Scheme, with settled status, will be charged the NI or GB tuition fee based on where they are ordinarily resident. Students who are ROI nationals resident in GB will be charged the GB fee.
2 EU students who are ROI nationals resident in ROI are eligible for NI tuition fees.
3 EU Other students (excludes Republic of Ireland nationals living in GB, NI or ROI) are charged tuition fees in line with international fees.
All tuition fees will be subject to an annual inflationary increase in each year of the course. Fees quoted relate to a single year of study unless explicitly stated otherwise.
Tuition fee rates are calculated based on a student’s tuition fee status and generally increase annually by inflation. How tuition fees are determined is set out in the Student Finance Framework.
Additional course costs
There are no specific additional course costs associated with this programme
There are no specific additional course costs associated with this programme.
All Students
Depending on the programme of study, there may be extra costs which are not covered by tuition fees, which students will need to consider when planning their studies.
Students can borrow books and access online learning resources from any Queen's library. If students wish to purchase recommended texts, rather than borrow them from the University Library, prices per text can range from £30 to £100. Students should also budget between £30 to £75 per year for photocopying, memory sticks and printing charges.
Students undertaking a period of work placement or study abroad, as either a compulsory or optional part of their programme, should be aware that they will have to fund additional travel and living costs.
If a programme includes a major project or dissertation, there may be costs associated with transport, accommodation and/or materials. The amount will depend on the project chosen. There may also be additional costs for printing and binding.
Students may wish to consider purchasing an electronic device; costs will vary depending on the specification of the model chosen.
There are also additional charges for graduation ceremonies, examination resits and library fines.
How do I fund my study?
There are different tuition fee and student financial support arrangements for students from Northern Ireland, those from England, Scotland and Wales (Great Britain), and those from the rest of the European Union.
Application for admission to full-time undergraduate and sandwich courses at the University should normally be made through the Universities and Colleges Admissions Service (UCAS). Full information can be obtained from the UCAS website at:www.ucas.com/applying.
When to Apply
UCAS will start processing applications for entry in autumn 2026 from early September 2025.
The advisory closing date for the receipt of applications for entry in 2026 is Wednesday 14 January 2026 (18:00). This is the 'equal consideration' deadline for this course.
Applications fromUK and EU (Republic of Ireland)students after this date are, in practice, considered by Queen’s for entry to this course throughout the remainder of the application cycle (30 June 2026) subject to the availability of places. If you apply for 2026 entry after this deadline, you will automatically be entered into Clearing.
Applications fromInternational and EU (Other) studentsare normally considered by Queen's for entry to this course until 30 June 2026. If you apply for 2026 entry after this deadline, you will automatically be entered into Clearing.
Applicants are encouraged to apply as early as is consistent with having made a careful and considered choice of institutions and courses.
The Institution code name for Queen's is QBELF and the institution code is Q75.
Additional Information for International (non-EU) Students
Applying through UCAS Most students make their applications throughUCAS(Universities and Colleges Admissions Service) for full-time undergraduate degree programmes at Queen's. The UCAS application deadline for international students is 30 June 2026.
Applying direct The Direct Entry Application form is to be used by international applicants who wish to apply directly, and only, to Queen's or who have been asked to provide information in advance of submitting a formal UCAS application.Find out more.
Applying through agents and partners The University’s in-country representatives can assist you to submit a UCAS application or a direct application. Please consult theAgent Listto find an agent in your country who will help you with your application to Queen’s University.
