BA Criminology and Social Policy
Academic Year 2018/19
A programme specification is required for any programme on which a student may be registered. All programmes of the University are subject to the University's Quality Assurance processes. All degrees are awarded by Queen's University Belfast.
Programme Title |
BA Criminology and Social Policy |
Final Award |
Bachelor of Arts |
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Programme Code |
CRI-BA-JS |
UCAS Code |
ML94 |
HECoS Code |
100484 |
ATAS Clearance Required |
No |
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Mode of Study |
Full Time |
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Type of Programme |
Joint Honours Single |
Length of Programme |
3 Academic Year(s) |
Total Credits for Programme |
360 |
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Exit Awards available |
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INSTITUTE INFORMATION
Teaching Institution |
Queen's University Belfast |
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School/Department |
Social Sciences, Education and Social Work |
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Framework for Higher Education Qualification Level |
Level 6 |
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QAA Benchmark Group |
Criminology (2014) |
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Accreditations (PSRB) |
REGULATION INFORMATION
Does the Programme have any approved exemptions from the University General Regulations None |
Programme Specific Regulations On completing Level I a Single Honours student in Criminology who has completed 40 CATS at Level I in the other subject and has achieved an average mark across the 40 CATS of 60 or above may be admitted to this Joint Honours programme subject having obtained the approval of the advisor of studies of the subject in which they only have 40CATS. |
Students with protected characteristics N/A |
Are students subject to Fitness to Practise Regulations (Please see General Regulations) No |
EDUCATIONAL AIMS OF PROGRAMME
This Programme provides students with knowledge and a critical appreciation of the relationship between social policy and criminal justice. Broadly, it gives students an understanding of the social, political and economic contexts within which policies are formulated and implemented. More specifically, it traces the development and practice of criminal justice policies and social policies by state institutions; it also analyses the effects of such policies and practices in a variety of national and international contexts. The mix of the disciplines of Criminology and Social Policy provides students with an appreciation of the importance of social divisions, inequalities and diversities in relation to crime, harm, victimisation, criminalisation and criminal justice.
Students on this Programme learn to describe a range of key concepts and theoretical approaches within Criminology and Social Policy in a range of national contexts. They will be able to recognise contemporary debates around the definition of needs, social problems, and crime, and relate these to social diversity and inequality. They will be familiar with key concepts and theories associated with the analysis of well-being, crime and social welfare. They will also understand the issues around the appropriate forms of state, private or informal intervention in relation to social problems. They will gain knowledge of policies in specific fields of social policy and crime control and punishment. They will also acquire the ability to critically evaluate policies using a range of empirical data and be able to recognise different research strategies and methods.
The Programme aims to foster self-motivated learning and to develop the capacity to undertake independent study. General transferrable skills are also embedded in the design of the Programme, which are aimed at enhancing the employability of graduates, particularly in policy relevant, criminal justice and other careers.
LEARNING OUTCOMES
Learning Outcomes: Cognitive SkillsOn the completion of this course successful students will be able to: |
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interpret events in different ways and to present a range of perspectives around issues and phenomena. |
Teaching/Learning Methods and Strategies Cognitive skills are largely gained from reading materials and through small group discussion and debate in tutorials and seminars as well as the traditional lecture format. Methods of Assessment Methods of assessment include the long essay, timed unseen examinations, group projects and article/book reviews, media diaries and critical reviews. |
present reasoned arguments by contrasting and discussing different points of view. |
Teaching/Learning Methods and Strategies Cognitive skills are largely gained from reading materials and through small group discussion and debate in tutorials and seminars as well as the traditional lecture format. Methods of Assessment Methods of assessment include the long essay, timed unseen examinations, group projects and article/book reviews, media diaries and critical reviews. |
assess a range of perspectives and discuss the strengths of each for the understanding of crime and victimisation |
Teaching/Learning Methods and Strategies Cognitive skills are largely gained from reading materials and through small group discussion and debate in tutorials and seminars as well as the traditional lecture format. Methods of Assessment Methods of assessment include the long essay, timed unseen examinations, group projects and article/book reviews, media diaries and critical reviews. |
draw on materials from a range of sources and synthesise them |
Teaching/Learning Methods and Strategies Cognitive skills are largely gained from reading materials and through small group discussion and debate in tutorials and seminars as well as the traditional lecture format. Methods of Assessment Methods of assessment include the long essay, timed unseen examinations, group projects and article/book reviews, media diaries and critical reviews. |
draw on relevant evidence to evaluate competing explanations and validate information by assessing its merits |
Teaching/Learning Methods and Strategies Cognitive skills are largely gained from reading materials and through small group discussion and debate in tutorials and seminars as well as the traditional lecture format. Methods of Assessment Methods of assessment include the long essay, timed unseen examinations, group projects and article/book reviews, media diaries and critical reviews. |
evaluate the viability of competing explanations within criminology and draw logical and appropriate conclusions. |
Teaching/Learning Methods and Strategies Cognitive skills are largely gained from reading materials and through small group discussion and debate in tutorials and seminars as well as the traditional lecture format. Methods of Assessment Methods of assessment include the long essay, timed unseen examinations, group projects and article/book reviews, media diaries and critical reviews. |
assess the values and practices of the key agencies which administer responses to crime and deviance |
Teaching/Learning Methods and Strategies Students are exposed to external agency speakers across the degree programme. In addition, students undertake numerous visits to CJS agencies (e.g. local prisons and courts) to observe the operation of the CJS Methods of Assessment Diaries and reflective essays |
design and use appropriate research strategies for data collection using quantitative and qualitative methods |
Teaching/Learning Methods and Strategies Students undertake a number of group based training exercises in which they are taught practical qualitative and quantitative research skills Methods of Assessment Research skills are accessed via a research proposal, a reflective research diary, annotated statistical (SPSS) analysis (output file), analysing qualitative data (NVIVO) and a policy briefing paper. |
apply statistical techniques and methods |
Teaching/Learning Methods and Strategies Students undertake a number of group based training exercises in which they are taught practical qualitative and quantitative research skills Methods of Assessment Research skills are accessed via a research proposal, a reflective research diary, annotated statistical (SPSS) analysis (output file), analysing qualitative data (NVIVO) and a policy briefing paper. |
Learning Outcomes: Knowledge & UnderstandingOn the completion of this course successful students will be able to: |
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describe a range of key concepts and theoretical approaches within Criminology and Social Policy in a range of national contexts |
Teaching/Learning Methods and Strategies Students are introduced to a broad range of sociological and social policy approaches and perspectives in level one, before specialising in criminological theory in level 2 and beyond. This ensures that students are equipped with knowledge and understand of a broad range of social issues including class, inequalities, race, mental health, disability and welfare provision. This provides a foundation on which criminological theory and appreciation of the impact of social issues on crime and the CJS can be fully developed. Methods of Assessment Knowledge and understanding are assessed through unseen timed examinations, coursework assignments, oral presentations, seminar and tutorial contribution and multiple choice tests. |
recognise contemporary debates around the definition of needs, social problems, and crime, and relate these to social diversity and inequality |
Teaching/Learning Methods and Strategies Students are introduced to a broad range of sociological and social policy approaches and perspectives in level one, before specialising in criminological theory in level 2 and beyond. This ensures that students are equipped with knowledge and understand of a broad range of social issues including class, inequalities, race, mental health, disability and welfare provision. This provides a foundation on which criminological theory and appreciation of the impact of social issues on crime and the CJS can be fully developed. Methods of Assessment Knowledge and understanding are assessed through unseen timed examinations, coursework assignments, oral presentations, seminar and tutorial contribution and multiple choice tests. |
be familiar with key concepts and theories associated with the analysis of well-being, crime and social welfare |
Teaching/Learning Methods and Strategies Students are introduced to a broad range of sociological and social policy approaches and perspectives in level one, before specialising in criminological theory in level 2 and beyond. This ensures that students are equipped with knowledge and understand of a broad range of social issues including class, inequalities, race, mental health, disability and welfare provision. This provides a foundation on which criminological theory and appreciation of the impact of social issues on crime and the CJS can be fully developed. Methods of Assessment Knowledge and understanding are assessed through unseen timed examinations, coursework assignments, oral presentations, seminar and tutorial contribution and multiple choice tests. |
They will also understand the issues around the appropriate forms of state, private or informal intervention in relation to social problems. They will gain knowledge of policies in specific fields of social policy and crime control and punishment. |
Teaching/Learning Methods and Strategies Students are introduced to a broad range of sociological and social policy approaches and perspectives in level one, before specialising in criminological theory in level 2 and beyond. This ensures that students are equipped with knowledge and understand of a broad range of social issues including class, inequalities, race, mental health, disability and welfare provision. This provides a foundation on which criminological theory and appreciation of the impact of social issues on crime and the CJS can be fully developed. Methods of Assessment Knowledge and understanding are assessed through unseen timed examinations, coursework assignments, oral presentations, seminar and tutorial contribution and multiple choice tests. |
evaluate criminal justice agency practices and developments in terms of changing values and relationships between individuals, groups, and public and private agencies in Ireland, UK and other international jurisdictions |
Teaching/Learning Methods and Strategies Specific modules examine historical and current developments and practices of key CJS agencies and institutions including the Police, Prison, Youth Justice Services within Northern Ireland, Ireland and the UK. In addition to previously outlined teaching methods, knowledge and understanding in this area is further developed through the use of specialist external speakers from CJS agencies, including local community based Restorative Justice Services, alcohol and drug services, NIPS, PSNI, & YJA. Methods of Assessment Knowledge and understanding are assessed through unseen timed examinations, coursework assignments, oral presentations, seminar and tutorial contribution and multiple choice tests. |
examine critically the values, practices and processes of governance, including human rights, that underpin the treatment of lawbreakers within Ireland and UK CJS, and allied agencies which administer sentencing and alternatives (in particular restorative justice initiatives). They will also acquire the ability to critically evaluate policies using a range of empirical data and be able to recognise different research strategies and methods. |
Teaching/Learning Methods and Strategies Specific modules examine historical and current developments and practices of key CJS agencies and institutions including the Police, Prison, Youth Justice Services within Northern Ireland, Ireland and the UK. In addition to previously outlined teaching methods, knowledge and understanding in this area is further developed through the use of specialist external speakers from CJS agencies, including local community based Restorative Justice Services, alcohol and drug services, NIPS, PSNI, & YJA. Methods of Assessment Knowledge and understanding are assessed through unseen timed examinations, coursework assignments, oral presentations, seminar and tutorial contribution and multiple choice tests. |
use a range of research strategies and methods, assess the appropriateness of their use, and identify an appropriate strategy for specific research problems |
Teaching/Learning Methods and Strategies Knowledge and understanding of social research methods and practices are developed through a combination of traditional lectures and group based workshops where students develop and rehearse data collection and data analysis skills. Methods of Assessment Assessment of research understanding and knowledge is via the completion of a research proposal, the design of a questionnaire, undertaking face-to-face interviews, NVIVO analysis for qualitative data, a reflective research diary, SPSS analysis (including regression analysis) and a policy briefing paper. |
evaluate strengths and weaknesses in the use of comparison in relation to crime, victimisation and responses to crime and deviance |
Teaching/Learning Methods and Strategies Knowledge and understanding of social research methods and practices are developed through a combination of traditional lectures and group based workshops where students develop and rehearse data collection and data analysis skills. Methods of Assessment Assessment of research understanding and knowledge is via the completion of a research proposal, the design of a questionnaire, undertaking face-to-face interviews, NVIVO analysis for qualitative data, a reflective research diary, SPSS analysis (including regression analysis) and a policy briefing paper. |
summarise and analyse quantitative and qualitative empirical data about crime, victimisation and responses to crime, in order to evaluate competing criminological |
Teaching/Learning Methods and Strategies Knowledge and understanding of social research methods and practices are developed through a combination of traditional lectures and group based workshops where students develop and rehearse data collection and data analysis skills. Methods of Assessment Assessment of research understanding and knowledge is via the completion of a research proposal, the design of a questionnaire, undertaking face-to-face interviews, NVIVO analysis for qualitative data, a reflective research diary, SPSS analysis (including regression analysis) and a policy briefing paper. |
Learning Outcomes: Subject SpecificOn the completion of this course successful students will be able to: |
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use key theoretical perspectives and concepts in Criminology and Social Policy and to comprehend their application to real life situations. |
Teaching/Learning Methods and Strategies All social policy students undertake the task of writing a Policy Briefing Paper in their final year. This project involves the development of a group research project – and presentation of results – in response to a ‘real life’ problem posed by organisations in the community and voluntary sector directly to the students. Methods of Assessment Policy briefing paper |
use their knowledge to formulate and investigate social problems including crime, and responses to those problems. |
Teaching/Learning Methods and Strategies All social policy students undertake the task of writing a Policy Briefing Paper in their final year. This project involves the development of a group research project – and presentation of results – in response to a ‘real life’ problem posed by organisations in the community and voluntary sector directly to the students. Methods of Assessment Policy briefing paper |
conduct criminological and policy-related research, and will be able to identify a range of research strategies and methods, including their advantages and disadvantages. |
Teaching/Learning Methods and Strategies All social policy students undertake the task of writing a Policy Briefing Paper in their final year. This project involves the development of a group research project – and presentation of results – in response to a ‘real life’ problem posed by organisations in the community and voluntary sector directly to the students. Methods of Assessment Policy briefing paper |
access or gather appropriate qualitative or quantitative information to address criminological and sociological questions in relation to crime, victimisation, responses to crime and deviance, and representations of these, using qualitative and quantitative methods |
Teaching/Learning Methods and Strategies All social policy students undertake the task of writing a Policy Briefing Paper in their final year. This project involves the development of a group research project – and presentation of results – in response to a ‘real life’ problem posed by organisations in the community and voluntary sector directly to the students. Methods of Assessment Policy briefing paper |
recognise the ethical implications of research into criminological and policy problems and identify appropriate solutions |
Teaching/Learning Methods and Strategies Students are taught the importance of identification of ethical issues in research, and how protocols and procedures protect and minimise harm to participants Methods of Assessment All Research Skills modules, plus Policy Briefing Paper |
review, summarise and evaluate empirical information and research findings about crime, victimisation and responses to crime and deviance |
Teaching/Learning Methods and Strategies These learning outcomes are consistently addressed across almost all of the modules offered on the programme. As a result a wide range of different teaching methods are employed to promote depth learning, to facilitate consolidation of knowledge and understanding and to support student progression across the three years. Methods of Assessment Again, a wide range of assessment methods are employed across the three years of study. Highlights include the use of reflective reports, diaries, book and film reviews, peer assessment and feedback |
develop a capacity for recognising the relevance of criminological knowledge to social, public and civic policy. |
Teaching/Learning Methods and Strategies These learning outcomes are consistently addressed across almost all of the modules offered on the programme. As a result a wide range of different teaching methods are employed to promote depth learning, to facilitate consolidation of knowledge and understanding and to support student progression across the three years. Methods of Assessment Again, a wide range of assessment methods are employed across the three years of study. Highlights include the use of reflective reports, diaries, book and film reviews, peer assessment and feedback, |
The course encourages students to be sensitive to the values and interests of others, taking account of the normative and moral positions of others in understanding how human needs are felt and met. |
Teaching/Learning Methods and Strategies These learning outcomes are consistently addressed across almost all of the modules offered on the programme. As a result a wide range of different teaching methods are employed to promote depth learning, to facilitate consolidation of knowledge and understanding and to support student progression across the three years. Methods of Assessment Again, a wide range of assessment methods are employed across the three years of study. Highlights include the use of reflective reports, diaries, book and film reviews, peer assessment and feedback |
Learning Outcomes: Transferable SkillsOn the completion of this course successful students will be able to: |
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communicate effectively in writing and speaking |
Teaching/Learning Methods and Strategies Flexible and interactive teaching methods and group based project work allow students to develop a range of presentation and communication skills Methods of Assessment Students are required to present course work in a number of different formats including book reviews, diaries, excel spreadsheets, PowerPoint presentations, SPSS output, oral presentations, research proposals, questionnaire modules |
present data and evidence in an appropriate format for a variety of audiences (including computing skills in relation both to text and the presentation of basic research data) |
Teaching/Learning Methods and Strategies Flexible and interactive teaching methods and group based project work allow students to develop a range of presentation and communication skills Methods of Assessment Students are required to present course work in a number of different formats including book reviews, diaries, excel spreadsheets, PowerPoint presentations, SPSS output, oral presentations, research proposals, questionnaire modules |
be efficient in time planning and management |
Teaching/Learning Methods and Strategies Time planning, project management, group working skills are developed through personal tutor workshops and exercises, and group based employability exercises. Methods of Assessment Time and project planning/management is a core requirement of coursework tasks and a policy briefing paper. |
work productively in a group |
Teaching/Learning Methods and Strategies Time planning, project management, group working skills are developed through personal tutor workshops and exercises, and group based employability exercises. Methods of Assessment Time and project planning/management is a core requirement of coursework tasks and a policy briefing paper. |
evaluate evidence of diverse kinds and drawing appropriate conclusions |
Teaching/Learning Methods and Strategies Critical comparative analysis of available information sources is a theme that runs through the Criminology and Social Policy programme. Students are immersed in techniques for the collation, analysis and comparison of published material. Students are also introduced to systematic review procedures and the review of meta-analytical studies Methods of Assessment Critical review of criminological, policy and sociological sources is a key component of most coursework assignments. Rigorous assessment, combined with detailed and constructive feedback, is essential to the development and refinement of critical analysis skills. |
make critical use of published data sources |
Teaching/Learning Methods and Strategies Critical comparative analysis of available information sources is a theme that runs through the Criminology and Social Policy programme. Students are immersed in techniques for the collation, analysis and comparison of published material. Students are also introduced to systematic review procedures and the review of meta-analytical studies Methods of Assessment Critical review of criminological, policy and sociological sources is a key component of most coursework assignments. Rigorous assessment, combined with detailed and constructive feedback, is essential to the development and refinement of critical analysis skills. |
identify the most important arguments or evidence in a text and recording and/or representing these |
Teaching/Learning Methods and Strategies Critical comparative analysis of available information sources is a theme that runs through the Criminology and Social Policy programme. Students are immersed in techniques for the collation, analysis and comparison of published material. Students are also introduced to systematic review procedures and the review of meta-analytical studies Methods of Assessment Critical review of criminological, policy and sociological sources is a key component of most coursework assignments. Rigorous assessment, combined with detailed and constructive feedback, is essential to the development and refinement of critical analysis skills. |
Use bibliographic and referencing skills: the identification of relevant published and web-based materials in relation to a particular topic |
Teaching/Learning Methods and Strategies Critical comparative analysis of available information sources is a theme that runs through the Criminology and Social Policy programme. Students are immersed in techniques for the collation, analysis and comparison of published material. Students are also introduced to systematic review procedures and the review of meta-analytical studies Methods of Assessment Critical review of criminological, policy and sociological sources is a key component of most coursework assignments. Rigorous assessment, combined with detailed and constructive feedback, is essential to the development and refinement of critical analysis skills. |
formulating researchable problems within a general area of concern |
Teaching/Learning Methods and Strategies Several research based modules and a policy briefing paper encourage students to acquire and enhance their skills in the design, planning, execution and analysis of both quantitative and quantitative research Methods of Assessment Students are assessed on the completion of a research proposal, the design of a questionnaire, undertaking face-to-face interviews, qualitative data analysis (NVIVO), a reflective research diary, SPSS analysis (including regression analysis) and a policy briefing paper. |
research design and data collection skills in relation to crime, victimisation and responses to crime and deviance |
Teaching/Learning Methods and Strategies Several research based modules and a policy briefing paper encourage students to acquire and enhance their skills in the design, planning, execution and analysis of both quantitative and quantitative research Methods of Assessment Students are assessed on the completion of a research proposal, the design of a questionnaire, undertaking face-to-face interviews, qualitative data analysis (NVIVO), a reflective research diary, SPSS analysis (including regression analysis) and a policy briefing paper. |
data analysis, including indexing and retrieval of qualitative data |
Teaching/Learning Methods and Strategies Several research based modules and a policy briefing paper encourage students to acquire and enhance their skills in the design, planning, execution and analysis of both quantitative and quantitative research Methods of Assessment Students are assessed on the completion of a research proposal, the design of a questionnaire, undertaking face-to-face interviews, qualitative data analysis (NVIVO), a reflective research diary, SPSS analysis (including regression analysis) and a policy briefing paper. |
use and understanding of descriptive and inferential statistics (including summary measures, measures of association and significance, contingency tables, regression analysis and knowledge of the use and value of appropriate learning technologies), and awareness of the use and potential misuse of statistics |
Teaching/Learning Methods and Strategies Several research based modules and a policy briefing paper encourage students to acquire and enhance their skills in the design, planning, execution and analysis of both quantitative and quantitative research Methods of Assessment Students are assessed on the completion of a research proposal, the design of a questionnaire, undertaking face-to-face interviews, qualitative data analysis (NVIVO), a reflective research diary, SPSS analysis (including regression analysis) and a policy briefing paper. |
MODULE INFORMATION
Stages and Modules
Module Title |
Module Code |
Level/ stage |
Credits |
Availability | Duration |
Pre-requisite |
Assessment | |||||
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S1 | S2 | Core | Option | Coursework % | Practical % | Examination % | ||||||
Rethinking Society | SOC1001 | 1 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
The Sociological Imagination | SOC1002 | 1 | 20 | YES | 12 weeks | N | YES | 60% | 0% | 40% | ||
Introducing Criminology | CRM1001 | 1 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Exploring Criminology | CRM1002 | 1 | 20 | YES | 12 weeks | N | YES | 50% | 0% | 50% | ||
Introducing Social Policy | SPY1004 | 1 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Themes and Issues in Social Policy | SPY1005 | 1 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Digital Society | SOC1005 | 1 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Welfare in Theory and Practice | SPY2002 | 2 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Qualitative Research Skills | SOC2003 | 2 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Criminological Theory | CRM2001 | 2 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Quantitative Research Skills | SOC2004 | 2 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Questions for an Ageing World | SPY2009 | 2 | 20 | YES | 12 weeks | N | YES | 70% | 30% | 0% | ||
Policing and Society | CRM2008 | 2 | 20 | YES | 12 weeks | N | YES | 50% | 0% | 50% | ||
Policy Briefing Paper | SPY3002 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Disability and Society | SPY3014 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Punishment, Penal Policy and Prison | CRM3001 | 3 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Youth, Crime and Criminal Justice | CRM3003 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Psychological Perspectives on Crime | CRM3005 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Gender, Family and Social Policy: Comparative Perspective | SPY3019 | 3 | 20 | YES | 12 weeks | N | YES | 80% | 20% | 0% | ||
Criminal Justice in Transition | CRM3006 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Criminology Beyond Borders | CRM3007 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% |
Notes
Level 2 - students must take one of the theory modules in the Autumn Semester (SOC2001 or CRM2001). Students must have completed CRM1001 or CRM1002 to enrol on CRM2006 and CRM2008. Students must have completed SOC1001 or SOC1002 before enrolling on SOC2003 and SOC2004.
Level 3: Students must have completed CRM1001, CRM1002, CRM2001 or CRM2002 before enrolling on CRM3001. Student should also have completed CRM1001 or CRM1002 before enrolling on CRM3003 or CRM3005.
Students will be notified each academic year of the optional modules being offered in the following academic year. Students are advised that not all optional modules will necessarily be offered in each academic year. Also, the delivery of a module may be subject to a minimum number of enrolments as well as unforeseen circumstances (e.g. illness of a member of staff). The range and content of optional modules will change over time as degree programmes develop and students’ choice of optional modules may also be limited due to timetabling constraints. Students who complete the required complement of SQM modules within the degree may be eligible to exit with recognition for Quantitative Methods. Level 1 - Students must have enrolled for SOC1001 to be allowed to enrol for SOC1002. Students must also enrol on CRM1001 to be allowed to enrol for CRM1002.