Student Handbook

BA (Hons) Politics and Social Policy

Academic Year 2015-16

Course Leader: Dr Stephen Meredith (LH307)

School of Humanities and Social Science*

*All course materials, including lecture notes and other additional materials related to your course and provided to you, whether electronically or in hard copy, as part of your study, are the property of (or licensed to) UCLan and MUST not be distributed, sold, published, made available to others or copied other than for your personal study use unless you have gained written permission to do so from the Dean of School. This applies to the materials in their entirety and to any part of the materials.

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students gain the maximum from their UCLan experience. It is a two-way commitment or

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in terms of support, and in return what we expect from our students. Read the full Student

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contribute to creating a positive environment where discriminatory practices and discrimination no longer happen.

Please review the UCLan Equality and Diversity Policy for further information.

Table of Contents

1. Introduction to the course………………………………………………………………………3

2. Structure of the course…………………………………………………………………………10

3. Approaches to teaching and learning……………………………………………………13

4. Student support, guidance and conduct………………………………………………..17

5. Assessment……………………………………………………………………………………………19

6. Course regulations………………………………………………………………………………..37

7. Student voice………………………………………………………………………………………...38

8. Appendices……………………………………………………………………………………………39

8. 1 Programme specification…………………………………………………………………...39

9. Fee information ……………………………………………………………………………………47

1. Introduction to the course

1.1 Welcome to the course

Welcome to the course in Politics and Social Policy at the University of Central Lancashire (UCLan). Study for a degree in Politics and Social Policy will introduce students to two distinctive and yet related and mutually supportive academic disciplines. The disciplines of Politics and Social Policy have very strong academic and ‘real-world’ links. The academic study of politics introduces students to the overarching political framework and context in which policy is formulated and made and in which decisions about welfare and social policy are determined. Course modules will incorporate national, international and comparative settings and consider the role and interaction between political ideas, institutions and actors in establishing political culture, processes and developments. Social Policy focuses on issues, developments, debates and perspectives of welfare policy within this broader political framework and context of political developments. It further explores the role of comparative analysis in social policy, through an examination of welfare systems in British and other national societies, and the role of national and supra-national institutions in the shaping of welfare policy. Your learning experience starts with this Handbook, so please make sure that you keep it and use it. You are setting out to some extent into unknown territory and the Handbook provides a map that will guide your progress. Thorough reading and regular referral to the Handbook as you journey through your studies will ensure that you have a clear picture of where you are going and where you should be at any particular time. Although guidance and help is available through a number of channels, the Handbook will help you traverse the various twists and turns of your academic journey and any (un)expected complications that arise along the way. As the course progresses, there will be opportunities for you to pursue options and other avenues that enable you to direct your own learning and progress, and we hope you will take full advantage of these to enhance and extend your learning experience, skills and opportunities for the future.

1.2 Rationale, aims and learning outcomes of the course

The course in Politics and Social Policy provides an ideal and comparable academic grounding in the key strands, themes, issues, debates and perspectives of the study and analysis of two related social science disciplines, and provides opportunities for applied work placements and experience in relevant community, voluntary and welfare organisation settings in preparation for employment and careers in local and national government, charities and non-governmental organisations (NGOs), policy development, social and welfare services, the police and criminal justice, the civil service and education. The course requires the completion of 18 modules over three years and you will study 6 modules in each of the three years (usually 3 modules in each of the subjects). You will be expected to meet the assessment requirements and pass all your modules before progressing to the next year of the course.

The aims of the programme are:

To provide a critical introduction to the main sub-disciplines of the academic study of politics – government and institutions, political theory and ideas and international relations and global politics - as the overarching framework of politics and policy-making, and to the context, issues, debates and perspectives of welfare and social policy in national and comparative context

To provide opportunities for the critical evaluation of political ideas, institutions and developments and their relevance to decision-making and policy options and outcomes in national, international and comparative context

To enable students to critically analyse the nature and contribution of a range of political, social and behavioural concepts and their application to issues, dilemmas and problems of social policy

To stimulate awareness and provide a framework of knowledge and understanding of the role of comparative analysis in politics and social policy, through examination of political institutions, processes, political culture and welfare systems in other national societies and of the role of national and supra-national institutions in the shaping of political developments and social and welfare policy

To enhance students’ capacity for critical reading and evaluation of related sets of literature and interconnected theoretical perspectives and understanding of their relevance and application to political and social policy analysis

To develop students’ capacity to undertake independent enquiry and research into key questions of political and social analysis and the capacity to present structured, cogent and critical analysis in oral and written form

To provide students with an opportunity to experience the delivery of social policy and provision from within a local social welfare organisation/setting

To provide an intellectually rigorous and challenging academic curriculum that is informed by the research and scholarly activity of members of the Politics and Social Policy teaching teams

Learning outcomes Specific module aims and learning outcomes are provided in the Module Handbooks that accompany individual modules, and which feed into the fulfilment of overall course aims and objectives. These will include the ability to:

Develop knowledge and critical understanding of key themes and debates of political ideas, institutions and international and global forces and developments and their implications for decision and policy-making processes

Awareness and understanding of how a range of contextual factors (historical, economic, social) shape contemporary ideological and political trends and debates and perspectives of social policy and welfare provision

Understanding of and ability to utilise relevant conceptual, theoretical and comparative perspectives and analysis of Politics and Social Policy

Critical appreciation of a range of primary and secondary sources relating to political and social analysis

Subject-specific skills will include the ability to:

Capacity to understand, analyse and assess and critically evaluate political concepts, theories and key texts of social and political analysis and their effective application to central questions of course and module themes, issues and developments

Apply appropriate concepts and theoretical and analytical perspectives and constructs of social science and Social Policy to the analysis of case studies of policy issues and problems

Devise a research project involving independent study, the location of appropriate sources and the analysis of relevant material relating to the academic study of politics, policy and society

Ability to communicate effectively both orally and in writing, locate, manage and use electronic and print based materials related to the relevant academic disciplines and, where appropriate, demonstrate appropriate team, network and systems skills of work placement in a specific voluntary or welfare organisation/setting

Thinking skills will include:

Analytical and critical thinking in relation to key themes, issues, developments and debates and perspectives of social and political analysis, and assess and evaluate the merits of competing interpretations and explanations of political and social issues and questions

Understanding of and critical engagement with relevant wider literature, conceptual and theoretical issues and central debates and perspectives of social and political analysis

Independent learning and research skills and the ability to identify, organise and evaluate relevant primary and secondary source materials

Capacity to devise a focused research question and coherent research project involving independent study, location of appropriate sources and analysis of relevant materials of social and political analysis and, where appropriate, to critically reflect on both the distinction and collaborative relationship between social theory and practice

Wider generic skills related to employability and personal development will include the ability to:

Demonstrate ability to identify, collect and evaluate information from a variety of sources

Demonstrate skills of analytical and critical thinking and its appropriate application

Demonstrate ability to effectively communicate and present ideas and arguments to others in oral and written form, utilising appropriate and effective presentational techniques

Demonstrate ability to work both independently and as part of a team, displaying skills such as self, time and project-management, effective communication and negotiation in both an academic and, where appropriate, work experience setting

1.3 Course Team

Dr Stephen Meredith (Course Leader) Office: LH307; Direct line: 01772 892864; e-mail: scmeredith@uclan.ac.uk Stephen’s teaching and research interests traverse (and integrate) the broad fields of political history, political theory and political analysis, and he has published widely in the areas of Labour Party history and social democratic politics. He teaches modules in political ideas and analysis, British politics and the history and politics of the Labour Party and British social democracy. He is the author, among other works, of Labours Old and New (Manchester University Press, 2008). Dr Antonio Cerella Office: LH308; Direct line: 01772 892798; e-mail: acerella@uclan.ac.uk Antonio’s research interests are broadly in the areas of social and political theory, international relations theory, international relations and international politics and security studies. He teaches modules in political theory international politics and international relations, terrorism and security studies. He is the author of, among other works, ‘Religion and Political Form: Carl Schmitt’s Genealogy of Politics as Critique of Habermas’ Post-secular Discourse’, Review of International Studies. Dr Ronan O’Callaghan Office: LH307; Direct line: 01772 893056; e-mail: ro-callaghan@uclan.ac.uk Ronan’s research incorporate the broad areas of international relations theory, international relations and international politics, poststructural philosophy, and critical war studies. He teaches modules in political theory, international politics and international relations, research methods in politics, and ethics and war. He is the author of, among other works, Walzer, Just War and Iraq: Ethics as Response (Routledge, 2015). Dr Brian Rosebury Office: LH315; Direct line: 01772 893037; e-mail: bjrosebury@uclan.ac.uk Brian teaches and researches moral, political and legal philosophy, and the history of political ideas. He is the author of recent articles on justice and punishment, and on the idea of irreducibly social goods. Dr Steve Cunningham Office: HA318; Direct line: 01772 893455; e-mail: scunningham2@uclan.ac.uk Steve’s teaching and research interests incorporate welfare history, poverty and social security, the sociology of welfare, asylum and immigration policy, child labour and children’s rights. He is the author of, among other publications, Sociology and Social Work, (East Exeter, Learning Matters, 2008) Dr Jonathan Pratt Office: HA318; Direct line: 01772 893476; e-mail: jpratt1@uclan.ac.uk Jonathan’s interests are in the history of social policy and welfare development. He teaches across a range of modules in the history of the British welfare state and social policy, comparative social policy and social welfare and concepts, theories, debates and perspectives of social policy and welfare delivery. He is the author of 'Citizenship, Social

Solidarity and Social Policy' in Lavalette, M. and Pratt, A. (eds.) Social Policy: Concepts, Theories and Issues (Sage, 2006) Teaching is also provided by other tutors in the Schools of Humanities & Social Science and Social Work in the University.

1.4 Academic Advisor

Each student is allocated a member of staff as a Academic Advisor. This may be a member of the International Relations and Politics staff or a member of staff from your other academic subject(s). The role of the Academic Advisor is not to deal with assignment issues – this is a matter for the relevant Module Tutor and should be raised at an appropriate seminar session.

Academic Advisors provide pastoral care, including guidance problems that may affect your academic work. Think of your Academic Advisor as a ‘wise friend’, someone who knows the University and its academic regulations, and to whom you can turn for advice. It may not be appropriate for your Academic Advisor to deal directly with your problems – personal counselling is a job best left to Student Services or the Health Centre – but they should be able to direct you to an appropriate source of advice. First year students will normally be contacted by their Academic Advisor within the first few weeks of term and invited for a meeting. If you do not hear from your Academic Advisor within the first month, please contact the Hub.

Academic Advisor contact details Please insert the name and contact details of your Academic Advisor here

Name: Surname:

Office: Email: Tel:

1.5 Administration Details Campus Admin Services provides academic administration support for students and staff and

are located in the Harris Building HB120 and is open from 8.45am until 5.15pm Monday to

Thursday and until 4.00pm on Fridays. The hub can provide general assistance and advice

regarding specific processes such as extenuating circumstances, extensions and appeals.

Course specific information is also available via school Blackboard sites.

The hub telephone number for the School is Ext. 1996 or 1997

The hub email contact is HarrisHub@uclan.ac.uk

1.6 Communication

The University expects you to use your UCLan email address and check regularly for messages from staff. If you send us email messages from other addresses they risk being filtered out as potential spam and discarded unread. It is important for us all to keep in touch. Beyond lectures and seminars, your tutors will contact you via e-mail, Blackboard, eLearn (also known as Blackboard) and the relevant notice boards in Livesey House. E-mail is the favoured conduit, and is used for general course messages and announcements. You will find the IR notice board located on the third floor of Livesey House. Equally, it is important for you to keep in touch, communicate and respond to e-mails as appropriate. As noted above, you should acquire the habit of using (and checking) your UCLan email regularly.

1.7 External Examiner

The University has appointed an External Examiner to your course who helps to ensure that

the standards of your course are comparable to those provided at other higher education

institutions in the UK. The name of this person, their position and home institution can be

found below. If you wish to make contact with your External Examiner, you should do this

through your Course Leader and not directly. External Examiner reports will be made

available to you electronically. The School will also send a sample of student coursework to

the external examiner(s) for external moderation purposes, once it has been marked and

internally moderated by the course tutors. The sample will include work awarded the highest

and lowest marks and awarded marks in the middle range.

Dr Timothy Heppell

Associate Professor of British Politics

University of Leeds

When available, External Examiner reports will be available via the School link

S:\EDSTUDS\External Examiners Annual Reports

2. Structure of the course

2.1 Overall Structure

Politics and Social Policy is available as full-time and part-time mode of study. Students undertake modules worth 120 credits each year for a total of 360 credits for an Honours Degree. Each module is worth 20 credits. It is usual then for students to attempt six modules of 20 credits per year. If a Double Dissertation module is undertaken in the third year of study, this will be worth 40 credits and only four further modules will need to be taken (for a total of 120 credits). For a Joint degree in Politics and Social Policy, students will study modules from each of the subjects in approximately equal proportion throughout the course (three modules in each subject for a total of 120 credits in each year of study).

2.2 Modules Available

Students are required to take all core modules in each year and optional modules to a total of 120 credits (normally six modules) in each year. The table below outlines the structure, availability and progression of modules for each year of the course. A Free Choice Elective module can be selected in place of an optional module in each of the first two years of the course – these can be selected via the Free Choice Electives Catalogue Please note that the availability of optional modules may differ from year to year:

Year One Year Two Year Three PO1101 Politics, Power and the State (Core)

IR2101 Globalisation: History, Theory and Approaches (Core)

PO3991/PO3992 Politics Dissertation/Double Dissertation (Core) OR

PO1112 British Politics (Core)

IR2102 Research Methods in International Relations and Politics (Core)

SP3990/SP3991 Social Policy Dissertation/Double Dissertation (Core) OR

SW1804 Contextualising Welfare 1: The Development of UK Social Policy (Core)

SW2041 Comparative Social Welfare (Core)

SW3801 Community Research Project (Core)

SW1805 Contextualising Welfare 2: Theories, Concepts and Issues (Core)

SW2803 Power, Oppression and Society (Core)

PO1109 Global Politics (Option)

PO2110 History of Political Ideas (Option)

PO3112 Contemporary Anglo-American Political Philosophy (Option)

HY1122 The History of the Ordinary: Introduction to the Social History of Great Britain, 1700-1920 (Option)

PO2400 Radical Politics and Political Ideas in Modern Britain: From Lloyd George to Tony Blair (Option)

PO3134 Continuity and Change in British Politics (Option)

SW1801 Society in Focus: A Sociological Understanding (Option)

HY2003 Britain and the World, 1776-1949 (Option)

CJ3025 Terrorism and Security (Option)

IR3001 Ethics, War and Society

IR1002 Alliances, Coalitions and Organisations in International Relations Since 1945 (Option)

HY2084 The International History of Europe Since 1914 (Option)

RB3005 Political Islam (Option)

An Elective/Language Module can be taken in place of one of the Optional Modules

HY2095 Cold War in Asia, 1945-89: History, Society and Conflict (Option)

HY3054 India, Pakistan, Afghanistan and the Middle East Since 1945: International Conflict and Democracy (Option)

HY2099 America and the World, 1898-Present (Option)

HY3059 African Nationalism and Independence, 1921-1982 (Option)

SW2005 Drugs and Society (Option)

HY3064 Thatcher’s Britain, 1979-90 (Option)

SW2018 ‘Race’, Racism and Ethnicity (Option)

HY3062 A Place Apart? The Northern Ireland Troubles (Option)

SW2720 Health, Ageing and Social Care (Option)

HY3063 Kennedy, Johnson and the World: US Foreign Policy, 1961-69 (Option)

SW2800 Working in Community Practice (Option)

SW3012 Racism and Social Welfare (Option)

SW2801 Social Care: Theory and Practice (Option)

SW3017 Crime and Society (Option)

SW2802 Management, Markets and Delivering Welfare (Option)

SW3100 Mental Health and Social Care (Option)

SW3105 Disability Studies (Option)

SW3720 Social Enterprise and Community Management (Option)

SW3721 Poverty, Homelessness and Supported Housing (Option)

SW3726 Youth Matters (Option)

SW3728 Gender Issues (Option)

SW3800 Applied Community Practice: Research and Development (Option)

2.2.1 Progression

Discussions about your progression through the course normally take place in February each year. It is an opportunity for you to make plans for your study over the next academic year. The course team will tell you about the various modules/combinations available and you will both agree on the most appropriate (and legal) course of study for you.

2.3 Study Time

2.3.1 Weekly timetable

Link to weekly timetable: https://intranet.uclan.ac.uk/ou/lis/Pages/DailyWeekly-Timetables.aspx Class hours and contact time differ from year to year and according to subjects studied, but students are expected to attend all their scheduled classes and to undertake a certain amount of independent study and preparation in support of lectures, seminars, workshops etc.

2.3.2 Expected hours of study

For each module, you should spend, on average, 8-10 hours a week in independent study. Added to the 3-4 hours per module you spend in class, this will give you a normal working week of around 40-42 hours. For Politics and Social Policy and related subjects, you will be expected to read widely and actively from recommended reading lists and your own research. This involves study both inside and outside the classroom. Each individual Module Handbook will give you an indication of the amount of independent study you are expected to undertake to supplement time spent on class, which on average should be 3-4 per week for each of your modules.

2.3.3 Attendance Requirements

You are required to attend all timetabled learning activities for each module. Notification of illness or exceptional requests for leave of absence must be made to the Module Leader of the modules for which you are absent. If you have not gained the required authorisation for leave of absence, do not respond to communications from the University and if you are absent for four weeks or more, you may be deemed to have withdrawn from the course. If this is the case, then the date of withdrawal will be recorded as the last day of attendance. Student attendance is monitored through a university data system called SAM (Student Attendance Monitoring). You can check your attendance record online through myUCLan. Each time you are asked to enter your details on SAM you must remember that the University has a responsibility to keep information up to date and that you must only enter your own details on the system. To enter any other names would result in inaccurate records and be dishonest. Any student who is found to make false entries can be disciplined under the student guide to regulations. International students should be aware of their responsibilities under the UK Border Agency (UKBA), Points Based System (PBS). You MUST attend your course of study regularly; under PBS, UCLan is obliged to tell UKBA if you withdraw from a course, defer or suspend your studies, or if you fail to attend the course regularly.

Head of School: Dr Andrew Churchill, Livesey House 311; email:

achurchill@uclan.ac.uk; tel.: +44 (0)1772 895037 Course Leader: Dr Stephen Meredith, Livesey House 307; email:

scmeredith@uclan.ac.uk; tel.: +44 (0)1772 892864

2.4 Data Protection

All of the personal information obtained from you and other sources in connection with your studies at the University will be held securely and will be used by the University both during your course and after you leave the University for a variety of purposes. These are all explained during the enrolment process at the commencement of your studies. If you would like a more detailed explanation of the University’s policy on the use and disclosure of personal information, please contact the Data Protection Liaison Officer, Strategic Development Service, University of Central Lancashire, Preston, PR1 2HE.

3. Approaches to teaching and learning

3.1 Expertise of staff

Politics and Social Policy staff are all experts in their particular fields of academic study. Staff research interests cover the main sub-disciplines and areas of their respective subjects, and their research interests inform the development and teaching of individual modules and the development of the curriculum more broadly. As active researchers, staff have been included in national assessments of university research (Research Assessment Exercise and Research Excellence Framework), and have written and published extensively in their special fields of expertise and are often in demand for contributions and comment in the policy and public sphere and in the media. Equally, a number of staff teaching on the course come from a professional ‘practitioner’ background and possess considerable experience of working in and with relevant organisations, associations and ‘user’ groups. Details of staff research, publications and professional experience and activity can be found at in the staff information sections of the School of Humanities and Social Science and School of Social Work web pages.

3.2 Learning and teaching methods

Depending on the module, there will be a series of weekly lectures, seminars, workshops and tutorials. Lectures are designed to impart crucial structural information for a topic. Seminars support lectures and are designed to provide students with the opportunity to explore in depth particular issues and to engage in discussion in a small group context. Students will be expected to contribute to such discussions with preparation and reflection on key issues, questions and debates. Most importantly, students will also be expected to engage in continuous independent study, employing the provided reading and other source material to deepen their knowledge and understanding of the subject, key topics and questions and to apply to an appropriate variety of coursework assessment. Students are also supported on a one-to-one supervisory basis for extended dissertation work and work placements and projects.

3.3 Study skills

Study skills are introduced and addressed in the core 1st year module, PO1101, and encouraged as you progress through your course. You will be expected to develop and be able to apply the necessary academic conventions and standards appropriate to degree-level study in Politics and Social Policy. Further guidance and support can be obtained from WISER, which offers a range of specialist, free sessions and courses to help you develop your study skills. These range from essay writing to time management. https://portal.uclan.ac.uk/webapps/portal/frameset.jsp?tab_tab_group_id=_33_1

3.4 Learning resources

3.4.1 Learning Information Services (LIS)

Extensive resources are available to support your studies provided by LIS – library and IT staff. Take advantage of the free training sessions designed to enable you to gain all the skills you need for your research and study, , including Reading Lists Online at: http://readinglists.central-lancashire.ac.uk/index.html Your IT and Library resources are vital. It is impossible to complete your course without using a PC or Mac, reading books, accessing electronic journal articles or printing out work. Learning & Information Services (LIS) make all of these possible, and more. The library building provides access to thousands of books 24/7, offering extensive reading for all subjects and these are complemented by still more texts/multi-media available online as e-resources. Password technology enables you to use these on the University campus, at home or from any internet enabled PC in the world. The Resources for your Subject guides should help you get started. The library also has a wide range of study areas to meet different study needs and styles. These include:

Group study zone

Silent study areas

Quiet study areas

Bookable study rooms and pods

A design suite

You’ll also find hundreds of computers, laptops and MacBooks available to borrow within the building, and a café. Help is available from our Customer Support team via the telephone (01772 895355), email (LISCustomerSupport@uclan.ac.uk) or in person at the One Stop service point on the ground floor. The LIS training team offers a range of free courses and seminars to help you use our IT and Information sources. These include tours of the Library, guides to using the catalogue, and help with doing an in-depth search of a subject database. They will even show you how to put all this new-found information into a word document. The training team web pages www.uclan.ac.uk/listraining detail the iSkills program. Using the library is an essential part of your studies and we hope you can become a confident and independent user of all the services and facilities it has to offer. More information about the services LIS offers is available from www.uclan.ac.uk/LIS

3.4.2 Electronic Resources

LIS provide access to a huge range of electronic resources – e-journals and databases, e-books, images and texts:

For more information visit:

http://www.uclan.ac.uk/students/library/online_resources.php.

Digital and electronic material for individual modules will also be available through eLearn/WebCT, but you will be expected to make full use of the Library’s electronic resources as part of the study and assessment for your modules. You should familiarise yourselves with these resources as soon as possible and continue to use them effectively throughout your degree. 3.5 Personal development planning

To help with your learning, you will carry out a process of Personal Development Planning (PDP). Personal Development Planning is a supported and structured process to help you understand more about how you learn and what you learn. It encourages you to review, plan and take responsibility for your own learning to improve your personal, educational and career development. Personal Development Planning provides you with opportunities to reflect on what you are learning on the course and during your time at university, identify your strengths and weaknesses and to develop your own strategies to further improve your performance. It gives you a framework to record your activities and actions and forms the basis for your career development by providing evidence of the development of a wide range of skills and experiences that are sought by employers and which will aid your advancement in the workplace. Personal Development Planning is a process that only you can fully undertake as it calls upon you to constantly reflect on what you do and how you do it. It is a process that is similar to, and often linked with, your subject specific learning. On this course you are required to develop academic skills of research, analysis and oral and written presentation, marshalling large amounts of information along the way in an evaluative and critical manner, but you are also expected to reflect on how and why these are done, what the consequences are, ways they could be better done and how they could be applied more widely. Personal Development Planning is the same process, but in relation to yourself – you are required to carry out learning tasks and to reflect on what you learned and how, what the consequences are and ways they could be better done. At the start of the course there will be an explanation of Personal Development Planning. You will be expected to start and maintain your progress file which will contain transcripts, assignments, feedback and reflection. It is important that you should record your activities as a learner and make notes that reflect on your experiences and the actions you took to resolve problems and achieve success. You should bring this file to meetings with your Academic Advisor, who will ask you to talk about your learning and how you are developing plans to improve it. More information on PDP is available from the Learning Development Unit (LDU): http://www.uclan.ac.uk/information/services/ldu/pdp/index.php

3.6 Preparing for your career

Your future is important to us, so to make sure that you achieve your full potential

whilst at university and beyond, your course has been designed with employability

learning integrated into it. This is not extra to your degree, but an important part of it

which will help you to show future employers just how valuable your degree is. These

“Employability Essentials” take you on a journey of development that will help you to

write your own personal story of your time at university:

To begin with, you will explore your identity, your likes and dislikes, the things

that are important to you and what you want to get out of life.

Later, you will investigate a range of options including jobs and work

experience, postgraduate study and self- employment,

You will then be ready to learn how to successfully tackle the recruitment

process.

You will be able to record your journey using Pebblepad, the university’s e-portfolio

system, which will leave you with a permanent record of all the fantastic things you

have achieved during your time at UCLan.

It’s your future: take charge of it!

Careers offers a range of support for you including:- career and employability advice and guidance appointments support to find work placements, internships, voluntary opportunities, part-time

employment and live projects workshops, seminars, modules, certificates and events to develop your skills

Daily drop in service available from 09:00-17:00 for CV checks and initial careers information. For more information come along and visit the team (in Foster building near the main entrance) or access our careers and employability resources via the Student Portal.

Both academic and employability-related skills are embedded across the programme. These are defined and developed in individual Module Descriptors. You should discuss appropriate selections of modules that might be advantageous for specific careers with your Academic Advisor. We liaise with Futures to provide regular sessions on employability awareness, advice and guidance.

4. Student support, guidance and conduct Your Academic Advisor is the first port of call to help with general advice and guidance and to connect you with appropriate support in the University’s central services. It is important therefore that you identify and maintain communication with your Academic Advisor from the outset. Your Course and Module Leaders can also offer support and guidance during posted office hours and by appointment.

4.1 Academic Advisors

The role of the Academic Advisor is explained in paragraph 1.4 of this handbook. You will be asked to attend scheduled tutorials in your first year. You will usually gain more from these sessions if you take some time to prepare in advance, thinking about any issues which you may want to raise. You can request a meeting with your Academic Advisor at any time – you do not have to wait for an invitation.

4.2 Student Support The 'i' http://www.uclan.ac.uk/students/study/library/the_i.php is a central Student Information Centre and your first point of contact. You can obtain information on a wide range of topics including Council Tax Exemption Certificates, Bank and Confirmation of Study Letters, Portable Financial Credits, (continuing students only, Printing and Printer Credit, UCLan Cards, the ‘i’ shop and UCLan Financial Support Bursary (first year students only).

4.3 Students with disabilities

If you have a disability that may affect your studies, please either contact the Disability Advisory Service - disability@uclan.ac.uk - or let one of the course team know as soon as possible. With your agreement information will be passed on to the Disability Advisory Service. The University will make reasonable adjustments to accommodate your needs and to provide appropriate support for you to complete your study successfully. Where necessary, you will be asked for evidence to help identify appropriate adjustments.

Assessment arrangements for students with a disability

Arrangements are made for students who have a disability/learning difficulty for which valid supporting evidence can be made available. Contact the Disability Adviser for advice and information, disability@uclan.ac.uk.

4.4 Health and Safety

As a student of the University you are responsible for the safety of yourself and for that of others around you. You must understand and follow all the regulations and safety codes necessary for a safe campus environment. Please help to keep it safe by reporting any incidents, accidents or potentially unsafe situations to a member of staff as soon as possible. Safety assessments have been undertaken for each module of your course and you will be advised of all applicable safety codes and any specific safety issues during the induction to your course and modules. You must ensure that you understand and apply all necessary safety codes. These form an essential element of your personal development and contribute to the safety of others.

4.5 Conduct

You will be expected to abide by the Regulations for the Conduct of Students in the University. UCLan expects you to behave in a respectful manner demonstrated by using appropriate language in class, and switching mobile phones / other devices off prior to attending classes. If your behaviour is considered to be unacceptable, any member of staff is able to issue an informal oral warning and the University will support staff by invoking formal procedures where necessary. You can read more about UCLan expectations in the regulations for the Conduct of Students.

4.6 Students’ Union

The Students’ Union is the representative body for all UCLan students. The organisation exists separately from the University and is led by the elected officers of the Student Affairs Committee (SAC) as well as representatives on the Students’ Council. The Students’ Union building is located at the heart of the Preston campus, and is the hub for all student activities. Representation and campaigning for students’ rights is at the core of what we do and is encompassed by our tag line of, Making Life Better for Students. Should you wish to make a change to any aspect of your student experience, whether it be academically related or not, then the Union is where your voice can be heard, actions taken, or campaigns launched. Your Union is also the home to a fantastic range of student-led societies, sports teams and multitudes of volunteering opportunities. You can also receive help in finding part-time work, whilst you study. Not sure where to go pop into the Opportunities Centre on the ground floor of the Students’ Union building and someone will point you in the right direction. We hope your time at University is trouble free, but should you come into difficulties around anything from academic appeals, to issues with housing, benefits or debt, then our dedicated staff team in the Advice and Representation Centre are on hand to help. As we are independently run from the university, we can offer truly impartial advice. More information on all these things, as well as details about all our (not-for-profit) commercial services, including our student supermarket (Essentials) and student-bar (Source) can be found at http://www.uclansu.co.uk/. The Opportunities Centre is the Union’s One Stop Shop to find employment or volunteering whilst you study. With thousands of jobs and voluntary positions advertised, agency work through the Bridge and information on over 2000 volunteer positions within the Union.

5. Assessment Please note that all modules will be assessed. You are expected to attempt all required assessments for each module for which you are registered, and to do so at the times scheduled unless authorised extensions, special arrangements for disability, or extenuating circumstances allow you to defer your assessment.

5.1 Assessment Strategy The pass mark for a module is 40%, which indicates that you have reached the minimum level of performance described in the module learning outcomes and marking criteria outlined below and that there are weaknesses you will need to address. The steps from 40% to 70% and above are further outlined in the marking criteria below. If you fail to achieve 40% you will normally be ‘referred’. This means you will be offered a further chance to undertake the assignments for a maximum mark of 40%.

You must attempt all assignments for each of your modules and, in some modules, must pass each assignment to pass the module. The vast majority of modules are weighted toward course work rather than end of semester exams. Course work includes: essays, review essays, individual or group presentations, and group projects. Information about module assessment specifications can be found in individual module guides. A guide to marking criteria is provided below:

Guidance on marking criteria in the School of Education and Social Science

Classification Grade Relevance Knowledge Analysis Argument and

Structure

Originality Presentation

Class 1

(Outstanding)

70-100%

Directly relevant to the

title; able to address also

the implications,

assumptions, and

nuances of the title

Makes effective use of an

excellent knowledge and

thorough understanding of

relevant material

A very good analysis of the

evidence, arguments or other

material under consideration,

resulting in clear and

illuminating conclusions

Coherent and logically structured,

making creative use of an

appropriate mode of argument

and/or theoretical model(s)

Distinctive work showing

independent thought and

critical engagement with

alternative views

A very well-written answer with

standard spelling and syntax, in a

lucid and resourceful style, and

with appropriate format and

bibliographical apparatus

Class 2/i

(Above average)

60-

69.99%

Directly relevant to the

title

A substantial knowledge of

relevant material, showing a

clear grasp of themes,

questions and issues therein

Good analysis, clear and orderly Generally coherent and logically

structured, using an appropriate

mode of argument and/or

theoretical model(s)

May contain some distinctive or

independent thinking: may

begin to formulate an

independent position

Well written, with standard

spelling and syntax, in a readable

style with acceptable format and

bibliographical apparatus

Class 2/ii

(Average)

50-

50.99%

Some attempt to

address the title: may

drift away from the

question or theme of the

title in less focused

passages

Adequate knowledge of a fair

range of relevant material,

with intermittent evidence of

an appreciation of its

significance

Some analytical treatment, but

may be prone to description, or

to narrative, which lacks clear

analytical purpose

Some attempt to construct a

coherent argument, but may suffer

loss of focus and consistency, with

issues at stake stated only vaguely, or

theoretical model(s) couched in

simplistic terms

Sound work which expresses a

personal position only in broad

terms and in uncritical

conformity to one or more

standard views of the topic

Competently written, with only

minor lapses from standard syntax

and spelling, with acceptable

format and bibliographical

apparatus

Class 3

(Below Average)

41-

49.99%

Some significant degree

of irrelevance to the title

is common

Basic understanding of a

limited range of material

Largely descriptive or narrative,

with little evidence of analytical

skill

A basic argument may be evident, but

tends to be supported by assertion

only and to lack clarity and

coherence

Largely derivative; no personal

view is adequately formulated

Rather poorly written, with

significant deficiencies in

expression, format or

bibliographical apparatus that

may pose obstacles for the reader

Unclassified

(Degree worthy

but not honours

worthy)

40%

Relevance to the title

may be very

intermittent; the topic

may be reduced to its

vaguest and least

challenging terms

A limited understanding of a

narrow range of material

Heavy dependence on

description, and/or on

paraphrase, is common

Little evidence of coherent

argument: lacks development and

may be repetitive or thin

Almost wholly derivative: the

writer's contribution rarely

goes beyond simplifying

paraphrase

Numerous deficiencies in

expression and presentation; the

writer may achieve clarity (if at

all) only by using a simplistic or

repetitious style

Fail

<40%

Outright irrelevance to

the title

Lack of the basic knowledge

necessary for an

understanding of the topic

Inadequate and often inaccurate

description and paraphrase

No evidence of coherent argument or

structure

No evidence of personal

thought: cursory paraphrase or

quotation of others

Substantially garbled and

negligently presented

5.2 Notification of assignments and examination arrangements

Requirements for individual assessments and their respective deadlines for submission

are outlined in the individual Module Handbook or contained in assessment briefings

distributed by the respective tutor.

5.3 Referencing

The referencing style for the Social Sciences (Politics and Social Policy) is the Harvard

system, and a brochure on its use is available from University Library/LIS at:

http://www.uclan.ac.uk/students/wiser/files/UCLAN-LIS-references08.pdf.

Another useful guide to the Harvard referencing system is provided at:

http://skillsforlearning.leedsmet.ac.uk/Quote_Unquote.pdf.

The purpose of referencing is to enable other readers to locate the information you have

used, to compare your interpretation with their own or others and to develop the ideas

further. It also acknowledges the use of other people’s ideas. There are two places in an

assignment where referencing must occur:

in the body of the assignment and

at the end of the assignment in a bibliography

Referencing is necessary to allow the reader to verify and follow up on material quoted

in the assignment. Referencing also adds academic weight to your argument and guards

against plagiarism.

Plagiarism “is the use, without acknowledgement, of the intellectual work of other

people, and representing the ideas or discoveries of another as your own in written work

submitted for assessment. To copy sentences, phrases or even striking expressions

without acknowledgement of the source for that information (either by inadequate

citation/reference or failure to indicate verbatim quotations), is plagiarism; to

paraphrase without acknowledgement is also plagiarism. Where such copying or

paraphrase has occurred, the mere mention of the source in the bibliography is not

deemed sufficient acknowledgement because; each instance/point/assertion/argument

must be referred specifically to its source. Verbatim quotations must be either in inverted

commas, or indented, and directly acknowledged’ (Academic Regulations: Appendix 10).

If you consistently and effectively reference the sources of information you use to prepare

and produce your assignments, claims of plagiarism in your work can be avoided.

Citing references within the body of the essay

Any books (or other sources) you cite should also be included in a bibliography at the end of the

assignment, using the following layout:

Surname and initials of the author/editor. Year of publication (in brackets). Title of book (in

italics). Edition. Place of publication and publisher.

Example

Giddens, A. (1995) A Contemporary Critique of Historical Materialism, London: Macmillan

(1) Books

If the author's name occurs naturally in the sentence, just put the year in brackets.

Example

Giddens' (1995) analysis of the concept of power...

Otherwise put both the name and year in brackets at the end of the sentence.

Example

A recent analysis of the concept of power... (Giddens, 1995).

When using a direct quote within the text you should use quotation marks and include the

author's name, year of publication and page number in brackets.

Example

“All social interaction intermingles presence and absence” (Giddens, 1995: 38).

If the author has published more than one document in the same year, distinguish between them

by adding a,b,c etc after the date and ensure that they are all listed in the bibliography

Example

(Giddens, 1995a).

(2) Book Chapters

When a book is a compilation of papers or chapters by different authors, the individual paper or

chapter should be cited in the bibliography as follows:

Author surname and initials. Date of publication (in brackets). Title of paper or chapter (in

inverted commas). in, Editor's surname and initials. (ed(s).). Title of book (in italics). Place of

publication. Publisher. Page numbers of the individual paper or chapter.

Example

Williams, C. (2007), ‘EU-Central Asian relations and the new world order’ in Anderson, P.J.

and Wiessala. G (eds.), The European Union and Asia – Reflections and Reorientations,

Amsterdam/New York: Rodopi.

When citing the individual article within the body of the essay, refer to it as (Williams, 2007).

(3) Journal articles

These should be cited in the bibliography as follows:

Author surname and initials. Date of publication (in brackets). Title of article (in inverted

commas). Name of periodical (in italics). Volume number. Issue number (in brackets): page

numbers.

Example

Meredith, S. (2006), ‘Mr Crosland’s Nightmare? New Labour and Equality in Historical

Perspective’, British Journal of Politics and International Relations, 8 (2), 238-255.

When citing the article in the body of the essay, refer to (Meredith, 2006).

(4) Government Publications

In the bibliography at the end give:

The name of the Department responsible for the publication followed by the name of the country,

if outside the UK (in brackets). Date (in brackets). Title (in italics). If the report is more familiarly

known by the name of the chairperson, include this after the title (in brackets). Place of

publication. Publisher.

Example

Department of Health (1998) Mental Health Act Review (The Richardson report). London:

The Stationery Office.

In the body of the essay, the most consistent form of citation would be to cite the Department and

year, so your reader can find it easily in the bibliography.

(5) Film and Video

In your bibliography the layout should be as follows:

Title (in italics). Date (in brackets). Person(s) or body responsible for its production. Place of

production or publication. Format.

Example

Blade Runner (1982) Based on a book by Philip K. Dick. Directed by Ridley Scott. USA:

Warner Brothers. Film.

In the body of the essay, refer to as (Blade Runner, 1982)

(6) TV and Radio broadcasts

In your bibliography the layout should be as follows:

Broadcast company. Year (in brackets). Title of Programme (in italics). Date and time of

transmission.

Example

BBC (2002) Remember Bloody Sunday. January 23, 2002. 2320hrs.

In the body of the essay, refer to as (BBC, 2002)

(7) Newspaper articles

In the bibliography at the end, give:

Author, surname and initials (if given), otherwise use newspaper title. Year (in brackets). Title of

article. Name of newspaper (in italics). Date of issue, page number(s).

Example

Hall, N. (2006). ‘Victim’s Father to Attend Olson’s Parole Hearing’. National Post (Canada),

July 17, 2006, A6

(8) Electronic Sources

When citing electronic sources you should adhere as far as possible to the conventions for

printed material. Examples of some of the more common sources of online material are outlined

below.

Some general guidelines include:

• Provide exact details of the URL and the date you visited the web page.

• Do not split the URL over a line. If this is unavoidable, do so after a forward slash.

Citation order: citing individual works/pages found on the Web

Author/Editor. Year ('No date' if date not of publication not provided in source). Title (in italics)

[online] (indicates types of medium, use for all internet sources). Place of publication: Publisher

(publisher or organisation responsible for maintaining Web site). Available from: URL. [Access

date] (date on which you viewed or downloaded the document).

Example

Silber, C.A. 2001, Some General Advice on Academic Essay-Writing (online),

Toronto, University of Toronto, available at:

http://www.utoronto.ca/writing/essay.html (Accessed 20 May 2012)

(9) Online Books

Many books are now freely available over the Internet and you will find that these are

often out of copyright. However, if publication details are available you should include

these.

Example

Illich, I. (1971) Deschooling Society, available at:

http://www.ecotopia.com/webpress/deschooling.htm (Accessed 17 May 2012)

(10) Online Journals

Lister, R (2002) 'New Labour: a study in ambiguity from a position of

ambivalence'. Critical Social Policy, 21 (4), 425-447, available at:

http://www.swetsnet.nl/link/access db?issn=0261-0183 (Accessed 17 May

2012)

(11) Online Government Publications

Department of Health (2001) Valuing People: A New Strategy for Learning

Disability for the 21st Century. London: The Stationery Office, available at:

http://www.doh.gov.uk/learninqdisabilities/new.htm (Accessed 2 May 2012)

(12) Organisation Web Page

Age Concern (2002) Public Guardianship Fees, available at:

http://www.ageconcern.co.uk (Accessed on 2 May 2012)

(13) Referencing in the body of an assignment

1. Single author of a book

Source: Kymlicka, W. (2001) Contemporary Political Philosophy, Oxford: Oxford

University Press

In the body of the essay this would appear as: ‘It has been argued by Kymlicka

(2001) that . . . ‘ OR ‘Kymlicka (2001 argues . . . ‘

2. Two authors of a book

Source: Solomos, J.. & Back, L. (1996) Racism and Society, Basingstoke: Macmillian

In the body of the essay this would appear as: ‘Solomos and Back (1996)

convincingly present . . .’ OR ‘Convincing data is presented by Solomos and Back

(1996) . . .’

3. More than two authors of a book

Source: Hay, D, Linebaugh, P., Rule, D.J., Thompson, E.P. and Winslow C. (Eds.)

(1975), Albion’s Fatal Tree, London: Allen Lane.

This would appear in the body of the essay as: ‘The evidence presented by Hay et

al (1975) is . . .’ OR ‘Hay et al (1975) present evidence . . .’

4. A single author’s chapter in a collection of edited readings

Source: Scruton, R. ‘Freedom and Custom’ (1983) in Griffiths, A. P. (ed), Of

Liberty, Cambridge: Cambridge University Press.

This would appear in the body of the essay as: ‘Scruton (1983) suggests . . .’ OR

‘It has been suggested by Scruton (1983) . . .’

NB: The same conventions apply to joint and multiple authorship when they are included

in a collection of edited readings.

5. A single author of a journal article

Source: Townsend, B. (1986) ‘Academic writing: advice on how to do it’, Higher

Education, Vol. 15, No. 3-4, pp. 373-378

This would appear in the body of the text as: ‘Townsend (1986) has systematically

promoted . . .’ OR ‘Writers such as Townsend (1986) . . .’

NB: The same conventions apply to two authors or more than two authors of a journal

article.

(14) Referencing at the end of an assignment in a bibliography

ALL assignments MUST be accompanied by a list of references and/or bibliography. The

information required MUST appear as illustrated below. Remember that when you are

conducting your research for your assignment, you must keep an accurate record of your

sources.

The following is a suitable way to present the essential information required for a list of

references/bibliography at the end of a study.

1. To reference a book with one author:

Author’s last names, initial; year of publication; title of book (underlined or in italics);

place of publication; name of publisher

Barnes, R. (1992) Successful Study for Degrees, London: Routledge

2. To reference an article from a journal:

Author’s last name, initials; year of publication; title of article (do not underline this —

inverted commas will do); title of journal (underlined or italics); volume number; issue

Number [listed as No. or in brackets ( ) ]; page numbers (stating the page number at

which the article begins and the page number on which the article ends).

Townsend, B. (1986) ‘Academic writing: advice on how to do it’, Higher

Education, Vol. 15, No. 3-4, pp. 373-378 OR

Townsend, B. (1986) ‘Academic writing: advice on how to do it’, Higher

Education, 15 (3): 373-378

3. To reference a book which is edited (that is it includes chapters written by people

other than those listed as ‘editors’):

Editor’s last name, initials, state that it is edited in brackets (Ed. if just one editor or Eds.

if more than one); year of publication, title of edited book (place this in italics); place of

publication; name of publisher

Blakeley, G. & Bryson, V. (eds.) (2002) Contemporary Political Concepts:

A Critical Introduction, London: Pluto

4. To reference an author and their chapter from an edited book:

Last name of author of chapter, initials; year of publication; title of chapter in book (do

not underline this — inverted commas will do); state in; editor’s last name, initials, state

that it is edited in brackets (Ed. if just one editor or Eds. if more than one); title of edited

book (underlined or in italics); place of publication; name of publishers.

Williams, C. (2000) ‘The New Russia: From Cold War Strength to Post-

communist Weakness and Beyond’, in Anderson, P. et al, New Europe in

Transition, London: Continuum

5. To reference an article from a newspaper:

Last name of writer of article, initials; year of publication; title of article (do not underline

this - inverted commas will do); newspaper name (underlined or in italics); date of

publication (date and month); page number

Coldstream, P. (1994), ‘Life beyond the glittering prizes’, The Times Higher Educational

Supplement, 2 September, p. 11

6. To reference an article from the internet:

Author’s last name, initials; year of publication; title of article (do not underline this —

inverted commas will do); title of internet journal (underlined or italics); volume

number; issue Number [listed as No. or in brackets ( ) ]; web address

Deutscher, I. (1998) ‘Sociological practice: the politics of identities and

futures’ Sociological Research On-line, Vol. 3 (1)

<www.socresonline.org.uk/socresonline/3/1/3.html>

Referencing from online sources can sometimes be difficult: try to treat resources from

the web in the same way that you would books or journals. Remember, in your

bibliography references should be presented in alphabetical order, and as follows:

Author, author’s initials (date) Title of article Place of publication: Publisher

Smith, B. (1997) How to reference correctly London: Great Publishers

Ltd

Example

BBC News Online (8.7.2004) More freedom in School Reforms

http://news.bbc.co.uk/1/hi/education/3875073.stm accessed 8.7.04

Johnson, M (2003) Schools Budgets – Fair Enough? London: Institute for

Public Policy Research

http://www.ippr.org.uk/research/files/team23/project95/fairenough.

pdf accessed 8.7.04

It is important to put in the link, and the date that you accessed the article, because of the

constantly changing nature of the Internet.

If you are unsure, please ask and we will try to help you.

(15) Presenting the list of references at the end in the bibliography

Bibliographical references should appear in alphabetical order, using the author’s family

name as the starting point. This is illustrated, using some of the references given above.

Barnes, R. (1992) Successful Study for Degrees, London: Routledge

Blakeley, G. & Bryson, V. (eds.) (2002) Contemporary Political Concepts: A

Critical Introduction, London: Pluto

Coldstream, P. (1994) ‘Life beyond the glittering prizes’, The Times Higher, 2

September, p. 11

Jessop, B. (1987) ‘The future of capitalism’, in Anderson R. J., Hughes J. A. &

Sharrock W. W. (Eds.), Classic Disputes in Sociology, London: Routledge

Townsend ,B. (1986) ‘Academic writing: advice on how to do it’, Higher

Education, Vol. 15, No. 3-4, pp. 373-378

(16) Some further guidance on presentation of the list of references

1. Single authored books/articles should appear first, followed by joint and multiple

authors.

Example

Smith, M. (1993)

Smith, M. & Jones, P. (1993)

Smith, M. Jones, P. & Connolly, B. (1993).

2. Items for each author (be it single, double or multiple) should be listed on date

order of publication.

Example

Smith, M. (1993)

Smith, M. (1997)

3. If an author has more than one publication in the same year, these need to be

identified with a small case letter. In the essay this would appear as: ‘Skinner (1978a)

argues . . . ’ or ‘Skinner, (1978b) argues . . .’

In the list of references it would be presented as:

Skinner, Q. (1978a) ‘Action and Context’, Proceedings of the Aristotelian Society,

supp. Vol. 52, pp. 57-69

Skinner, Q. (1978b) The Foundations of Modern Political Thought, vol I,

Cambridge: Cambridge University Press

(17) Some awkward categories

Some non-academic items are hard to fit into this kind of pattern.

If there is no author named (e.g. on an institutional pamphlet), it is usually appropriate to

treat the organisation ‘behind’ the material as the author. Sometimes it is simply

necessary to put ‘No author’ or ‘Author unknown’ if you do not know the author.

In a similar way if there is no date of publication given, you should write ‘No date’ in the

relevant slot.

For other media (e.g. TV/video) you should give where possible the name of the person

with overall responsibility for the item in question. In many cases, this is hard to assess

or verify: at such times, it may be better to make full reference to the source within your

text (or as a footnote) rather than trying to fudge a bibliographic entry. David Fowler’s

comments on the environment on See Hear!, for instance, are best dealt with by saying

“David Fowler (commenting on green issues on BBC1’s See Hear! programme, 6/7/97)

argued that....” In the final analysis, if in doubt, ask your tutor.

If you are unsure about how to write references etc., you should look at how it is done in

textbooks (although you need to remember that different subjects have different

conventions). If you are still in doubt, please ask either in the library or a tutor. As noted

above, guides to Harvard referencing can be located at the following addresses:

http://www.uclan.ac.uk/students/wiser/files/UCLAN-LIS-references08.pdf and

http://skillsforlearning.leedsmet.ac.uk/Quote_Unquote.pdf.

5.4 Confidential material Particularly as you progress through your studies and in the 3rd Year Dissertation Module, you may encounter confidential information which might inform assignments. There are ethical and legal issues and responsibilities to respect confidentiality and maintain the anonymity of individuals and organisations connected to this information. The School has an established ethics procedure and guidelines and you should check with your Module Leader or Dissertation Supervisor about this if you expect to access such material in the course of your work.

5.5 Dealing with difficulties in meeting assessment deadlines Assignments must be submitted no later than the date on your assignment instructions in the Module Handbook. If you anticipate that you will have difficulty in meeting assessment deadlines or you have missed or are likely to miss in-semester tests you must report this at the earliest possible opportunity to the relevant Module Leader. Authorisation of the late submission of work requires written permission. Your School is authorised to give permission for one extension period of between 1 and 10 working days where appropriate evidence of good reason has been accepted and where submission within this timescale would be reasonable taking into account your circumstances (Academic Regulations). You should complete and submit an extension request form, with any supporting evidence, to your Hub. Further information is available on the Student Portal at: https://www.uclan.ac.uk/students/study/examinations_and_awards/extenuating_circumstances.php We aim to let you know if the extension has been granted within 1 working day of the receipt of the request. If you are unable to submit work within 10 working days after the submission date due to verifiable extenuating circumstances, you may submit a case for consideration in accordance with the University’s Policies and Procedures on Extenuating Circumstances (Academic Regulations and Assessment Handbook).

5.5.1 Extenuating circumstances

Some students face significant events in their personal life that occur after their course has started, which have a greater impact on their studies than can be solved by the use of an extension. If this applies to you, the University is ready to support you both with regard to your course and your personal wellbeing through a process called Extenuating Circumstances (see Academic Regulations and Assessment Handbook). Normally extenuating circumstances will relate to a change in your circumstances since you commenced your course, which have had a significant, adverse effect on your studies. Everyday occurrences such as colds or known conditions such as hay-fever will not qualify unless the effects are unusually severe and this is corroborated by a medical note. The University does not look sympathetically on absences or delays caused by

holiday commitments or by work commitments in the case of full-time students. The normal work commitments of part-time students would not constitute an extenuating circumstance. A disability or learning difficulty does not constitute an extenuating circumstance (see Academic Regulations). Further information is available on the Student Portal at: https://www.uclan.ac.uk/students/study/examinations_and_awards/extenuating_circumstances.php You can apply for extenuating circumstances online via myUCLan. You must apply no later than 3 days after any examination or assessment submission date. Do not wait until you receive your assessment results to submit a claim. It is in your own interests to submit the claim as soon as possible. You will be expected to re-submit claims for extenuating circumstances for each

semester. All evidence that is provided relating to extenuating circumstances will be

treated in a sensitive and confidential manner. Supporting evidence will not be kept for

longer than is necessary and will be destroyed shortly after the end of the current

academic year.

Further information about the submission process is available at: https://www.uclan.ac.uk/students/study/examinations_and_awards/extenuating_circumstance_submission.php In determining assessment recommendations, Assessment Boards will consider properly submitted claims from students who believe their performance has been adversely affected by extenuating circumstances. N.B. Assessment Boards are not permitted to alter individual assessment marks to take account of extenuating circumstances (Academic Regulations and Assessment Handbook).

5.5.2 Late submissions

If you submit work late and unauthorised, a universal penalty will be applied in relation to your work:

If you submit work within 5 working days following the published submission date you will obtain the minimum pass mark for that element of assessment.

Work submitted later than 5 working days after the published submission date will be awarded a mark of 0% for that element of assessment.

Unauthorised late submission at resubmission will automatically be awarded a

mark of 0% for that element of assessment.

5.6 Feedback Following Assessments

UCLan is committed to giving you clear, legible and informative feedback for all your assessments (Academic Regulations). You are expected to review and reflect on your feedback and learn from each experience to improve your performance as you progress though the course. You will be provided with generic feedback for in-module formative and summative elements of assessment which contribute to a module within 15 working days of the scheduled submission or examination date. Generic feedback on end of module

assessment and dissertations will be made available within 15 working days of publication of results. Feedback may be oral, written, posted on a website or other.

5.7 Cheating, plagiarism, collusion or re-presentation

You are required to sign a declaration indicating that individual work submitted for an assessment is your own. If you attempt to influence the standard of the award you obtain through cheating, plagiarism or collusion, it will be considered as a serious academic and disciplinary offence as described within the Academic Regulations and the Assessment Handbook .

Cheating is any deliberate attempt to deceive and covers a range of offences described in the Assessment Handbook.

Plagiarism describes copying from the works of another person without suitably attributing the published or unpublished works of others. This means that all quotes, ideas, opinions, music and images should be acknowledged and referenced within your assignments.

Collusion is an attempt to deceive the examiners by disguising the true authorship of an assignment by copying, or imitating in close detail another student’s work - this includes with the other student’s consent and also when 2 or more students divide the elements of an assignment amongst themselves and copy one another’s answers. It does not include the normal situation in which you learn from your peers and share ideas, as this generates the knowledge and understanding necessary for each individual to independently undertake an assignment; nor should it be confused with group work on an assignment which is specifically authorised in the assignment brief.

Re-presentation is an attempt to gain credit twice for the same piece of work.

The meaning of plagiarism and how to avoid it, e.g. by cross referencing to guidelines on referencing assignments effectively, will be explained in introductory module lectures and information is also provided in Module Handbooks. We also use an electronic assignment submission system for all assignments called Turnitin, which is used to detect plagiarism. Advice and guides on how to use this system will be provided within all modules.

The process of investigation and penalties which will be applied can be reviewed in the Assessment Handbook. If an allegation is found to be proven then the appropriate penalty will be implemented: In the case of a single offence of cheating, plagiarism, collusion or re-presentation:

the penalty will be 0% for the element of assessment, and an overall fail for the module.

the plagiarised element of assessment must be resubmitted to the required standard and the mark for the module following resubmission will be restricted to the minimum pass mark.

when it is detected for the first time on a resubmission for an already failed module, no further resubmission for the module will be permitted, and the appropriate fail grade will be awarded.

In the event of a repeat offence of cheating, plagiarism, collusion or re-presentation (irrespective of whether the repeat offence involves the same form of unfair means) on the same or any other module within the course:

the appropriate penalty will be 0% for the module with no opportunity for re-assessment. This penalty does not preclude you being able to retake the module in a subsequent year.

The penalties will apply if you transfer from one UCLan course to another during your period of study and module credits gained on the former course are transferred to the current course.

Contact the Students’ Union Advice and Representation Centre by emailing:

suadvice@uclan.ac.uk for support and guidance.

5.8 Appeals against assessment board decisions

If you consider that you have a reason to appeal against an assessment board decision, please bear in mind that your reasons must fall within the grounds specified in the University Academic Regulations: Section I. You cannot appeal simply because you disagree with the mark given. The specified grounds for appeal are:

1. that an Assessment Board has given insufficient weight to extenuating circumstances;

2. that the student’s academic performance has been adversely affected by extenuating circumstances which the student has, for good reason, been unable to make known to the Assessment Board;

3. that there has been a material administrative error at a stage of the examining process, or that some material irregularities have occurred;

4. that the assessment procedure and/or examinations have not been conducted in accordance with the approved regulations.

If you want to appeal, then you must do so within 14 days of your results being published. The onus is on you to find out your results and submit your appeal on time. Contact the Students' Union Advice and Representation Centre by emailing: suadvice@uclan.ac.uk for support and guidance.

6. Course regulations

6.1 Course requirements

Six modules at Stage 1 (year 1) and twelve modules at Stage 2 (yeas 2 and 3) need to be successfully completed to achieve and honours degree. Core modules for Politics and Social Policy students include PO1101, PO1112 and SW1804, SW1805 in Year One; IR2101, IR2102 and SW2041 and SW2803 in Year Two; either PO3991/PO3992 or SP3990/SP3991 or SW3801 and either SW3802 or SW3723 in Year Three. A single module which has been failed after reassessment may be re-taken the following year as a ‘seventh module’, but must then be passed. Successful completion of a Dissertation in either Politics or Social Policy is required by all students in Politics and Social Policy for an Honours degree in Year Three.

6.2 Classification of Awards

The University publishes the principles underpinning the way in which awards and results are decided in Academic Regulations. Decisions about the overall classification of awards are made by Assessment Boards through the application of the academic and relevant course regulations. In simple terms an undergraduate honours degree classification is based on the highest classification:

1. The Average Percentage Mark (APM) of your level 5 and 6 modules (generally taken in years 2 and 3 of a full time course) weighted 30:70. Or

2. Your Average Percentage Mark in year 3 only (i.e. your level 6 modules)

If the APM is near a borderline, ‘at the discretion of the Assessment Board, students may be classified according to the academic judgement of the Assessment Board taking into account their overall profile and performance with the minimum requirement that:

1. A minimum of 3 modules (60 credits) at level 6 are in the classification band and 2. The APM is no lower than 2 percentage points below that required for the higher

classification.’

In operating discretion for profiling Course Assessment Boards will use academic

judgement and may refer to performance in core modules; the placement component,

the dissertation/project or other factors which have been published to students.

7. Student voice You can play an important part in the process of improving the quality of this course through the feedback you give. In addition to the on-going discussion with the course team throughout the year, there are a range of mechanisms for you to feedback about

your experience of teaching and learning. We aim to respond to your feedback and let you know of our plans for improvement. The Students Union can support you in voicing your opinion, provide on-going advice and support, and encourage your involvement in all feedback opportunities. They will be requesting that you complete the National Student Survey (during semester 2 for students in their final year of study) or the UCLan Student Survey (all other students). The Students’ Union and University work closely together to ensure that the student voice is heard in all matters of student-life. We encourage students to provide constructive feedback throughout their time at university, through course reps, surveys and any other appropriate means, The Union’s Student Affairs Committee (SAC), members of Students’ Council and School Presidents each have particular representative responsibilities, and are involved with decision making committees as high as the University Board. Therefore it is very important students engage with the democratic processes of the Students’ Union and elect the students they see as most able to represent them.

7.1 Course Representatives and School Presidents

A course representative is a student who represents their fellow students’ views and opinions to the course team, school, university and students’ union. Course representatives work proactively and diplomatically to improve the academic and non-academic experiences of students. The role of a course representative is extremely beneficial to both students on your course and the university. It enables students to have ownership of their student experience and voice their opinions and share positive practice with the course team, primarily the Student Staff Liaison Committee Meetings (see below). Course representatives will be elected every year either in April or September. Alongside receiving recognition, support and respect being a course representative is a great opportunity to enhance your employability skills. If you are interested in becoming a course representative and wish to find out more about the role visit the Students’ Union website or by emailing: coursereps@uclan.ac.uk. School Presidents meanwhile are annually elected representatives who voice the opinions of students within each school. They communicate and engage with students in their school to gain feedback and work in partnership with senior management to create positive change. They are also trained to support and signpost course representatives where needed. If you wish to find out who is your School President or more about the role visit the Students’ Union website or email: coursereps@uclan.ac.uk.

7.2 Student Staff Liaison Committee Meetings (SSLC)

The purpose of a SSLC meeting is to provide the opportunity for course representatives to feedback to staff about the course, the overall student experience and to inform developments which will improve future courses. These meetings are normally scheduled once per semester.

Your Course Leader will facilitate the meetings using guidelines and provide a record of the meeting with any decisions and / or responses made and / or actions taken as a result of the discussions held. The meetings include discussion of items forwarded by course representatives, normally related to the following agenda items (dependent on time of year). The course team encourage student feedback in all areas and recognise that additional items for discussion may also be raised at the meeting

Update on actions completed since the last meeting

Feedback about the previous year – discussion of external examiner’s report; outcomes of National /UCLan student surveys.

Review of enrolment / induction experience;

Course organisation and management (from each individual year group, and the course overall);

Experience of modules - teaching, assessment, feedback;

Experience of academic support which may include e.g. Personal Development Planning, Academic Advisor arrangements and The Card;

Other aspects of University life relevant to student experience e.g. learning resources, IT, library;

Any other issues raised by students or staff

7.3 Complaints

The University recognises that there may be occasions when you have cause for complaint about the service you have received, when this happens, the complaints procedure is intended to provide an accessible, fair and straightforward system which ensures as effective, prompt and appropriate response. Click on this link for more information Complaints Procedure .

8. Appendices

8.1 Programme Specification

UNIVERSITY OF CENTRAL LANCASHIRE

Programme Specification: BA (Hons) Politics and Social Policy

This Programme Specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided.

Sources of information on the programme can be found in Section 17

1. Awarding Institution / Body

University of Central Lancashire

2. Teaching Institution and Location of Delivery

UCLan, Preston Campus

3. University Department/Centre

School of Humanities and Social Science

4. External Accreditation

No

5. Title of Final Award

BA (Hons) Politics and Social Policy

6. Modes of Attendance offered

Full time and/or part time

7. UCAS Code

LL42

8. Relevant Subject Benchmarking Group(s)

Politics and International Relations Social Policy

9. Other external influences

N/A

10. Date of production/revision of this form

April 2013

11. Aims of the Programme

To provide a critical introduction to the main sub-disciplines of the academic study of politics – government and institutions political theory and ideas and international relations and global politics - as the overarching framework of politics and policy-making, and to the context, issues, debates and perspectives of welfare and social policy in national and comparative context

To provide opportunities for the critical evaluation of political ideas, institutions and developments and their relevance to decision-making and policy options and outcomes in national, international and comparative context

To enable students to critically analyse the nature and contribution of a range of political, social and behavioural concepts and their application to issues, dilemmas and problems of social policy

To stimulate awareness and provide a framework of knowledge and understanding of the role of comparative analysis in politics and social policy, through examination of political institutions, processes, political culture and welfare systems in other national societies and of the role of national and supra-national institutions in the shaping of political developments and social and welfare policy

To enhance students’ capacity for critical reading and evaluation of related sets of literature and interconnected theoretical perspectives and understanding of their relevance and application to political and social policy analysis

To develop students’ capacity to undertake independent enquiry and research into key questions of political and social analysis and the capacity to present structured, cogent and critical analysis in oral and written form

To provide students with an opportunity to experience the delivery of social policy and provision from within a local social welfare organisation/setting

To provide an intellectually rigorous and challenging academic curriculum that is informed by the research and scholarly activity of members of the Politics and Social Policy teaching teams

12. Learning Outcomes, Teaching, Learning and Assessment Methods

A. Knowledge and Understanding

Students will be able to demonstrate: A1 knowledge and critical understanding of key themes and debates of political ideas, institutions and international and global forces and developments and their implications for decision and policy-making processes

A2 an awareness and understanding of how a range of contextual factors (historical, economic, social) shape contemporary ideological and political trends and debates and perspectives of social policy and welfare provision A3 an understanding and ability to utilise relevant conceptual, theoretical and comparative perspectives and analysis of Politics and Social Policy A4 a critical appreciation of a range of primary and secondary sources relating to political and social analysis

Teaching and Learning Methods

Lectures, interactive seminars, group work, individual and group presentations, individual and group tutorials, independent and supervised study and research, dissertation training and supervision, IT and e-Learn support and interaction, study skills and Personal and Development Planning (PDP) support for reflection and development of appropriate academic and transferable employability skills. Opportunities also exist for students to gain experience in a voluntary work-based setting as a means of applying themes and issues of social and political theory and analysis in a relevant practical environment and enhancing skills and prospects of employability.

Assessment methods

Written and oral forms of coursework and examination. including essay and report writing, critical book and literature reviews, individual and group oral and poster presentations, exams (seen and unseen) and choice of (extended) research dissertation.

B. Subject-specific skills

Students will be able to: B1 understand, analyse and assess and critically evaluate political concepts, theories and key texts of social and political analysis and their effective application to central questions of course and module themes, issues and developments B2 apply appropriate concepts and theoretical and analytical perspectives and constructs of social science and Social Policy to the analysis of case studies of policy issues and problems B3 devise a research project involving independent study, the locating appropriate sources and analysising of relevant material relating to the academic study of politics, policy and society B4 communicate effectively both orally and in writing, locate, manage and use electronic and print based materials related to the relevant academic disciplines and, where appropriate, demonstrate appropriate team, network and systems skills of work placement in a specific voluntary or welfare organisation/setting

Teaching and Learning Methods

Lectures, interactive seminars, group work, individual and group presentations, individual and group tutorials, independent and supervised study and research, dissertation training and supervision, IT and e-Learn support and interaction, study skills and Personal and Development Planning (PDP) support for the development of appropriate academic and transferable employability skills. Case studies, primary source analysis and problem solving exercises are used to facilitate the development and application of knowledge, understanding and skills.

Assessment methods

A range of assessment methods is used to extend and demonstrate students’ learning, including essays, critiques, reports, exercises, case studies, individual and group projects, portfolios, workbooks, research plans, individual and group oral presentations.

C. Thinking Skills

Students will be able to demonstrate: C1 skills of analytical and critical thinking in relation to key themes, issues, developments and debates and perspectives of social and political analysis, and assess and evaluate the merits of competing interpretations and explanations of political and social issues and questions C2 understanding of and critical engagement with relevant wider literature, conceptual and theoretical issues and central debates and perspectives of social and political analysis C3 independent learning and research skills and the ability to identify, organise and evaluate relevant primary and secondary source materials C4 capacity to devise a focused research question and coherent research project involving independent study, location of appropriate sources and analysis of relevant materials of social and political analysis and, where appropriate, to critically reflect on both the distinction and collaborative relationship between social theory and practice

Teaching and Learning Methods

Lectures, interactive seminars, workshops, group work, applied scenarios and case studies, individual and group presentations, individual and group tutorials, independent and supervised

study and research, IT and e-Learn support and interaction, study skills and dissertation training and supervision.

Assessment methods

A range of assessment methods is used to extend and demonstrate students’ learning, including essays, critiques, reports, exercises, research plans, case studies, individual and group projects, portfolios, workbooks, individual and group oral presentations.

D. Other skills relevant to employability and personal development

Students will be able to D1 identify, collect and evaluate information from a variety of sources D2 undertake analytical and critical thinking and its appropriate application D3 effectively communicate and present ideas and arguments to others in oral and written form, utilising appropriate and effective presentational techniques D4 work both independently and as part of a team, displaying skills such as self, time and project-management, effective communication and negotiation in both an academic and, where appropriate, work experience setting

and

Lectures, interactive seminars, group work, individual and group presentations, individual and group tutorials, independent and supervised study and research, dissertation training and supervision, IT and e-Learn support and interaction, study skills and self-reflection on academic and skills progress and development through Personal and Development Planning (PDP). Case studies, primary source analysis and problem solving exercises are used to facilitate the development and application of relevant knowledge, understanding and skills.

Assessment methods

Essay and report writing, critical book and literature reviews, individual and group oral and poster presentations, exams (seen and unseen), extended research dissertation, formative assessment of the learning process and development through discussion and debate, group and other peer interactive work, individual and group tutorials, self-reflection and PDP and feedback through tutor, peers and learners.

13. Programme Structures* 14. Awards and Credits*

Level Module Code

Module Title Credit rating

Level 6 PO3991 PO3992 SP3990 SP3991 SW3801 SW3723 SW3802 PO3112

Politics Dissertation (Core) OR Politics Double Dissertation (Core) OR Social Policy Dissertation (Core) OR Social Policy Extended Dissertation (Core) OR Community Research Project (Core) (N.B. Students can opt to take a Double Dissertation module under certain conditions. If a student selects this route, they will take one fewer optional module) Social Theory: Textual Analysis (Comp) OR Critical Social Policy (Comp) Contemporary Anglo- American Political Philosophy

20 40 20 40 20 20 20 20

BA Honours Degree in Politics and Social Policy Requires 360 credits, including a minimum of 220 at Level 5 or above, and including 100 at Level 6 BA Degree in Politics and Social Policy Requires 320 credits, including a minimum of 180 at Level 5 or above, and including 60 at Level 6

PO3134 CJ3025 RB3005 HY3054 HY3059 HY3062 HY3063 HY3064 IR3001 SW3012 SW3017 SW3100 SW3105 SW3720 SW3721 SW3726 SW3728 SW3800

Continuity and Change in British Politics Terrorism and Security Political Islam and Islamic Movements India, Pakistan, and Afghanistan since 1947: International Conflict and Democracy African Nationalism and Independence, 1921-1982 A Place Apart? The Northern Ireland Troubles Kennedy, Johnson and the World: US Foreign Policy, 1961-69 Thatcher’s Britain 1979 – 1990 War, Ethics and Society Racism and Social Welfare Crime and Society Mental Health and Social Care Disability Studies Social Enterprise and Community Management Poverty, Homelessness and Supported Housing Youth Matters Gender Issues Applied Community Practice: Research and Development

20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20

Level 5 IR2101 IR2102 SW2041 SW2803 PO2110 PO2400 HY2084 HY2095 HY2099 SW2005 SW2018 SW2720

Globalisation: History, Theories and Approaches (Comp) Research Methods in International Relations and Politics (Comp) Comparative Social Welfare (Comp) Power, Oppression and Society (Comp) History of Political Ideas Radical Politics and Political Ideas in Modern Britain : From Lloyd George to Tony Blair The International History of Europe, 1914-1991 Cold War in Asia, 1945-89: History, Society and Conflict America and the World, 1898 -2001 Drugs and Society Race, Racism and Ethnicity

20 20 20 20 20 20 20 20 20 20 20 20

Exit Award: Diploma of Higher Education in Politics and Social Policy Requires 240 credits including a minimum of 100 at Level 5

SW2800 SW2801 SW2802

Health, Ageing and Social Care Working in Community Practice ; Research and Development Social Care: Theory and Practice Management, Markets and Delivering Welfare

20 20 20

Level 4 PO1101 PO1112 SW1804 SW1805 PO1109 SW1801

Power, Politics and the State (Comp) British Politics (Comp) Contextualising Welfare 1: The Development of UK Social Policy (Comp) Contextualising Welfare 2: Theories, Concepts and Issues (Comp) Global Politics ; An Introduction to International Relations Society in Focus: a Sociological Understanding +Elective Option

20 20 20 20 20 20 20

Exit Award: Certificate of Higher Education awarded upon completion of a minimum of 120 credits at level 4.

15. Personal Development Planning

PDP is embedded in the programme through a variety of reflective activities, including oral and written assignments and interactive feedback, interactive peer sessions, student-centred and student-led workshops, discussions and debates, group work and presentations, extensive e-Learn/Blackboard support for PDP, individual and group tutorials and other formative assessment outlined above. PDP is also delivered separately to the programme through extensive School of Humanities and Social Science PDP activities (via e-Learn/Blackboard). Academic Advisorials for students are also scheduled throughout programme. Please refer to additional PDP documentation for further information.

16. Admissions criteria

The University’s minimum standard entry requirement for degree-level study is a 12-unit profile the equivalent of two subjects at Advanced Level plus 5 GCSEs at Grade C or above.

Other acceptable qualifications include:

Scottish Certificate of Education Higher Grade

Irish Leaving Certificate Higher Grade

International Baccalaureate

BTEC National Certificate/Diploma in an appropriate subject level at least merit overall

Access to HE Diploma

Applications from people with relevant work or life experience and/or non standard qualifications

are welcome.

International Students (English Language Requirements): IELTS 6.0, or other international tests: TOEFL (Paper based) 550 and TWE of 4; TOEFL Computer based 213 and TWE of 4; TOEFL iBT 80+ (with 18 in writing subscore); Cambridge Advanced C; Cambridge Proficiency C; International Baccalaureate Standard Level (Grade 4 in English); London Test of English Level 4; TEEP 6.0; WELT CCC; Anglia Examinations Syndicate Proficiency-pass or better; City and Guilds English for Business; Communication-Level 2 First; Institute of Linguists Diploma in English for International Communication; LCCI Level 3; MELAB 78 or above; Trinity College (ESOL and ISE) Grades 10 and 11 or ISE III; ESB (International) All-Modes Examinations and the Lancashire English Language Examinations C1.

Specific entry requirements for this course are:

The minimum level of attainment required for entry to the start of standard courses leading to awards at first degree level is expressed in terms of UCAS Tariff Points. Please check the course website for the most up-to-date tariff requirements. 17. Key sources of information about the programme

University Prospectus

Course Handbook

University Website: http://www.uclan.ac.uk

School of Humanities and Social Science Website: http://www.uclan.ac.uk/facs/class/edustud/index.htm

http://www.uclan.ac.uk/courses/ug/politics.htm Tel. 01772 893090

Level Module Code Module Title

Core (C), Compulsory (COMP) or Option (O)

Knowledge and understanding Subject Specific Skills Thinking Skills

Other skills relevant to employability and

personal development

A1 A2 A3 A4 B1 B2 B3 B4 C1 C2 C3 C4 D1 D2 D3 D4

PO3991 Politics Dissertation or Core X X X X X X X X X X X X X X X X

PO3992 Politics Double Dissertation Core X X X X X X X X X X X X X X X X

SP3990 Social Policy Dissertation or Core X X X X X X X X X X X X X X X

SP3991 Social Policy Extended Dissertation or Core

X X X X X X X X X X X X X X X

SW3801 Community Research Project Core X X X X X X X X X X X X X X

SW3723 Social Theory:Textual Analysis or Comp

X X X X X X X X X X X X

SW3802 Critical Social Policy Comp X X X X X X X X X X X X

LE

VE

L 6

RB3005 Political Islam and Islamic Movements Option

X X X X X X X X X X X X

PO3112 Contemporary Anglo-American Political Philosophy Option

X X X X X X X X X X X X

PO3134 Continuity and Change in British Politics Option

X X X X X X X X X X X X X

CJ3025 Terrorism and Security Option X X X X X X X X X X X X

HY3054 India, Pakistan, Afghanistan Since 1947: International Conflict and Democracy Option

X X X X X X X X X X X X

HY3059 African Nationalism and Independence, 1921-1982 Option

X X X X X X X X X X

HY3064 Thatcher’s Britain 1979 - 1990 Option

X X X X X X X X X X X

HY3062 A Place Apart? The Northern Ireland Troubles Option

X X X X X X X X X X X

HY3063 Kennedy, Johnson and the World: US Foreign Policy, 1961-69 Option

X X X X X X X X X X

IR3001 War, Ethics and Society Option x x x x x x x x x x x x x

SW3012 Racism and Social Welfare Option X X X X X X X X X X X

SW3017 Crime and Society Option X X X X X X X X X X X

SW3100 Mental Health and Social Care Option

X X X X X X X X X X X

SW3105 Disability Studies Option X X X X X X X X X X X

SW3720 Social Enterprise and Community Management Option

X X X X X X X X X X X

SW3721 Poverty, Homelessness and Supported Housing Option

X X X X X X X X X X X

SW3726 Youth Matters Option X X X X X X X X X X X

SW3728 Gender Issues Option X X X X X X X X X X X

SW3800 Applied Community Practice: Research and Development Option

X X X X X X X X X X X X X X

IR2101 Globalisation: History, Theories and Approaches Comp

X X X X X X X X X X X X

IR2102 Research Methods in International Relations and Politics Comp

X X X X X X X X X X X X X X

SW2041 Comparative Social Welfare Comp X X X X X X X X X X X X

SW2803 Power, Oppression and Society Comp

X X X X X X X X X X X X

PO2110 History of Political Ideas Option X X X X X X X X X X X

PO2400 Radical Politics and Political Ideas in Modern Britain : From Lloyd George to Tony Blair

HY2084

The International History of Europe, 1914-1991 Option

X X X X X X X X X X

HY2095

Cold War in Asia, 1945-89: History, Society and Conflict Option

X X X X X X X X X X X

HY2099 America and the World, 1898 -2001 Option

X X X X X X X X X X

SW2005 Drugs and Society Option X X X X X X X X X X X X

SW2018 Race, Racism and Ethnicity Option X X X X X X X X X X X X

SW2720 Health, Ageing and Social Care Option

X X X X X X X X X X X X

SW2800 Working in Community Practice: Research and Development Option

X X X X X X X X X X X X X X

SW2801 Social Care: Theory and Practice Option

X X X X X X X X X X X X X

SW2802 Management, Markets and Delivering Welfare Option

X X X X X X X X X X X X X X

LE

VE

L 4

PO1101 Power, Politics and the State Comp X X X X X X X X X X X X X

PO1112 British Politics Comp X X X X X X X X X X X X X

SW1804

Contextualising Welfare 1: The Development of UK Social Policy Comp

X X X X X X X X X X X X

SW1805

Contextualising Welfare 2: Theories, Concepts and Issues Comp

X X X X X X X X X X X X

PO1109

Global Politics: An Introduction to International Relations Option

X X X X X X X X X X X X X

SW1801 Society in Focus: A Sociological Understanding Option

X X X X X X X X X X X X

Note: Mapping to other external frameworks, e.g. professional/statutory bodies, will be included within Student Course Handbooks

Your Tuition Fees include:

Scheduled course tuition, academic, technical and administrative support, use of course equipment and facilities.

Course related induction activities.

Course assessment and awards.

Access to the university’s library and online resources, including on-campus wifi, networked and remote access to the university’s virtual learning

environment,

Use of the university’s estate and resources for scheduled activities and learning support

Dissertation, project and/or thesis printing and binding where the submission of printed and bound documents is a requirement for assessment of

the module.

Use of the university’s technical equipment and materials identified by the course teaching team as essential for the completion of the course.

Items identified under your course name in Table One below:

Table One: Course

Year one Year two Year three

BA Sociology Away day for module SO2002

BA Children, Schools & Families

Course trips for example to a Mill, to Eureka. Initial DBS clearance

Additional optional opportunities listed in Table Two may be offered on your course.

The optional and extra costs listed in Table Two are not included within your Tuition Fees.

Table Two: Course

Optional costs NOT included in tuition fees

Estimated costs

BA British Sign Language and Deaf Studies

Optional field trip to Italy years one two or three

£225

BA Community Leadership (Top-Up)

VO3007 Global Community Exchange – Oman: students who choose to study this module pay £500 each towards the costs of the visit. VO3002 Leading a Community Project - Placement and Project Resources: students who choose to study this module pay £500 each towards the costs of the placement. VO3004 Practical Volunteer Management - Placement and Project Resources: students who choose to study this module pay £500 each towards the costs of the placement.

£500 £500 £500 Total = £1,500

Foundation degree in Community Leadership

VO1006 Volunteering and Community Action - Placement Accommodation expenses/Global Youth Solutions UK Conference year one VO1004 Community Culture - Glasgow Field Trip year one estimated costs £60. VO2001 Mentoring in the Community - Placement E-mentoring Project with Agadir Orphanage Centre year two estimated costs of accommodation VO2001 Mentoring in the Community - ILM Level 3 Award in Mentoring year two estimated costs accreditation.

£60 £200. £79.

VO2004 Volunteering in the EU - Field Trip to Brussels year two estimated costs travel and accommodation.

£149 Total = £479

BA Criminology & Criminal Justice

Optional trip to Auschwitz which may take place in years one two or three: estimated costs £275.

£275

BA Criminology & Sociology

Optional trip to Auschwitz which may take place in years one two or three: estimated costs

£275

BA Deaf Studies and Education

Optional field trip to Italy which may take place in years one two or three: estimated costs

£225

BA Public Services (Top-Up)

Optional Field Trip to Brussels year three estimated costs travel and accommodation.

£149

BA Religion, Culture and Society

Optional Field Trip to Budapest years one two or three estimated costs £150 travel and accommodation.

£150

MA Community Leadership

Cordoba optional field trip: estimated cost £300. ILM level 7 award: estimated costs £109

£300 £109 Total = £409

Additional optional costs may be incurred by some students.

These optional extra costs are not included within the Tuition Fees.

Optional items – all courses Estimated costs

Travel to course related work placements, work experience, voluntary work, or site visits (for example costs of petrol, business level

Variable depending on the distance travelled and the method of transport chosen.

motor insurance cover, taxis, train fares, bus fares etc.).

Library fines & charges Avoid these by returning on time or renewing books!

On time £0.00 0-8 days overdue £0.10-0.50 per day 9+ days overdue £0.50-£1.00 per day 40+ days replacement cost and administrative charges/account suspension

Costs of obtaining medical or other evidence to support applications for extenuating circumstance applications relating to assessments.

For example a medical certificate may cost from £10.

Fees for arranging and invigilating course examination(s) off campus are payable by the student (where permitted by course regulations and approved by course leaders)

£300

Printing of electronic books, journals etc.

Variable, but recommended academic text books often cost between £15-80 per copy, although some cost outside of this range.

Printing of reports, course materials and other course documents, which have been supplied or are available electronically or in hard copy in the library.

Estimated £0.10 per copy sheet

Living costs:

These are not included in tuition fees. You will need to budget for these separately. Below is an indication of some typical living costs, but everyone is

different and you are strongly advised to plan your own budget.

Typical items Estimated weekly costs lower range

Estimated weekly costs higher range

Accommodation: University Halls of Residence based on a 42 week contract. Private Halls of Residence (Living at home may reduce your accommodation costs)

£79.03 £70 (£0)

£107.83 £110

Food £20 £30

Internet connection (free wifi on campus, in university halls of residence and in some private accommodation)

£0 £12

Toiletries/Laundry £5 £15

Gas/electricity/water (included within university halls of residence costs and some private accommodation – check your contract)

£0 £20

Printing, copying, stationery. £2.50 £10

Travel expenses (vary by travel method & distance - on foot/bicycle, bus, train or car. If using bus or train check travel card / season ticket rates for savings). University halls of residence and a good selection of private accommodation are available either on campus or a short walk from campus.

£0 £40

Mobile phone or landline £2.50 £10

Books £5 £10

Leisure £5 £25

Total per week £110 £282

Total for 42 weeks (typical halls of residence contract)

£4,620 £11,844

Total for 52 weeks £5,720 £14,664

You may also need to budget for ‘one off’ or irregular costs

Typical items Notes

Bedding From £20

Clothes Costs vary depending on your needs

TV licence £145.50 per year

Insurances Varies depending on your needs

Computer/laptop/telephone Varies depending on model and whether new or second hand

Furniture, crockery etc. Furnished accommodation may include all your needs. Check what is included.