BA(Hons) International Relations and Peace Studies

Transcription

1 BA(Hons) International Relations and Peace Studies 2015/16 Award title BA(Hons) International Relations and Peace Studies Programme code(s) BIRPS Faculty Faculty of Health and Social Sciences School School of Social, Psychological and Communication Sciences

2 Leeds Beckett University Student Charter Working together for success Leeds Beckett University and our Students Union are committed to working in partnership with our students to ensure that our University is an inclusive, safe and engaging learning environment which is conducive to study for its students and work life for its staff. Our Student Charter sets out how we aim to achieve this by working together to understand and fulfil our commitments to one another. Our Student Charter has been produced jointly with the Students Union and we will review it, together, every year. Our University s Vision seeks to put students at the centre of all our activities and this Student Charter is a contribution towards that goal. The Leeds Beckett Student Charter is not a contractual document, but provides a guide to what members of the Leeds Beckett Community can expect of each other in terms of engagement and behaviour. We work to shape and sustain a supportive, safe, inclusive community for active learning and the building of skills for life. We will Work together within a progressive, independent, and active environment which promotes lifelong learning. Support a culture of personal and academic resilience. Collaborate to build partnerships for learning. Work together to sustain our bold, industrious spirit. We forge an environment which builds trust, accountability and transparency. We will Maintain mutually respectful codes of behaviour. Promote the availability of information and support for all. Ask each other for help when we need it. Be honest, clear and assertive with each other. Use the means available to give a compliment, raise a concern or make a complaint. Take advantage of opportunities for formal and informal learning. We foster inclusive academic, cultural, social, emotional and creative development for all. We will Share an exciting and challenging curriculum which is contemporary and relevant. Promote a culture of critical enquiry and rigorous scholarship. Support participation in extracurricular opportunities which enhance career and personal development Enable one another to plan, develop, and drive forward our individual educational and career goals. Acknowledge and celebrate our joint and separate successes. We are responsible, diligent, reliable and considerate in our academic and professional actions and behaviours. We will 2

3 Act with academic integrity. Listen to, and respect, differing perspectives, including those from different cultures and backgrounds. Work together within a positive collaborative learning and working environment, wherever, and however, we engage. Take care with our personal and professional digital identity and recognise the impact it may have on us and others. We seek active engagement, feedback and participation in the issues that affect us. We will Work together to enhance our experience of our University. Collaborate to promote learning and support enhancement, through mutual reflection and feedback. Build partnerships to enable our University communities to engage with our external stakeholders. Support the development of courses which prepare our graduates to be ready for work, ready for life and ready to seize the opportunities that lie ahead. Use our knowledge of local and world issues to strengthen our global outlook and build a sustainable environment for a thriving future for all. 3

4 Our Student Entitlements As a full-time or part-time campus-based undergraduate student you are entitled to: 1. Access online learning materials and resources for every module through a virtual learning environment and have access to the resources and information of an up to date library. 2. Opportunities for on-going feedback on your work and progress towards your assessments in every year of your course. 3. Participate in a course induction, which will be provided at the beginning of each year of your course. 4. A meeting with your personal tutor once per semester. [All new and first year students will be invited to a meeting with their personal tutor within four weeks of the start of their studies]. 5. A course that has been informed in its development by external stakeholders (e.g. employers, professional bodies). 6. Participate in Personal Development Planning within the context of your course. 7. Have the opportunity to engage in embedded activities within your course which develop and enhance your graduate employability and lifelong learning. 8. Receive clear dates at the beginning of each module about your assessment, submission dates, when and how you receive formative feedback on assessment during every module, and how you will receive feedback on marked assessments within the 4 week feedback period. 9. Receive clear and easy to understand information about your course and the services available to you. 10. Be engaged, via your course student representative, in your course review, evaluation and development processes. 11. Have your questions to our University s services responded to within the advertised timescales in our corporate service standards. 12. Normally be given your course timetable no later than four weeks before the beginning of each semester. 4

5 Contents 1. Welcome to the Course Studying on this Course Assessment and Feedback Where to Get Help What to do if you Relevant Policies

6 1. Welcome to the Course 1.1. Message from the Dean Welcome or welcome back! Whether you are starting your course or returning to continue your studies, I hope you will really enjoy and value your experience over the coming academic year. Your time at our University can and should be positively life-changing. We are firmly committed to helping you gain as much as possible from your Leeds Beckett experience, something that was recognised through our University recently achieving Customer Service Excellence accreditation. We will support your learning through our staff and use of our excellent facilities, but you will need to put in some hard work too! The Faculty of Health and Social Sciences is proud of our reputation for innovation and excellence in the quality of our courses which span a wide range of professional and academic disciplines in health, social care, the social sciences and related subject areas. At all times we aim to be student-centred and value your feedback. We like to receive feedback on the things you enjoy and that you think we do well, but also want to hear from you when you think there are ways in which we can improve your experience. You can provide feedback in many ways including through your course representatives and through feedback to your tutors and course leader, as well as module evaluations and end-of year student surveys. We continue to work closely with employers and professional bodies to review and enhance our courses, ensuring these remain relevant to meet the high standards expected for employment and/or for entry to your chosen profession. Our courses place an important emphasis on improving your employability and most incorporate work-related placements or other forms of work-related learning. Our approaches to teaching, learning and student support are designed to assist your learning. You are likely to experience a variety of teaching approaches including lectures, group-work, technology enhanced learning and work-related projects, supported by access to individual tutors. We also use a variety of different methods of assessment and aim to provide you with prompt feedback on your assessed work that will be helpful for your future learning. Our library never closes, being open 24/7, 365 days a year with excellent on-line access and support available. Over the coming year you may notice some continuing building work in the Calverley and Portland Buildings of City Campus. This is part of the next phase of a programme of refurbishment already completed for Floors Those of you who have already experienced learning in our specialist teaching facilities will know that the temporary inconvenience of the building work is well worth the wait. We will do everything possible to minimise any disturbance caused by the remaining building work to the lower floors. I wish you well and hope you have a very enjoyable and successful year Professor Ieuan Ellis, Dean and Pro Vice-Chancellor Faculty of Health and Social Sciences 6

7 1.2. Message from your Course Leader This handbook provides you with information that you will need to succeed on your course. You should find it helpful when you first start, when you are preparing for assessment and at any time that you need help or advice in connection with your studies here. You will also receive a module handbook for each module you study on your course. The course team is looking forward to working with you this year and we hope that your time studying with us at Leeds Beckett University is both enjoyable and successful. On behalf of our University and the whole course team I would like to wish you well in your studies. Dr Rachel Julian Course Leader BA International Relations and Peace Studies 7

8 1.3. Academic Calendar Our standard student academic calendar is summarised below: Week Commencing Monday Student Calendar Bank Holiday Student Welcome and Induction Week Semester 1 Teaching Starts UG Christmas Break Formal Examinations Period Student Welcome and Induction Week Semester 2 Teaching Starts UG Easter Break Bank Holiday TBC Semester 1 Reassessment Period Bank Holiday Formal Examinations Period Spring Bank Holiday TBC Semester 2 Reassessment Period (Exams) TBC Semester 2 Reassessment Period (Coursework)

9 Full details of this and future standard student academic calendars are available at: Once you have enrolled, you will have a student login. You can then find confirmation of your personal timetable by selecting the appropriate link after logging on the Student Hub from Key Contacts Course Leader The Course Leader for the Undergraduate programme is Dr Rachel Julian. Rachel is responsible for the overall operation of the group, the coherence of the undergraduate programme and its administration and works in collaboration with the Course Team, Student Administrator and module leaders. You should see Rachel about matters of academic delivery across the programme which are beyond the scope of an individual module leader. Rachel can be contacted at [email protected] Dr Rachel Julian. Room CL [email protected] Tel: Personal Tutor All students are allocated to a dedicated personal tutor who is the first point of contact for non-academic/module related pastoral support. You will meet your personal tutor at least once every semester, to review progress and identify support needs. Prior to these scheduled meetings you should reflect on and be prepared to discuss your progress, and any concerns that either you or your personal tutor have in relation attendance or general performance. In addition to the scheduled meetings you should contact your personal tutor if there are any issues that are affecting your engagement and progress within the course. Student Liaison Officer In addition to the pastoral support within the Course Team, there is a Faculty Student Liaison Officer that provides a link between course teams and students. They can provide support in non-academic areas and advice on how to access services within the University. They can be contacted via the Faculty Helpdesk - Calverley Building G03, at [email protected] or phone Tel: Course Representative Our University is committed to ensuring that the views of students are heard and responded to. This is partly achieved through course-level student academic representatives (STARs), which are recruited across all courses. 9

10 The academic regulations require each course to conduct an annual review of performance, through monitoring and review meetings. STARs should be invited to these meeting, which should be scheduled in order to encourage STAR participation. Prior to this meeting a focus group should also be convened to enable all students within a year group to discuss their experiences, thus providing STARs with valuable feedback to report to the monitoring and review meetings. Faculties, with the oversight of the Governance and Legal Affairs team, are responsible for recruiting STARs in accordance with centrally devised targets. Courses with fewer than 50 students in a year group recruit 1 or 2 students to act as STARs. Year groups of over 50 students recruit between 2-4% of the cohort. Details about being a Course Representative are available at and on the Students Union website In PAGE we will invite Course Reps to a meeting in Weeks 4 and 11 of each semester. Student Administrator Brionny Fox is the student administrator responsible for the administration of this course, including matters relating to the enrolment, awards, progression, attendance and mitigation. If you have any queries related to these issues, Brionny Fox, CL615 [email protected]. Tel: Tel: Course Administration Team The individual student administrators work within the wider course administration team for the School of Social, Psychological and Communication Sciences. Lizzi Kijewski is responsible for overseeing this team and can be contacted at [email protected] if you would like to raise any queries or issues related to the administration of your course. Academic Librarian Academic Librarians provide tailored information and literature searching sessions to students as part of their courses and also offer one-to-one appointments for students and staff. Each Academic Librarian has a subject specialism and is responsible for evaluating electronic information sources, as well as providing training and tutorials. All new students are offered an induction session and follow up information skills teaching complemented by online guides, web pages and online tutorials to inform students of relevant resources and activities to support their programme of study. If you have any queries in relation to the resources for your course, you should contact the academic librarian for your course at the Library Helpdesk. Your academic librarian is Kirsty Bower. 10

11 1.5. Keeping in Touch Academic and administrative staff at our University use your student address to contact you. It is important that you check this account regularly. You can forward s from your student address to a preferred personal address. However quarantine and spam filters needed by our University mean that s sent from external addresses may be delayed, blocked or deleted. It is therefore important that your student address is the only address that you use to contact University staff. You can find how to forward your student address to a preferred personal address or mobile device from: We will inform you of cancelled classes / activities / course notices as soon as possible. We will inform you through announcements on MyBeckett, which get ed to you, and by , to your student address. For each module, the module handbook will include the preferred method of communicating general information about that module to you. Please make sure that you inform your course admin team whenever you change your address and contact details. It is important that you also update your records yourself. You can do this via the My Account/Update my Data tab on MyBeckett.This will ensure we can always contact you in an emergency, and that you receive any important University communications that we may need to send you. 11

12 2. Studying on this Course 2.1. Programme Specification The programme specification is a concise description of your course's aims and objectives and how you will be taught and assessed to achieve the required learning outcomes. It includes information on course structure and the maintenance of academic standards. The full programme specification for this course can be found in appendix A of this handbook. Course Structure The course structure outlines the modules that will be delivered on this course. Full details of the structure for this course can be found in the programme specification (appendix A). Course Learning Outcomes All courses are benchmarked against the Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies (FHEQ-DAB). The FHEQ-DAB can be viewed on the Quality Assurance Agency website: For more details on the Course Learning Outcomes specific to this course please view the programme specification. 2.2 Course Resources The programme specification specifies the physical and online resources available to students on this course. 2.3 Additional Activities/Recognition You will have opportunities to gain recognition during your time at Leeds Beckett University for the extra activities you do in addition to your studies, including volunteering, student societies, playing in our University sports teams and being a Course Representative. 2.4 Graduate Attributes All graduates from our University will be enterprising, digitally literate and have a global outlook. These three graduate attributes are developed with specific, appropriate emphasis in each course and you will be assessed about each of them at every academic level. They will provide you with capabilities which are essential for your employability and wider life as you move on from your studies here. A summary of how the development and assessment of graduate attributes for this course are provided in the programme specification. 12

13 2.5 Work-Related Activities The programme specification outlines what work-related activities are associated with this course. See the Programme specifics for details. 2.6 Opportunities for Graduates The programme specification includes details of any accreditations, career paths, further study options and other opportunities for graduates. 2.7 External Examiner The External Examiner assures that you are assessed fairly in relation to other students on the same course and also the standard of your own award in relation to students in other higher education institutions nationally on similar courses. The details of the External Examiner for this course are as follows: Dr Stephanie Kappler, Liverpool Hope University and Dr Stephen Hurt, Oxford Brookes University Your Student Administrator can provide details of the External Examiner s report on request. Further details on all External Examiners report can be located here: 13

14 3. Assessment and Feedback 3.1 Assessment Assessment Strategy Information on the various methods of assessment can be found in the programme specification (appendix A). University Assessment Regulations Our University s assessment regulations are contained within the Academic Principles and Regulations (sections C3 and C4 in particular). The regulations are available at: Assessment Schedule Please note the exam/assessment periods in the academic calendar (see Section 1) and make sure that you are available during that period. Examination The examination schedule can be found in the Module Handbook and on the relevant module of MyBeckett Coursework The coursework assessment schedule can be found in module handbooks and on the relevant module of MyBeckett Submitting Assignments All written assignments will be submitted via Turnitin, which is the plagiarism software used to check the originality of all written submissions. The Turnitin facility is accessible via the individual module s MyBeckett site, and by submitting online students are agreeing to the University s assessment regulations. In addition some modules may require a hard copy to be submitted, in which case you will be informed by the module leader. The submission point for hard copies is the Course Administrators Office in Calverley 615. The dates for submission will be in the module handbooks and on the module MyBeckett sites. It is important that you keep copies of all work submitted until after you have graduated. You should also keep any receipts confirming the submission of assignments. In the event of your submitted work being lost you may be required to produce a copy of the work and submission receipt. If you are unable to do so, your work will not be marked. It is important to note that submitting all assignments is a requirement of your course. Should you experience extenuating circumstances which prevent you from submitting on 14

15 time please make yourself aware of section 3.6 of this handbook. Without any form of extenuating circumstances, standard penalties apply for late submission of assessed work. These range from 5% to 100% of the possible total mark, depending on the number of days late. Full details (section C1.5) of the penalties for late submission of course work are available at: Giving your Feedback about this Course We are keen to work with you to enhance your course. Opportunities for you to feedback to us formally include: course meetings, end of module evaluation, mid module review, internal student experience surveys, Course Rep forums (through MyVoice in MyBeckett), the National Student Survey and other student surveys. Informal feedback is also welcome at any time either via your personal or module tutor or via your Couse Representative. 3.3 What Happens with your Feedback about this Course? Your feedback helps us to continually enhance this course. You can find out what actions have been taken in response to your feedback through your Course Representative, the Students Union, your tutors or through the Library. Your Faculty also provides updates on action taken through the Better Beckett posters prominently displayed around our University. 3.4 Getting Feedback on your Assessed Work Our University has committed to a four week turnaround for feedback. Each module handbook will provide you with specific guidelines on the turnaround for feedback. The programme specification explains how feedback will be provided on both formative and summative assessments (see appendix A). 3.5 How do I Get my Results? Assignment grades and feedback are available on MyBeckett for each module, unless the module leader gives alternative feedback mechanisms for an assignment, which will be clear in the module handbook. Results from module assessments and decisions on progression to the next level or awards (if you are in the final level) are available on the Results Online system from: Results will only appear within Results Online five working days after the date of the Board of Examiners meeting (the meeting where your end of year outcome will be decided) or the Examination Committee meeting (the meeting where modular outcomes are decided). If you are unsure about when you might receive your results or have queries relating to your results, you should contact your Student Administrator. 15

16 3.6 Extenuating Circumstances and Mitigation If you are experiencing problems which are adversely affecting your ability to study (called 'extenuating circumstances'), then you can apply for mitigation. The University operates a fit to sit / fit to submit approach to extenuating circumstances which means students who take their assessment are declaring themselves fit to do so. Examples of extenuating circumstances include personal or family illness, bereavement, family problems or being a victim of crime. Further guidance on extenuating circumstances and mitigation can be found at: To get advice please see your module leader, personal tutor or course leader. All students must apply through the link above, and specific information on the process is available from student administrators. The University has a centralised process for mitigation and you must apply on the forms and submit evidence for your request to be considered. Late Submission Without any form of extenuating circumstances, standard penalties apply for late submission of assessed work. These range from 5% to 100% of the possible total mark, depending on the number of days late. Full details (section C1.5) of the penalties for late submission of course work are available at: Re-assessment If you have not passed a module at the first attempt you will be eligible for re-assessment. You will need to make sure you are aware of the relevant re-assessment process (e.g. whether it is coursework, an examination, a presentation or other form of assessment / when it will take place / what the deadline is). You cannot progress to the next level of your Course if you fail to submit any assignments. If you miss an assignment, or need to be reassessed, you will find the details on the MyBeckett page for the relevant module. You will be advised via Results Online of your options for reassessment. You are advised to contact your Module Leader, Course Leader, or personal tutor for any necessary clarification. 3.8 Student Appeals If you feel that you have in some way been disadvantaged during your studies and this is reflected in your results, then you may have grounds for an academic appeal. After your results are available on Results Online you have 15 working days to submit a request for an appeal hearing. You will find the information you need, including grounds for 16

17 appeal, when and how to appeal and frequently asked questions at: You are strongly advised to seek guidance from the Students Union Advice Service on whether you have grounds for an appeal and the completion of the paperwork see Section 4 for Students Union Advice Service contact details. 3.9Academic Integrity Our University wants to give you credit for your learning and for work which you have done yourself. Unfair practice occurs when you have not done the work yourself. Any attempt to gain an unfair advantage, whether intentional or unintentional, is a matter of academic judgement and may be considered to be unfair practice. Examples of unfair practice include, but are not limited to cheating, plagiarism, self-plagiarism, collusion, ghostwriting and falsification of data. Definitions of these offences and the serious consequences of unfair practice can be found in our Academic Principles and Regulations, Section C9: Academic Integrity: There are a range of resources available to help you understand what is and what is not permitted and how to use other people s ideas in your assessed work. These include the Skills for Learning website which can be found at If you are unsure on how to reference your work correctly please seek advice from your tutors or access the Skills for Learning resources online (see section 4). 17

18 4. Where to Get Help 4.1 Personal Tutors Your personal tutor will be an academic member of staff who teaches on your course. Your Course Leader will make sure that you are given the name and contact details of your personal tutor at the beginning of each year, usually in your course induction. Normally, your tutor will aim to follow you right through the duration of your course. Your personal tutor has an important role to play in supporting you in academic and personal matters while you are studying on this course. The meetings will include discussion about career aspirations, your course, your progress, and your academic results. You may want to set objectives for academic and life goals which you can store on your e-portfolio. Personal tutors are not trained counsellors and will signpost you to other University services if they can t help you. These services may, for example, be the Students Union, the counselling service or the student hub. In the first year your tutor will probably initiate communication to set up the meetings at a mutually convenient time, but later in your course it should be your responsibility to set up the meeting. If you ask information to be kept confidential it will be and a note will be kept securely in your University notes with an indication of who can access the information. You are entitled to have one meeting per semester with your personal tutor in each year of your course. But your personal tutor may ask you to come to see them more frequently and you should feel free to contact them if you need to see them urgently. Please see Section 6 for details of our personal tutor policy. 4.2 Student Hub If you have any questions about or problems with life at our University, the first place to call, or pop into is the Student Hub. The team can help with a broad range of enquiries including: funding and money advice, being an international student, disability, counselling and wellbeing support, student cards, accommodation, fee payments, support from the Students Union, how to access on-line services, getting help with your CV, preparing for an interview, careers guidance and getting a part-time job. Details of these and other services are available at There is a Student Hub on the ground floor of the Rose Bowl at City Campus and one also in Campus Central at Headingley. Our telephone number is and our address is [email protected]. We work closely with Faculties, the Students Union, all University Services and external organisations to make sure that if we don t know the answer to your question we will know who will. 18

19 You can also use 'my Hub' which is an online resource available 24/7 where you can access information and guidance about a range of services, register and make appointments with Services, register for workshops and employability tutorials, search for job vacancies and use a range of careers resources. 4.3 Disability and Dyslexia Support Disability Support is available from the Disability and Dyslexia Centre. The Disability Advisers will work with students to ensure support is provided to meet their individual needs: Disabled students can also access the Disability Resource Areas in each library and the support provided by the Library Learning Support Officer, more information is available at Library Help The Library There are two Libraries at Leeds Beckett, Sheila Silver at City Campus and Headingley Library, both open 24/7, 365 days a year. You can use either Library, although the book stock reflects the courses taught at each campus. The website (library.leedsbeckett.ac.uk) also provides access to thousands of resources and information about Library services Academic Librarian Your academic librarian (see Contacts in Section 1) liaises with your lecturers to ensure physical and electronic information resources for your subject are available. They are available to support you personally and will work with you throughout your time here to help you develop information and digital literacy skills. Skills for Learning Skills for Learning provides a wide range of web resources and publications on topics including plagiarism, group skills, research, maths, Harvard referencing, essay writing and time management. Information about workshops and one-to-one tutorials can be found at Help and Information Points If you have any questions about using the library or concerns about IT, such as logging-in, printing or using our various software packages you can get help: from the Help and Information Point on the ground floor of each library 19

20 online: library.leedsbeckett.ac.uk/contact-us by phone (including 24/7 IT support). Library Website The Library s website ( provides access to thousands of resources and information about Library services. You can also access key services via your smart phone or tablet. Distance Learners If you are registered on a distance-learning course, you may be eligible for the Library s Offsite service. This offers help with accessing electronic resources, access to other libraries, postal book loans and journal article supply. See the Library website for details of eligibility and more information. MyBeckett MyBeckett, the portal and virtual learning environment, is the gateway to all the information you will need to support your studies during your time at University. It provides access to your modules and timetables; your account; your personal storage area on our University IT servers and a wide range of other information. 4.5 Students Union Advice Service The Students Union advice service offers free, independent and confidential advice and representation to students. Professional advisers are employed directly by the Students Union to represent your interests even if you are in dispute with our University. Advice is available on a large number of issues, for example: Academic Problems including: mitigation, complaints, appeals, disciplinary procedures & academic misconduct. Housing Problems including: disrepair, problems with your landlord, checking your tenancy agreement before you sign. Money Issues including: problems with your student loan & Debt Health and Wellbeing. Tel: (0113) [email protected] 20

21 There are full details of all services available at: 5. What to do if you 5.1 are absent for more than one day You must notify your Student Administrator if you are absent for more than one day (for example for an interview, emergency unforeseen circumstances, or for compassionate leave). If you are going to apply for mitigation you will need to provide written evidence of the reason for your absence (see section 3). International Students Please be aware that our University fully complies with United Kingdom Visas & Immigration (UKVI) policy at all times. There are legal reporting requirements for all students in the UK on a Tier 4 student visa, and full attendance is mandatory for all Tier 4 students. Failure to meet UKVI attendance requirements could lead to your academic sponsorship being withdrawn and your visa being revoked. Tier 4 students need to be aware of their responsibilities whilst in the UK, please see for full information. For up to date information about visas, immigration issues and other matters relating to international students, please contact the International Student Advice Centre at [email protected]. 5.2 are ill If you are absent because of illness for more than seven consecutive days (including weekends), you must provide us with a Fit Note. You can hand in or send a Fit Note to your Student Administrator. Further information is available in the General Regulations (section 6) at: If you are absent through illness on the day of an examination or assignment deadline and you intend to apply for mitigation, you must also provide us with details and any available evidence as soon as possible. Contact your Student Administrator to get a copy of the appropriate extenuating circumstances form. For more details on mitigation please visit 21

22 5.3 have a comment, compliment or complaint We are committed to providing a high quality experience for all our students. We welcome comments and compliments from students, and find them valuable for on-going improvements to our provision. Comments and compliments about your course can be raised with your course representative or directly with your personal tutor. If you have a specific complaint about an act or omission of our University, you may be able to make a complaint under the Student Complaints Procedure. In the first instance, you should raise the matter as soon as possible with the member of staff most directly concerned, or with the person who can best resolve it. If this does not resolve the matter, or if the complaint is too serious to be addressed in this way, then you should make a formal complaint in writing. Information about how to make a complaint, including the student complaints procedure and a complaints form, is available online at: are considering withdrawing from the course If you are considering withdrawal from your course you should speak to your personal tutor, a member of staff at our Student Hub or the Students Union to discuss your reasons. If there is a problem, University or Students Union staff may be able to help. It may be possible to arrange suspension of studies from your course. If you are considering withdrawing, permanently or temporarily, you must complete a withdrawal form. This form must be submitted as soon as possible to your faculty office as withdrawals cannot normally be backdated. For further details see General Student Regulations at: 22

23 6. Relevant Policies 6.1 Student Charter Our University and Students Union recently agreed upon the Student Charter which outlines what is expected of students of Leeds Beckett University and what students can expect from our University. The most recent version of our Student Charter is at: Student Entitlements Our student entitlements, listed at the front of this handbook, will help to ensure the student charter is embedded as part of our approach to providing a good quality, consistent learning experience for all our full-time and part-time undergraduate students. 6.3 Personal Tutors You are entitled to have one meeting per semester with your personal tutor in each year of your course. See Key Contacts in Section 1 for details of how to contact your personal tutor. See Section 4 for an overview of the support you can expect from your personal tutor. You can find full details of our personal tutor policy from the Student Hub webpages: Safety, Health and Wellbeing Policy Statement Our University is committed to providing a vibrant, ethical and sustainable working environment that values wellbeing and diversity. This commitment exists alongside our wider legal and moral obligations to provide a safe and healthy working environment for our staff, students and members of the public who may be affected by our activities. There are further details at (see H - Health and Safety Policy Policy Statement). Smoking No smoking is permitted in any of our University buildings, this includes the use of vapour cigarettes (or other similar devices); if you do smoke outside our buildings please make sure that you stand at least five meters way from building entrances and boundaries. Use of Laptops within our University If you need to charge your laptop battery, please make sure that the battery charger/lead are undamaged, and only plug it into a designated power socket if you are unsure of where 23

24 these are, please ask a member of staff. Please make sure your battery charger cables do not create a trip hazard. Fire Safety Procedures Fire information is present on Fire Action Notices displayed in all our University buildings. These are normally present in corridors. Please read and follow the instructions. All fire exit routes are clearly identified. You should familiarise yourself with the location of fire exit routes and fire assembly points for the buildings that you may use in the course of your studies. If you discover a fire, you should sound the alarm by operating the Fire Alarm Call Point. You should report the circumstances and site of fire using the emergency number indicated on the Fire Action Notice. Do not tackle the fire unless you have been trained to do so. Evacuate the building to the fire assembly point indicated on the Fire Action Notice. Do not re-enter the building until officially authorised to do so. On hearing the Fire Alarm, everyone should proceed calmly to the nearest available safe fire exit, as indicated by the green and white fire exit signage. Take appropriate action to assist visitors and mobility-impaired persons or wheelchair users to a safe refuge. Upon exiting the building, continue on to the fire assembly point so as not to impede the remaining evacuees exiting the building. Evacuation is practised through fire drills. However, you should regard any continuous sounding of the alarm as a fire incident and act accordingly. Disabled Students You are expected to declare any disability that would affect your safety in the event of a fire, e.g. hearing impairment or the use of a wheelchair. If you are referred to the Disability Adviser, a Personal Emergency Evacuation Plan (PEEP) will be developed for you as appropriate. Disabled students must declare their disability, to the University, for it to be taken into consideration. You can find further information about the support available to disabled students studying at our University and contact details on our website: First Aid First Aid Notices (green and white) are displayed in all University buildings alongside the Fire Action Notices (predominantly blue and white) and alongside, or adjacent to, each First Aid 24

25 box. First Aid Notices provide all the information you may require to seek and summon assistance. First Aider contact details can also be obtained from the Student Hub or from Security: City Campus, internal ext or Headingley Campus, internal ext Accident and Incident and Reporting All accidents and incidents and dangerous occurrences, must be reported to, and recorded by University staff. Accident report forms (HS1) are available at faculty reception offices, Security and Student Hubs. Infectious Disease Campus-based students who have been diagnosed with a serious infectious disease such as TB, measles, meningitis or chicken pox should notify their course leader or administrator as soon as possible giving information regarding which groups of students (and/or colleagues and clients on placements) you have been in contact with and when. For diseases such as TB or meningitis, the West Yorkshire Health Protection Team may also wish to speak to you (or your family) to determine if others require screening or medication. You should follow advice given by the hospital or your GP about when it is safe to return to University. 6.5 University Regulations There are two sets of regulations you need to be aware of, The University Academic Principles and Regulations and The General Regulations: Leeds Beckett University Students. The Academic Principles and Regulations relate specifically to your studies and your course. They cover issues such as assessment, progression and award requirements amongst a range of other issues. The General Student Regulations deal with a range of issues which apply to all students of our University. 6.6 Academic Principles and Regulations Our University Academic Principles and Regulations can be found at: You should familiarise yourself with the Academic Principles and Regulations. The following sections are of particular relevance to your course: Assurance of Academic Standards: Assessment (C1) Achievement of Credit (C2) Student Progression (C3) 25

26 Conferment of Awards (C4) Management of Assessment (C5) Conduct of Assessment: Coursework and Other Assessed Work (C6) Administration and Conduct of Examinations (C7) Written Examinations: Regulations for Candidates (C8) Academic Integrity (C9) Disabled Students (C10) Boards of Examiners and Examination Committees (C12) Disclosure of Assessment Results (C14) Extenuating Circumstances and Mitigation (C15) Request for an Appeal Hearing (C16) The Students Union Advice service ( is able to offer advice and guidance on how to understand and use the Academic Principles and Regulations. Where students are undertaking any form of research project, reference should be made to the Research Ethics Policy and Research Ethics Procedures which can be found at: General Regulations The General Student Regulations are available at the following web link: You should familiarise yourself with the student regulations relevant to you. 26

27 Appendix A Programme Specification Qualification Summary Target Award Title & Level BAH International Relations & Peace Studies L6 Contained Awards BA International Relations & Peace Studies L6 DIPHE International Relations & Peace Studies L5 CRTHE International Relations & Peace Studies L4 Mode of Study & Standard Course Length Full Time 3 Years Location City Campus Faculty HSS School RG Programme Code BIRPS Part Time 6 Years Details of Professional Body Accreditation N/A Approved Exemptions to Academic Principles and Regulations The BA (Hons) International Relations & Peace Studies adheres to the University Academic Principles and Regulations. About Your Course Overview and Aims This award will be based in Politics and Applied Global Ethics (PAGE). It provides a distinctive curriculum designed to challenge orthodoxy in International Relations and Peace Studies against the premise that orthodox approaches are failing to address the most pressing contemporary challenges. Students are encouraged to develop their personal effectiveness and commitment to progressive change for a more socially just and environmentally sustainable world, alongside their subject knowledge and analytical capacity. PAGE takes a holistic approach to global issues of importance for the future of humankind. Our vision and values are encapsulated in the words of our title: By Political we mean focussed on common problems, collective and negotiated solutions, grounded in historical and theoretical insights. By Applied we mean focussed on real world problems and solutions. This extends from our research output and curriculum to the skills of our graduates, who will not only engage in critical academic thinking, but will be able to work within their environment to make a difference, whether this be through employment, entrepreneurship, activism or public life. By Global we mean focussed on global issues such as peace and conflict, climate change, poverty and fairer, more equitable societies; and also in the sense of the universality of our approach from individual to society, in our personal and professional lives, and from local to global communities 27

28 By Ethical we mean questioning the underlying assumptions and values behind our decisions and actions, and exploring notions of justice, responsibility and accountability in our practice. This course combines Undergraduate study in the inter-related academic disciplines of International Relations and Development Studies. The curriculum and teaching approach across the course reflects the core philosophical position which underpins the entire SAGE UG Programme. Broadly speaking, the core philosophical position underpinning the UG Programme is that there is an inter-related set of dynamics at the international level (which can be studied from the perspective of the SAGE curriculum strands) which make progressive change necessary but not inevitable. Building on this, the philosophy of the UG Programme is first that students need to be able to cope at an individual level with the challenges that will be thrown up by these dynamics, such as for instance an ability to take charge of their own learning in the future and to be comfortable in inter-cultural communication. Second, the UG Programme aims to help students to challenge conventional wisdom, distinguish the key problems and understand where innovative solutions are necessary by identifying where existing theories and ways of thinking have either failed or are part of the problem. Course Structure Level 4 Building on the progression logic laid out in Box 36: In the IR curriculum key concepts at Level 4 in the Introduction to World Politics module include the notion of sovereignty and how the way that states relate to each other have changed over time. Students are also introduced to the idea that non-state actors are playing an increasing role at the international level and they are introduced in outline terms to key global institutions and the notion of globalisation. Political Movements and Ideologies which provides students with an introduction to key theoretical concepts and building blocks such as liberalism, socialism and feminism. In peace studies students are presented with a range of historical and current political, sociological, spiritual and ethical positions on violence, security, war and conflict transformation. These are identified and explored through aspects such as structural violence; arms races; deterrence theory; technological developments and climate change. Issues such as the ethical considerations and implications of Just War Theory and Humanitarian Intervention are introduced as are current paradigms associated with war, conflict resolution and peace including the War against Terrorism, the Revolution in Military Affairs, Full Spectrum Dominance and the developing challenges of space militarisation and cyberwarfare. Semester 1 Core (Y) Semester 2 Core (Y) Y Introduction to Peace and Y Introduction to World Politics Conflict Studies Y Political Ideologies and Y Challenge of Development Politics, Ethics and Justice Y Movements Introduction to Political Economy Level 5 Building on the progression logic laid out in Box 36: In International Relations the Understanding International Relations module provides students with an introduction to the first and second debates between liberal and realist theories of IR, the English school and Marxism, constructivism, post-modernism, Neo-Gramscianism and Islamic and Confucian ideas. This is contextualised in discussions about methodological development in social theory. Theory is also explored through the Understanding Security module which progresses from state centric security through critical security studies to the notion of human security and the Y 28

29 Environment and World Politics module which looks at contemporary theoretical approaches to resolving collective environmental problems at the international level. In peace and conflict studies the Theories of Peace and Security module requires. students to reflect upon how and why the current paradigms impact upon states, communities and individuals. Students explore the structure and practices of so called peaceful societies ; ideas of non-violence and civil resistance, dissent and political blow-back as approaches to creating nonviolent social change. This is augmented by the Understanding Conflict Resolution module which provides students with an introduction to conflict resolution ideas in abstract, laying the foundation for more applied work at Level 6. Semester 1 Core (Y) Semester 2 Core (Y) Understanding International Y Environment and World Y Relations Politics Understanding Security Y Understanding Conflict Y Theories of Peace & Security Y Resolution Advanced Surveillance (Elective) Introduction to Marx & Marxism (Elective) Sociology of Gender (Elective) The Politics of Human Rights (elective) N Level 6 At level 6 the curriculum emphasis is on contemporary issues and problem solving. For example, in International Relations the module Governing Globalisation deepens students understanding of theoretical models of cooperation and problem solving at the international level and applies these to key global issues (such as trade, finance, security, regional integration), considering the role of important multi-lateral organisations. In peace studies the curriculum the examination of post conflict recovery, reconciliation and peace building will involve the identification and evaluation of issues such as relevant material, social and cultural needs and rights; disarmament and arms control; security and demilitarization; dealing with the displaced; political transition and the role of International Organisations and International Law, the U.N. and NGOs. A module dedicated to the practice of conflict resolution will familiarise the student with examples of how individuals and organisations apply the theories that they have been studying such as negotiation, mediation, conflict transformation, and non violent social change. The emphasis on independence, employability and depth in learning are furthered through the Volunteering and Work Practice and Independent Project modules which allow students to pursue their own interests in either international relations or peace studies. Semester 1 Core (Y) Semester 2 Core (Y) Peace Building Y Governing Globalisation Y Volunteering & Work Practice Y Conflict Resolution in Practice Y Independent Project (40 credits) Course Learning Outcomes 1 Critically engage with the key theoretical approaches to international relations and peace studies, using these to critically engage and interpret contemporary international issues. 2 Demonstrate an awareness of key ethical issues and debates in the study of international relations and peace studies. N N N 29

30 3 Critically engage with the role of key agencies in international relations and peace studies, including their governance and operations 4 Ability to work in teams and independently; to plan, organise and prioritise work tasks to achieve structured goals and reflect on performance 5 An ability to critique arguments, evidence and data, including knowledge of research methodologies and data collection techniques and demonstration of information literacy 6 Able to communicate complex ideas to a range of different audiences, both in writing and orally, and using a range of technologies. Level Learning Outcomes 1 On successful completion of Level 4 you will be able to: a) Demonstrate an understanding of the integrated subjects of international relations, peace and development studies in terms of their content, evolution and current focus. b) Demonstrate an understanding of key basic concepts in the study of international relations, peace and development studies. c) Demonstrate a basic grasp of study skills commensurate with a Level 4 UG curriculum, including use of appropriate online tools to locate, access, evaluate, utilise and cite diverse information sources and to effectively create content d) Work independently and in teams to achieve structured tasks, communicating the outcome of these tasks in writing and orally and reflecting on personal development and skill requirements. e) Think critically and deploy basic arguments, substantiating them with appropriate evidence. f) Show awareness of key ethical issues and debates in the study of international relations, peace and development studies. 2 On successful completion of Level 5 you will be able to: a) Demonstrate understanding of the key theoretical approaches to and debates in the integrated subjects of international relations, peace and development studies. b) Critique these theoretical approaches from within and between the subjects of international relations, peace and development studies. c) Apply theoretical explanations to case study material and make judgements about the suitability of different approaches. d) Work independently and in teams to achieve semi-structured tasks, communicating the outcome of these tasks in writing and orally and using digital technologies to communicate opinions and ideas, and to record and manage learning. e) Demonstrate an understanding of basic methodological and data collection techniques appropriate to supported independent study,and information literacy f) Show awareness of key ethical issues and debates in the study of international relations, peace and development studies. 3 On successful completion of Level 6 you will be able to: a) An ability to apply different theoretical approaches to contemporary international issues. b) An ability to think creatively and solve problems related to contemporary international issues. 30

31 4 5 6 c) An ability to work in teams to achieve unstructured tasks, communicating the outcome of these tasks effectively in writing and orally and to confidently use digital technologies to reflect on, record and manage their lifelong learning d) An ability to work independently on a major piece of extended study, with minimal supervisory support, using critical thinking skills and making informed decisions about the use of appropriate digital tools and resources. e) An ability to use basic select and use appropriate research methodologies and data collection techniques and awareness of capabilities and limitations of digital resources f) An awareness of key ethical issues and debates in the study of international relations, peace and development studies. Learning & Teaching Activities Practical examples of the approach set out in box 44 include the way in which assessment tasks are set. At Level 4 these would be prescribed and associated with a relatively closed list of reading and teaching resources. By Level 6 students are encouraged to set their own tasks, within clearly identified structures, to meet the learning outcomes and assessment criteria. Similarly, reading lists become progressively less prescriptive and encourage students to locate their own resources. In several modules students are challenged to undertake self-assessment of their assignments in order to develop their self-awareness and reflexivity regarding the quality of their work. Examples of learning, teaching and assessment practices include the use of online learning journals, invited speakers in seminar series and also within modules. For example the Conflict Resolution in Practice Module is taught by a series of external practitioners and students are asked to reflect on the different professional settings that they inhabit. In the Volunteering and Work Practice module, students are prepared for their assessment by reflecting on their own employability in relation to information provided by different external speakers who are engaged to speak about their own experience of working in a variety of different settings, related to the graduate destinations. A variety of assessment techniques is built-in to the different modules and reviewed on an annual basis. These may include: Portfolios; Oral, video and online presentations; Written reports (including journalistic and consultancy style reports); Written project management documents; Academic essays (including for students gaining the Honours award an extended academic dissertation). Simulations. Assessment Strategy The assessment strategy for this course has been developed with the following key principles in mind: Students are progressed through a range of assessments types with the variety and complexity increasing within and between levels. For example at level 4 assessments include essays, groupwork presentations and online journals, while at levels 5 and 6 increasing use is made of alternatives such as reports, literature reviews and the extended independent project. 31

32 The progression of a range of assessment types avoids the over-reliance on a narrow range of assessment methods, and allows the development of a greater range of personal, academic and employability skills. Students are supported through this progression of assessment types with dedicated teaching and learning sessions designed to facilitate academic and personal development Assessments are spaced throughout the semester to avoid bunching of submission dates and to allow for formative feedback in one assessment to be incorporated into the summative assessment. Assessments are designed to prepare students for a variety of graduate destinations. Many graduates pursue further study on leaving the course, and are supported through assessments tailored to post-graduate study, for example a variety of academic essays and ultimately the extended independent project that advances the students academic research, analytical and writing skills. This is balanced by the incorporation of a range of additional assessment types that are designed to support the development transferable employability skills. These include presentations, report writing, negotiating and team based tasks as well as the centrality of digital literacy to assessments at all levels. Feedback on Assessment Feedback will be provided on all assessments. In different modules this will take on different forms. This is done to ensure students develop listening and reflection skills and capacities in relation to their own work and development over time. In some modules and some assessments feedback may be oral, in others it will be written. All module leaders will provide details of the feedback that students should expect in their module handbooks and this will form part of the introductory session for each module. This information will also be routinely available for reference for each module and each assessment on the relevant section of the VLE. Leeds Beckett University Graduate Attributes All our undergraduate courses have three distinctive attributes embedded at each level of the curriculum: our students are taught to be Enterprising, Digitally Literate and have a Global Outlook The graduate attributes that have informed the development of courses throughout the Leeds Beckett Undergraduate provision are Digital Literacy, Enterprise and Global Outlook This course has embedded the concept of Digital Literacy within and between the three levels of study to ensure that students develop the skill to be able to: use appropriate online tools to locate, access, evaluate, utilise and cite diverse information sources that facilitate learning and critical inquiry of International Relations and Peace Studies and adhere to the standards of academic honesty in their use of that information. This will form part of the assessment at each level of study, with students required to 32

33 research and produce essays and projects utilising online tools, with all written work to be submitted via Turnitin to ensure standards of academic honesty. effectively create content, demonstrate creative thinking and knowledge construction in a range of online formats to communicate opinions and ideas about International Relations and Global Development. This will be developed across the levels of study via the use of online tools such as journal facilities ( e.g. Introduction to World Politics at level 4), e- portfolios ( e.g Volunteering level 6, Understanding Security Level 5) and media projects ( such as in Introduction to Peace and Conflict Studies level 4 ) use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources. This will be developed via the production of group projects, such as the media project in Introduction to Peace and Conflict Studies at level 4, and particularly via the Independent Project at level 6. proficiently manage group interactions and engage in online communities, with online discussion forums included within each module on MyBeckett. This is designed to provide opportunities for students to raise questions, voice opinions and raise issues in relation to International Relations and Peace Studies in order to engender online communities and inclusivity be aware of the capabilities and limitations of current and emerging technology resources, particularly in relation to the production of individual and group research. This will be a particular feature of preparations for the Independent Project at level 6 confidently use digital technologies to reflect on, record and manage their lifelong learning of International Relations and Peace Studies. This will be a developed via the incorporation of online journals and e-portfolios into the reflective practice at levels 5 and 6 in particular In relation to the development of Enterprise as an attribute for graduates of International Relations and Global Development, our course embeds a definition that focusses on enterprising skills that prepare students for employment and/ or post graduate study. Important within these are creative and innovative thinking, investigatory skills, confidence building, resourcefulness and initiative. Graduates of International Relations and Peace Studies will be able to : Develop problem solving skills in a range of different contexts. This is built into assessments within certain modules, such as Governing Globalisation. Conflict Resolution in Practice and Peace Building, but will also be a feature of the Volunteering and Work Practice Module at level 6, in which students will be required to secure and undertake their own placement. Identify skill requirements and potential sources of support, and develop realistic plans for personal development, set objectives and monitor outcomes This will be assessed within a number of modules that require reflection on personal and academic development, such as Introduction to Political Economy at Level 4, Conflict Resolution in Practice, Understanding Conflict Resolution, the Independent Project and Volunteering modules at Level 6 Demonstrate the ability to build relationships and networks with other students, potential and actual co-workers and/or potential employers. Students will be required to work in groups at each level of the course, to help develop and reflect on individual roles within 33

34 team work. As part of the employability focus of the course, external speakers regularly visit the cohort and provide insights into existing International Relations and Peace Studies networks. These help provide a basis for the Volunteering Placement that is a core element of Level 6 of the course. This module provides a vital and exciting opportunity to work within organisations related to International Relations and Peace Studies, to build networks with co-workers and potential employers and to prepare our graduates for employment. Our course is defined by its Global Outlook. The study of International Relations and Peace Studies necessarily requires students to appreciate and critically engage with ideas of global connectedness, localisation, diversity, and inclusivity. Within the course students will be able to Apply and analyse the relevance of the study of International Relations and Peace Studies to understanding a range of global, regional, national and local contexts. This will be a central feature of all modules at all levels of study within the course. Engage with the debates around Ethics and their relevance for the study of International Relations and Peace Studies and the conduct of research in the area. This will be a particular feature of preparations for the Independent Project at level 6, but will also be explicitly explored in modules such as Politics, Ethics and Justice at Level 4, theories of Peace and Security at Level 5 and Conflict Resolution in Practice at Level 6 Develop awareness of issues of inclusivity and exclusivity, particularly in relation to working with others. The focus on group work and team building is designed to facilitate the development of such awareness, supported by opportunities for reflection throughout the course. This culminates at Level 6 with the requirement for students to undertake the Volunteering placement and to reflect on their role and interaction with others within the working environment. Employability and Work Related Learning Employability & Professional Context The BA (Hons) International Relations and Peace Studies combines academic study and research methods training with the development of applied transferable skills which would be of use in an organisational context related to international issues such as conflict resolution in a variety of different settings, project work, campaigning organisations, internationally oriented NGOs, international organisations and government departments. It is an ideal progression opportunity for A-Level students interested in contemporary global challenges and coming from a wide range of disciplinary backgrounds such as politics, economics, philosophy, geography, history religious studies and theology, though there are no set requirements in this regard. The course also provides an introduction to research skills and therefore can serve as a base for students to pursue a research oriented development pathway. The course team are in touch with a wide range of alumni who are pursuing a range of interesting career options. Around 50% of graduates pursue further study on graduation, largely at Russell Group Universities in the UK, though a smaller number go abroad to study. Other important destinations include self-employment in the establishing of charities (e.g. and working in the voluntary and community sector, often overseas. In addition, a small number of students have pursued connected careers in youth work, teaching and nursing often exploring these as a result of the volunteering module that they engage in on the course. We have also recently introduced a new PG route of our own which is designed to appeal to our own students 34

35 and are marketing other Leeds Beckett PG awards to our UG students, including the MA in Responsible Tourism and the MA in Public Health. The course is ideally suited to preparing students for these destinations. Indeed, recent correspondence with a previous student confirms this: the way the course has been set up and delivered prepares you for the work place much more so than reading a subject like English Literature. I have been able to apply a lot of what I have learnt at uni into the general workplace and being able to understand the current world we live in adds a different dimension to you as an individual. Graduate in 2010/11. Work Related Activities In the Volunteering & Work Practice module students must undertake a placement with an employer with equivalence of 3 weeks full time work. Ideally this placement is of a professional nature in an employer matched to the student s career aspirations on graduation. Suggestions to students of the types of employer that are suitable include NGOS, charities, media organisations, civil service departments, local government, schools and businesses. Preparation sessions are run to support students in finding appropriate placements during Level 5. The course team holds information on local, regional, national and international placement opportunities and these are bolstered by the support of the University s International Office who have had a strong connection with the course team since the course inception. Students may also draw on the support of the Practice Liason and Employability Unit. Level 4 and 5 students are also invited to the Level 6 summative assessments of the volunteering and work practice module to increase their awareness of opportunities and to encourage early engagement and preparation. Many students are active volunteers prior to engaging with the course and this is something that stands out in UCAS statements. Students continue to volunteer throughout their time with us and often they have to select which volunteering activity to base their assessments on as they have multiple different and suitable experiences. Examples of volunteering that takes place in Leeds during the course are in work with migrants and refugees, at Armley Prison and with local women s and community groups and campaigns (e.g. the campaign to save Royal Park School). Students are also active on campus, having set up the award winning International Affairs Forum, the SU Amnesty Group, and a solidarity society for Palestine. Students will also be supported to find placements by the placement coordinator, but this is ultimately their own responsibility and the module is designed to engender student-led placement choices so that this is aligned with their future career aspirations. In previous years this module has been supported by PMI funding which has subsidised transport costs for students wishing to undertake their voluntary work placement in India and we will continue to bid for this funding in the future. Other examples of unfunded international volunteering activities include teaching English and computer skills in Nepal and Kashmir, working with Amnesty International in Istanbul and in Syria and working with peace organisations such as Peace Direct, CND, Non-Violent Peaceforce and the Mines Advisory Group, all of whom have links to members of the course team. In addition, it is possible for students to substitute a self or group-organised project such as a political or social campaign or autonomous voluntary activity where the engagement with this is clearly of an equivalence to a minimum of three weeks work placement. Where students do not organise a suitable professional placement/project/campaign there are a number of local organisations with connections to the course team that have proven willing to 35

36 take student placements. All placements/projects are summatively assessed via a presentation and written assessment. Placement or Work Related Activity Level: Level 6 Placement or Work Related Activity Length in Weeks: Minimum 3 weeks equivalent. Type of Placement or work related activity: Projects, campaigns, internships, employment or volunteering are all suitable for the experiential element of the module. Learning & Teaching Approaches The philosophy of the course is that participants are encouraged to develop critical understanding of the issues involved and to translate this awareness into a wide variety of individually defined practice oriented. The courses take the view that there is no one answer to the issues raised, but it is important, through reading, research and discussion to take a principled and reflective position on issues such as peace and war, climate change, global inequality and human rights. The programme will utilise a variety of pedagogical techniques including both teacher-led and student-led activity with the balance progressively moving from the former to the latter. Face-toface and podcast lectures will be augmented by small group teaching and discussion forums. Some of these draw on problem-based and enquiry-based learning methods. Small groups are used to explore ideas and material introduced in lectures in an interactive way and are used to enable students to develop and demonstrate their understanding and awareness. Students will be expected to engage in face-to-face and online discussions give presentations, write reports and academic essays. As students progress from Level 4 to Level 6 they are progressively encouraged to take more responsibility for their learning. Expectations regarding the volume and complexity of the ideas and reading material that they will confront are increased. Where, for example, lectures at Level 4 will introduce a broad area of study and tutorial discussions will focus on achieving basic learning outcomes, week by week learning outcomes at Levels 5 and 6 are increasingly differentiated to incorporate stretching objectives for those able to reach them. At Level 6 there is also more flexibility in the curriculum to allow students to pursue their own interests, reflecting their greater independence as learners. As might be expected, the curriculum is internally progressive; moving from building block concepts and empirical material through theoretical understanding to applied critique based on contemporary issues. At level 4 all students undertake a common core curriculum which provides an introduction to all of the strands in the SAGE curriculum through modules which provide an introduction to International Relations, Development Studies, Peace Studies, Politics, Economics and ethics. The overall philosophy of the curriculum structure is that at level 4 it focuses on providing students with core conceptual and empirical building blocks. This is achieved through an introductory module for all the SAGE curriculum strands so that all students on the SAGE UG Programme experience the same first year. The reason for this is to promote the integration of the curriculum content, build a Programme-wide learning community and to provide students with an opportunity to experience the other curriculum strands. The one exception to this is an elective module in the second semester. Elective modules are taken from a range of cognate disciplines such as social sciences, politics, peace studies, economics and languages. At the end of level 4 students are able to choose their specific strands by changing between the various SAGE courses. At level 5 the curriculum emphasis is on developing the students capacity to understand and deploy theoretical models in the students chosen curriculum strands. Students take three core three core modules (Understanding IR, Understanding Security and Environment and WP) all of which have a theoretical basis, with the latter two seeking to draw on this and apply it in a particular area of the IR discipline. Students then take two core Peace Studies modules which 36

37 develop their theoretical understanding of peaceful societies and conflict resolution, alongside an elective. The curriculum emphasis at level 6 is on the application of theory and critical thinking to contemporary issues in their chosen strands. This gives an applied feel to the curriculum with students asked to take a problem solving approach throughout. At level 6 the SAGE UG Programme consists of three core Programme-wide modules: Governing Globalisation, the double weighted Level 6 Independent Project and Volunteering module. Students then take two practically oriented peace studies modules in Conflict Resolution in Practice and Peace Building which deals with post-conflict scenarios. 37

38 E-learning, Blended Learning and Online Resources Use of Virtual Learning Environment Use of Blended Learning No element of the course is provided wholly online but all modules supplement face to face contact time with tutor contact on the VLE through live discussions, participation in sequential discussions and through the posting of video and other additional learning resources. Quality and Standards of Our Courses The course makes extensive use of the VLE in all modules. In all modules use of the VLE meets the University s minimum expectations. In addition, the VLE is frequently used in different modules for the following additional elements: Links to external learning modules designed by Module Leaders and video lectures (e.g. Hosting of additional learning resources such as video resources placed on the University s streaming facility. Online weekly journals, for example in Introduction to World Politics, Understanding IR. Discussion forums for each module a student café discussion forum provides opportunities for students to raise questions related to the module. Online portfolio for the volunteering module. Turnitin and grade mark are used systematically across all modules. There is a lively facebook group that provides support to students across all levels and a SAGE twitter feed which has a large number of followers and provides access to the latest news and research in peace and development studies. ( All of our courses are quality assured by the UK Quality Assurance Agency (QAA). They are rigorously monitored and reviewed to ensure they meet the required standards of the QAA and to provide students with a high quality learning experience. Students are encouraged to contribute to shaping their learning experience and our courses receive regular external scrutiny from subject specialists at other Higher Education Institutions. 38