Social Policy (Combined) Programme Specification from the Faculty of Arts and Humanities (pending departmental ratification)

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1 Social Policy (Combined) Programme Specification from the Faculty of Arts and Humanities (pending departmental ratification) Version: 2015/6.1 Last updated: August 2015

2 Programme Specification for Social Policy (Combined) Key Facts 1. Study mode(s) and period of registration 2. Frequency of intake Annually in September Full-time or part-time Minimum 3 years maximum 6 years (full-time) Minimum 4 years maximum 10 years (part-time) 3. Awarding body Liverpool Hope University 4. Teaching location(s) Hope Park/Network of Hope 5. Final award(s), including any interim awards 6. Relationship with Subject Benchmark Statement Bachelor of Arts (BAC) with Honours (360 credits); Diploma HE (240 credits, achieved by successfully completing two full years of study); Certificate HE (120 credits, achieved by successfully completing one full year of study) 1 The benchmark for Social Policy (the national expectations of what a good degree in this subject should contain) has been fully used in the development of this provision. 7. FHEQ level(s) 4, 5 6 (first, second and third year at University) 8. Date of initial validation May Date of first intake September Date of last Review (if applicable) 6 March Additional Costs to Students ( estimate) 100 for books etc. Should the trip to Palestine be made available, students would be expected to fund this themselves. Note that this is optional. 12. Professional Statutory or Regulatory Body (PSRB)(s) (if applicable) with date/outcome of last PSRB approval Not applicable 1 Note that interim awards are only given if for some reason students end their studies after one or two years. 1

3 Aims and Learning Outcomes PROGRAMME AIMS: The programme aims to provide student with: 1. Explore and comprehend historical developments in relation to welfare provision 2. Analyse and evaluate the impact of social divisions on welfare delivery 3. Assess competing ideologies of welfare 4. Analyse welfare developments within the context of modern, complex and socially divided societies 5. Evaluate governmental strategies towards social problems and the delivery of welfare services 6. Study welfare policies and social problems in an international and comparative context 7. The ability to undertake independent social research and policy evaluation LEARNING OUTCOMES: CORE: By the end of this year all students taking the Core should be able to: Year One Understand historical shifts in welfare provision with reference in particular, to the four key phases of welfare development ( , , and 1977 to present) Be aware of the relationship between poverty/inequality and health and well-being Have an introductory understanding of the relevance of political ideologies and their relationship to welfare provision Present social welfare related topics to other students Begin to grasp the importance of class and poverty in determining issues of crime and criminal justice Engage with and assess media debates regarding social welfare. Begin to problematize social policies by understanding them as forces of social control rather than simply forces of protection or welfare Year Two Appreciate the ways in which welfare reinforces and acts upon a range of social divisions within society. Judge the relevance and usefulness of a range of methodological approaches to social research, and be able to design a study with an appropriate research topic and corresponding methodology Be able to compare and contrast the different approaches to social policy and be able to identify the main theories and thinkers associated with these approaches Communicate concepts and ideas with other students in group work environments Evaluate national and local policy developments around welfare issues by applying appropriate research strategies. Year Three Critically and comparatively analyse different configurations of welfare and economy which exist across the world. Have a critical understanding of the nature of globalisation and the forms of inequality and injustice that it continues to produce. Understand research developments that inform the social policy/social welfare agenda through engagement with small research led seminars. Be able to design, plan and carry out a research project which speaks critically to contemporary social policy debates and literature, is viable within the given time frame and has a relevant methodology 2

4 Curriculum Outline Year One Two Three Indicative Topics Covered Social Policy and Criminal Justice Policy: An Historical Exploration Social Divisions of Welfare Research Methods Key Thinkers in Welfare (for students taking social policy with youth and childhood studies OR criminology OR sociology). Globalisation, Social Policy and International Social Welfare Research seminars in social policy Research Project or Dissertation Teaching pattern The normal pattern of teaching is that lectures, where all students are taught together, provide three hours of contact time in the first year, and two in subsequent years; seminars in smaller groups (typically 15-20) provide two hours per week, and tutorials (smaller groups, typically no more then 10) one hour, in all years. Unless otherwise stated, this pattern applies to both Majors. In addition tutors are available every week at designated times for one-to-one discussions. Assessments Assessment is seen as an integral part of the learning process and the design of the assessment strategy has been to ensure a variety of assessment methods are employed, and that students develop the ability to conceptualise, compare and analyse issues from a range of data sources. In this respect, there has been an attempt to ensure that the methods adopted are compatible with the needs and interests of the students. Essays will provide evidence of the ability of students to present work in a clear, constructive and coherent manner, and will test their understanding of key issues and analyses linked to the social policy topic being explored. Seminars and tutorials, accompanied by tutorial portfolios, will assess the ability of students to work collaboratively with others, and their aptitude in debating social policy developments with other students. Presentations assess subject knowledge, but also examine the ability of students to present material in a clear, confident and informative manner, using different techniques. Examinations provide an opportunity to test students knowledge and understanding under a controlled environment, and are a useful tool in reducing the potential for plagiarism. The assessment strategy is also important in determining if learning outcomes have been achieved. Further Information Development of Key Generic (transferable) and Subject-specific skills for students completing an Award in Social Policy In general, a BAC Social Policy student will: Have the ability to develop skills to access information, interpret research findings and apply meaning (year two and three) Be able to summarise and analyse arguments, reports, documents and other written and oral data (all years) Be self-reflective and develop the ability to listen and interact with other individuals and groups, taking account of their own moral position (all years) 3

5 Develop communication skills that enable them to successfully convey ideas and arguments. This involves writing, discussing and presenting arguments and ideas using academic conventions (all years) Have the ability to organise their learning and demonstrate their ability to work autonomously (all levels, but particularly year three dissertation) Be prepared for further study at MA Level (year three) Be ready to participate in the labour market as public sector or private sector professionals (Level H) Be critically aware citizens able to engage in debates at local, national and international level on key social problems and welfare issues. Subject Skills In general, a BA Social Policy student will also: Develop in-depth knowledge and understanding of social policy from philosophical, historical, sociological, cultural, political, economic and global perspectives; Have the capacity to distinguish between, and critically evaluate and apply, core theories, concepts and approaches to social policies; Demonstrate knowledge and understanding of core social policy, economic and criminal justice issues relating to different sections of society; Be able to explore critically the links between politics, socio-economic context, culture and ideology in shaping people s lives and opportunities; Show an awareness of current debates on key concepts and contested issues relating to social policy and welfare regimes; Exhibit critical awareness of issues in relation to rights, diversity, inclusion, discrimination, oppression and/or exclusion as they apply to a range of groups in society; Demonstrate an ability to recognise and analyse political and media discourses shaping understandings of social problems ; Demonstrate a capacity for developing and articulating critical arguments which enhance understanding of poverty, inequality and disadvantage; Exemplify an ability to summarise and evaluate critically primary sources and secondary research findings relating to social and welfare policies and a range of social problems Have the ability to generate and explore research questions involving a variety of methods of data formation and collection; Demonstrate an ability to consider social and welfare policies in comparative and cross-cultural contexts. Special Features of the programme The programme draws on an experienced core team. Professor Lavalette is the author of an established social policy text book, now in its third edition. The rest of the teaching team have also published in the field of social policy/social welfare and are experts in particular fields of the discipline. The Department is a member of the national network of Social Policy course providers and benefits from engagement with national subject debates. Each year the students will go on a compulsory field trip. The purpose is to look at social problems and social policy delivery in different parts of the UK. The trips include Glasgow (year one) and Cardiff (year two). 4

6 In year three students will take part in a third field trip to Wales where the university has accommodation. Students and staff will take part in activities and debates/discussions in preparation for third year work, particularly the dissertation. We feel it is very important that students get to know Liverpool and its social issues. Students will have a walking tour of Liverpool each year to consider a range of issues facing the city. We have annual research days where leading academics, civil servants and politicians come to talk to students about various social problems and social issues. Inclusive Curriculum Design Statement This award recognises that an inclusive curriculum is one where all students entitlement to access and participate in a course is anticipated, acknowledged and taken into account (Higher Education Academy, Inclusive curriculum design in higher education, 2011, p. 7). It seeks to reflect the following principles, as enunciated by the HEA: - Anticipatory: Adopting an anticipatory approach reduces the need for reactive and individualised responses that can arise when inclusive issues have not been considered at the design phase; - Flexible: it is open, versatile and responsive to an evolving student population, and to changes in circumstances that may require adaptations to accommodate student availability; - Accountable: it encourages staff and students to be responsible for the progress they have made against equality objectives and actions agreed; - Collaborative: it builds on partnership between students, colleagues and other stakeholders including professional bodies, sector bodies, international partners and employers to enrich the curriculum content and relevance; This translates into this provision as follows: - Anticipatory: students are encouraged to think about maintaining a quality experience in the classroom as a way of widening the interests and aspirations of all students. In this regard the student voice is heard and acted upon through a number of mechanisms. These include: o Staff-Student Liaison Committee meetings, the minutes of which are laid before the departmental meeting; o Monthly meetings between class representatives and the Head of Department; o Student feedback, notably in the small group sessions; o Student representation in the wider framework of Faculty and University Boards and Committees - Flexibility: Members of the teaching team often with the support of colleagues in Student Development and Well Being as well as Student Administration - make every effort, within the framework of University regulations and processes, to meet with individual student needs responsively, creatively and fairly. This approach includes meeting with students in difficulty outside of office hours or, subject to due process, setting alternative assessment forms; - Accountability: The teaching team and students share a responsibility to uphold inclusivity and fairness for everyone. Through the structure of small teaching groups, in particular, potentially harmful or hurtful behaviour is intercepted and positive relations fostered; - Collaborative: To ensure enhanced opportunities for students, the teaching team fosters collaborative relations with a range of professional bodies. 5

7 ENTRANCE REQUIREMENTS gives full details. There are no special requirements. In certain circumstances the University also permits study that students have already carried out at University level to be taken into account see This specification last updated: August 2015 Updated by: 6