PROGRAMME SPECIFICATION Final. DipHE Applied Social Science CertHE Applied Social Science

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1 s PROGRAMME SPECIFICATION Final PART 1: COURSE SUMMARY INFORMATION Course summary Final award Intermediate award Course status Awarding body Faculty School Location of study/ campus Partner institution(s) BA(Hons) Applied Social Science BA Applied Social Science DipHE Applied Social Science CertHE Applied Social Science Validated University of Brighton N/A School of Applied Social Science University of Brighton in Hastings Name of institution Host department Course status 1. SELECT Admissions Admissions agency Entry requirements Include any progression opportunities into the course. Start date (mmm-yy) Normally September Mode of study UCAS The entry requirements below are subject to change in year. Please check the University website for updates. A-Levels: BBB. Applicants with only 2 full A-Levels or a double award will be considered on an individual basis. International Baccalaureate: 32 points QAA accredited Access course: pass acceptable with at least 45 credits at level 3 of which 18 credits at Merit or above BTEC Requirements: DDM GCSE (minimum grade C): at least 3 subjects including English language and mathematics or a science. Foundation Degree/HND: direct to year 2 providing content is relevant. For applicants not previously taught and examined in English: IELTS 6.0 overall, 6.0 in writing and a minimum of 5.5 in the other elements Sep-14 Mode of study Duration of study (standard) Maximum registration period Full-time 3 years 6 years Part-time Other: 6 years 8 years Page 1 of 11

2 Sandwich Select Select Distance Select Select Course codes/categories UCAS code Contacts Course Leader (or Course Development Leader) Admissions Tutor Marylynn Fyvie-Gauld Marylynn Fyvie-Gauld Examination and Assessment Name Place of work Date tenure expires External Examiner(s) Ben Pitcher Sharon Wright Ian Tucker University of Westminster University of Glasgow University of East London Examination Board(s) (AEB/CEB) SASS UG programme AEB SASS/UBH UG programme CEB Approval and review Approval date Review date Validation Feb Feb Programme Specification Republished in Sep 2013 with changes following Feb periodic review Republished in Sept 2014 with change to status of dissertation module. Republished December 2014 with minor amend to entry requirements. Republished Sept 2015 with no changes. 3 Sep Professional, Statutory and Regulatory Body 1 (if applicable): Professional, Statutory and Regulatory Body 2 (if applicable): Professional, Statutory and Regulatory Body 3 (if applicable): 5 1 Date of original validation. 2 Date of most recent periodic review (normally academic year of validation + 5 years). 3 Month and year this version of the programme specification was approved (normally September). 4 Date programme specification will be reviewed (normally approval date + 1 year). If programme specification is applicable to a particular cohort, please state here. 5 Date of most recent review by accrediting/ approving external body. Page 2 of 11

3 PART 2: COURSE DETAILS AIMS AND LEARNING OUTCOMES Aims The aims of the course are: 1. To provide students with an introduction to core social theory and its application in a range of applied social sciences. 2. To develop in students a critical understanding of how social scientists using different paradigms, seek to explain particular aspects of human society and the behaviour of the human subject within society. 3. To enable students to acquire specialist knowledge and understanding in particular areas of applied social science. 4. To provide students with empirical research skills and knowledge of quantitative and qualitative methods and techniques backed by methodological understanding. 5. To facilitate students in developing knowledge and intellectual skills required to explore the contested terrain of the social sciences. 6. To inculcate in students vocationally-relevant transferable skills, including communication, IT, self-management, as well as the vocationally relevant intellectual skills in (5) above. Learning outcomes The outcomes of the main award provide information about how the primary aims are demonstrated by students following the course. These are mapped to external reference points where appropriate 6. Knowledge and Knowledge and Theory understanding of Have knowledge of contemporary social theories concepts and methods as they have been developed within the context of general social science (SS442, SS540, SS542, KV602, SS640). Have knowledge of social science methodology, key sources of data and research methods for collecting and analysing quantitative and qualitative data (SS437, SS545, SS640). Have knowledge of traditional and contemporary psychological theories, concepts and methods as they have developed within the context of general social science: knowledge of the role of cultural processes in psychological analysis (SS444, SS537). Have knowledge of the structures and processes through which social policy is delivered in the UK (SS436, SS544,SS542). Have knowledge of social problems and their identification and conceptualization (SS436, SS542, SS544, KV602H,SS638). Understanding An understanding of theoretical perspectives and contemporary debates in sociology (SS442, SS443, SS512, SS640). 6 Please refer to Course Development and Review Handbook or QAA website for details. Page 3 of 11

4 An understanding of the ways in which sociological concepts such as social exclusion, social justice, race and gender inequality, identity and diversity can be used in criminological analysis (SS442, SS443, SS436, SS537, SS544, SS638). An understanding of the key roles and responsibilities of the key institutions within the criminal justice system (SS435, SS544). An understanding of both the preoccupation with crime, disorder and victimization in contemporary societies and the limits of legal/criminal justice interventions into criminal, welfare and social problems (SS443, SS544). An understanding of a range of intellectual traditions, theoretical perspectives and debates in the social sciences (SS436,SS444, SS442, SS540, SS544, SS542, SS538, KV602H). An understanding of theoretical and ideological influence upon social policy development and the contribution of social theory to social policy analysis (SS436, SS544, SS542). An understanding of the concepts and theories of welfare and theories of policy-making and implementation (SS436, SS544, SS542, SS538). An understanding of traditional and contemporary psychological theories, concepts and methods as they have developed within the context of general social science (SS444, SS537). Skills Includes intellectual skills (i.e. generic skills relating to academic study, problem solving, evaluation, research etc.) and professional/ practical skills. Intellectual Skills The ability to critically engage in debates about social issues such as crime causation and crime prevention by reference to contrasting social theories and ideological perspectives; and to critically assess the strengths and weaknesses of theories and ideological perspectives ( SS443, SS544, SS638). The ability to identify a social policy topic, to identify and address the ethical issues, to investigate it by seeking out and using relevant data, research publications and other sources and to present the findings, using reasoned argument to draw clear conclusions (SS436, SS544). The ability to distinguish between technical, normative and political differences that affect policies (SS436, SS544, SS542). The ability to critically engage in debates about the strengths and weaknesses of psychological perspectives on contemporary issues and problems (SS444, SS537). Transferable Skills Be able to read and interpret complex texts closely, critically and creatively (all modules, but especially SS436, SS442, SS443, SS444, SS537, SS512, SS544, SS540, SS640). Page 4 of 11

5 Be able to communicate ideas and arguments effectively, both verbally and in writing (all modules, but especially SS436, SS443, SS537, SS544, KV602H, SS640). Be able to learn and study independently, to self-manage work with minimal supervision, and to reflect on academic work (all modules, but especially, SS437, SS545, SS546, SS640). Be able to work effectively in organisations, including: self motivation; integrity; interpersonal and group working skills (all modules, but especially SS546, SS638). Be able to use information technology to word-process, display data in graphs and diagrams, analyse quantitative data, communicate via , obtain information from the internet and conduct searches of electronic databases (all modules, but especially SS437, SS545, SS640). QAA subject benchmark statement (where applicable) 7 QAA Developmental Engagement, 2003 External Examiners Reports. PROFESSIONAL, STATUTORY AND REGULATORY BODIES (where applicable) Where a course is accredited by a PSRB, full details of how the course meets external requirements, and what students are required to undertake, are included. LEARNING AND TEACHING Learning and teaching methods This section sets out the primary learning and teaching methods, including total learning hours and any specific requirements in terms of practical/ clinical-based learning. The indicative list of learning and teaching methods includes information on the proportion of the course delivered by each method and details where a particular method relates to a particular element of the course. The information included in this section complements that found in the Key Information Set (KIS), with the programme specification providing further information about the learning and teaching methods used on the course. The primary learning and teaching methods, other than guided independent study, include Induction Lectures Seminars Workshops Student presentations Learning groups Independent learning activities Personal tutorial support (in person and by ) Individual and group tutorial supervision Research and personal development activities Virtual learning environment (studentcentral) Work-place supervision Each 20 credit module is designed to encompass 200 hours of student learning activity. The programme 7 Please refer to the QAA website for details. Page 5 of 11

6 is designed to create independent learners who will use the opportunities afforded by the degree to analyse their own learning needs. At level 4 the creation of independent learners is fostered by a coordinated academic skills development programme embedded in all Level 4 modules. The development of different skills in different modules is specified in the relevant module outlines. A Personal Tutoring and Academic Skills Coordinator coordinates this academic skills development across Level 4 modules. Thereafter, transferable academic skills development and the development of independent learners continue as integral aspects of Level 5 and 6 modules. IT skills are verified in Level 4 where individual and group support is provided for students who require assistance. In addition a series of on-going workshops deliver specific IT to students throughout Level 4. The personal tutoring system supports students in their learning at Level 4 through a programme of regular, purposeful small group meetings with personal tutors. This is coordinated by the Course Leader. Levels 5 and 6 tutees meet with their personal tutor as a group twice a year. Regular individual personal tutorials at each level are available and encouraged. The typical pattern of learning and teaching on each module is a weekly lecture plus one or two additional hours of contact time each week. With the exception of SS545 and SS546, whose teaching is spread across the academic year, all modules typically have three contact hours each week. The Dissertation at Level 6 begins with regular timetabled lectures during the first semester, but, during the second semester reduces to a total of two hours of individual tutorials per student. The general intention is to develop students independent learning skills learning during Level 4, and thereafter, encouraging them to manage their time effectively by providing contact in a variety of ways. There is an element of optionality in Level 5. The core modules, SS537, SS544, SS545 and SS546 provide a continuity of study in the social science disciplines and the optionality provides students with the possibility of extending their studies in one or two disciplines. Types of non-lecture contact vary between modules. Some modules have weekly seminar or workshop groups of students in which students undertake activities such as small group work or individual or group presentations. Other modules have one workshop sessions in which students participate in small group activities. To ensure that students have opportunities to discuss their learning and academic progress throughout their degree, group and one-to-one meetings with personal tutors occur regularly across all three years and this is supplemented in the final year by the support offered by the tutor allocated to supervise the student s dissertation. In addition, at Level 4, in semester 1, students are allocated to Learning Groups. These are small groups of students (typically six) who are encouraged to work together outside formal contact time. Each Level 4 module in semester 1 gives Learning Groups weekly, non assessed assignments to complete. The Groups report back on these assignments in their weekly seminars. Learning and teaching is accorded a high priority within the School. A Learning and Teaching Coordinator supports the work of staff in this area and the school has an Educational Development Research Group that initiates and manages research into learning, teaching and related issues within the School to feed back to the SASS tutors, the rest of the University, and the wider educational community. Regular undergraduate teachers meetings facilitate the discussion of learning and teaching issues. Links have been established with the Subject Centres for Social Policy and Social Work and for Sociology, Anthropology and Politics. The primary teaching and learning methods, other than guided independent study, include lectures, seminars, workshops and group tutorials. Course stage Learning and teaching activities % of time spent in the following types of activity Scheduled activities Independent study Placement Page 6 of 11

7 Scheduled activities Independent study Placement Year Year % Year ASSESSMENT Assessment methods This section sets out the summative assessment methods on the course and includes details on where to find further information on the criteria used in assessing coursework. It also provides an assessment matrix which reflects the variety of modes of assessment, and the volume of assessment in the course. The information included in this section complements that found in the Key Information Set (KIS), with the programme specification providing further information about how the course is assessed. Assessment methods vary according to the module. All module descriptions require the assessment criteria to link with the stated module learning outcomes. The variety of assessment methods is designed to relate the School s learning and teaching strategy. Methods of assessment include Coursework essays: demonstration of analytical ability and written communication. Examinations (including seen, open book and unseen examination): demonstration of knowledge, understanding and ability to apply knowledge within a fixed time. Reports and Projects: demonstration of evaluation skills, project management and written communication skills. Literature Reviews (books and articles): the ability to summarise, contextualise and criticise scholarship and research findings. Seminar presentations: demonstration of knowledge, understanding and verbal communication and presentation skills. Other methods (including portfolios, group exercises, presentation notes). A number of transferable skills, such as IT, problem-solving and self-motivation are embedded within the primary modes of delivery of learning and are not necessarily separately assessed. However, satisfactory achievement of the learning outcomes requires that such skills are developed at the appropriate level. The following table shows the distribution of assessment types across the three years of study for the degree: Course stage Assessment methods % assessment by Written exams Coursework Practical exams Year Year Year Page 7 of 11

8 SUPPORT AND INFORMATION Institutional/ University Course-specific Additional support, specifically where courses have nontraditional patterns of delivery (e.g. distance learning and work-based learning) include: All students benefit from: University induction week Student Handbook: the University and you Course Handbook Extensive library facilities Computer pool rooms address Welfare service Personal tutor for advice and guidance Studentcentral In addition, students on this course benefit from: Course Induction Undergraduate Degrees Programme Handbook Module Handbooks Career Planning Agreement Support from course leader and module tutors PART 3: COURSE SPECIFIC REGULATIONS COURSE STRUCTURE This section includes an outline of the structure of the programme, including stages of study and progression points. Course Leaders may choose to include a structure diagram here. Modules Status: M = Mandatory (modules which must be taken and passed to be eligible for the award) C = Compulsory (modules which must be taken to be eligible for the award) O = Optional (optional modules) A = Additional (modules which must be taken to be eligible for an award accredited by a professional, statutory or regulatory body, including any non-credit bearing modules) Level 8 Module Status Module title Credit code 4 SS442 C Sociological Imaginations (UBH) 20 4 SS437 C Social Science Research Methods (UBH) 20 4 SS444 C Foundations of Applied Psychology (UBH) 20 4 SS443 C Foundations of Sociology (UBH) 20 4 SS435 C Deviance and Social Control (UBH) 20 4 SS436 C Introduction to Social Policy (UBH) 20 5 SS512 O Theorising the Social World 20 5 SS537 C Social and Developmental Psychology (UBH) 10 5 SS542 O Public Policy and Management (UBH) 10 5 SS538 O The Social Context of Health and Illness (UBH) 20 5 SS540 O Mobilisation, Movements and Protest 20 8 All modules have learning outcomes commensurate with the FHEQ levels 0, 4, 5, 6, 7 and 8. List the level which corresponds with the learning outcomes of each module. Page 8 of 11

9 5 SS544 C Social Policy: Welfare and Control (UBH) 20 5 SS545 C Research Project (UBH) 10 5 SS546 C Community and Personal Development (UBH) 20 6 SS638 C Working on the Margins (UBH) 20 6 SS640 M Dissertation (UBH) 40 6 SS643 O Sociology Topic 1 (UBH) 20 6 SS644 O Sociology Topic 2 (UBH) 20 6 SS632 O Health, Politics and Marketization (UBH) 20 6 KV602 O Critical Perspectives on Learning and Education (UBH) 20 Other credits to be taken from the selection of modules delivered at the Falmer campus in any given year. The final running of elective/optional modules is at the discretion of the Head of School and subject to adequate demand and resources Page 9 of 11

10 AWARD AND CLASSIFICATION Award type Award* Title Level Eligibility for award Classification of award Final BA (Hons) Total credits 9 Minimum credits 10 Ratio of marks 11 : Class of award Applied Social Science 6 Total credit 360 Minimum credit at level of award Other: 360 Final BA Applied Social Science 6 Total credit 300 Minimum credit at level of award Other: 300 Intermediate Dip HE Applied Social Science 5 Total credit 240 Minimum credit at level of award Other: 240 Intermediate Cert HE Applied Social Science 4 Total credit 120 Minimum credit at level of award 120 Select Select Total credit Select Minimum credit at level of award Select *Foundation degrees only Progression routes from award: Levels 5 and 6 (25:75) Levels 5 and 6 (25:75) Level 5 marks Level 4 marks Select Honours degree Select Not applicable Not applicable Award classifications Mark/ band % Foundation degree Honours degree Postgraduate 12 degree (excludes PGCE and BM BS) 70% - 100% Distinction First (1) Distinction 60% % Merit Upper second (2:1) Merit 50% % Lower second (2:2) Pass Pass 40% % Third (3) Select 9 Total number of credits required to be eligible for the award. 10 Minimum number of credits required, at level of award, to be eligible for the award. 11 Algorithm used to determine the classification of the final award (all marks are credit-weighted). For a Masters degree, the mark for the final element (e.g, dissertation) must be in the corresponding class of award. 12 Refers to taught provision: PG Cert, PG Dip, Masters. Page 10 of 11

11 EXAMINATION AND ASSESSMENT REGULATIONS Please refer to the Course Approval and Review Handbook when completing this section. The examination and assessment regulations for the course should be in accordance with the University s General Examination and Assessment Regulations for Taught Courses (available from staffcentral or studentcentral). Specific regulations which materially affect assessment, progression and award on the course e.g. Where referrals or repeat of modules are not permitted in line with the University s General Examination and Assessment Regulations for Taught Courses. Exceptions required by PSRB These require the approval of the Chair of the Academic Board The course regulations are in accordance with the University s General Examination and Assessment Regulations (available from the School Office, Registry, staffcentral and studentcentral) All modules within a level are weighted according to their credit value (i.e. the mark for a 20 credit module carries twice the weight of that of a 10 credit module)

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