UDCRINSE - BA Criminology and International Security

The teaching and learning strategy of the BA Criminology and International Security degree is designed to: ensure that the subject content meets, and improves on, the benchmarks set out by the QAA; encourage the acquisition and understanding of knowledge by students, engendering an enthusiasm for the subject and life-skills learning, including the progression from surface learning to deep learning; facilitate students to develop independent skills and responsibilities for their own learning; incrementally strengthen the subject specific knowledge and skills gained by a students, in combination with the awareness and application of skills needed successfully thrive in the workplace.

The course is delivered through a range of pedagogic methods including formal lectures, seminars and workshops. Within this a combination of whole group, small group, and student-led and tutor-led teaching occurs. This includes face-to-face teaching, but also the use of blended learning opportunities. All modules use Weblearn sites to make learning materials and resources available, such as lecture notes, module handbooks, video links, recorded lectures, podcasts and primary documents. Electronic submission of assignments is used in all modules, along with electronic feedback to students, and many lecturers use methods such as online office hours, discussion boards and blogs. A growing number of materials are also available online through the University library, including access to journals and e-books.
This is all designed to open up the learning space for students to enable them to access the degree 24/7, improving the student learning experience, whilst increasing cost-effectiveness and efficiency.
At the heart of the course is an inclusive curriculum which seeks to relate to, and interact with, the diverse experiences and knowledge-bases of its students. It does this by, for example, examining multiples views of the subjects taught, exploring the differential impact of issues on different socio-cultural groups, making material as accessible as possible, offering a wide variety of assessment types, and incorporating student choice and personalization in assessments.
An additional, and important, part of the teaching and learning strategy is the academic research that is carried out by staff. This is used to support teaching through the transferring of staff research skills and knowledge to enhance the student learning experience. There is a strong emphasis upon the link between teaching and research so that staff research provides the basis for teaching on a range of modules, with students benefitting from being taught by specialists.

The course aims to:
• Offer a course relevant to a range of careers in the areas of criminal justice, the security sector and related fields

• Ensure that students acquire an in-depth knowledge and understanding of the fields of Criminology and International Security

• Develop students' abilities to analyse critically theories, practices and institutions within Criminology and International Security

• Develop students’ competences in qualitative and quantitative research methodologies

• Assist students in developing a range of social and transferable skills relevant to their intellectual, vocational and personal development, with a particular emphasis on employability

• Provide a curriculum supported by scholarship, staff development and a research culture that promotes breadth and depth of academic inquiry and debate

The following learning outcomes incorporate and depend on systematic understanding of the key aspects of the knowledge base of Criminology and International Security a coherent and detailed knowledge of some specialist areas in depth.

On successful completion of this course students will be able to:

1. Deploy accurately established techniques of analysis and enquiry within Criminology and International Security

2. Devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of Criminology and International Security

3. Describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in Criminology and International Security, recognising the uncertainty, ambiguity and limits of knowledge

4. Manage their own learning, and to make use of scholarly reviews and primary sources (for example, refereed research articles and/or original materials appropriate to Criminology and International Security)

5. Apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects

6. Critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem

7. Communicate information, ideas, problems and solutions to both specialist and non-specialist audiences

8. Exercise initiative and personal responsibility, including decision-making in complex and unpredictable contexts

9. Undertake appropriate further training of a professional or equivalent nature

GI4005
GI4007
SC4000
SC4001
SC4003
GI5005
GI5006
GI5008
GI5060

GI5063
GI5064

SC5000
SC5001
SC5002
SC5050
GI6005
GI6002
GI6007
GI6009
SC6004
SC6052
SC6053
SC6054
GI6P01
GI6P51
SC6P00
SC6W51

Learning Outcomes cover LO1-9

Criminology
Politics and International Relations
http://www.qaa.ac.uk/en/Publications/Documents/SBS-criminology-14.pdf

In describing the assessment strategy, describe how:
• Assessment and feedback practices are informed by reflection, consideration of professional practice, and subject-specific and educational scholarship.
• Staff and students engage in dialogue to promote a shared understanding of the basis on which academic judgements are made.
• Students are provided with opportunities to develop an understanding of, and the necessary skills to demonstrate, good academic practice.
• The volume, timing and nature of assessment enable students to demonstrate the extent to which they have achieved the intended learning outcomes.
• Formative assessment supports students in developing for summative assessment
• Feedback on assessment is timely, constructive and developmental.
• Processes for marking assessments and for moderating marks are clearly articulated and consistently operated by those involved in the assessment process.

The course combines both formative and summative assessment opportunities, embracing a variety of methods including: essays, briefing papers, exams, seminar performance, seminar presentations (both individual and group), portfolios, case studies, blogs, policy documents and book reviews. The majority will be tutor assessed, but a number will be peer-reviewed in seminars. Prompt feedback will be provided for all assessment, electronically via Weblearn, in-class, or individually with tutors.

The strategy is designed to maximise the development of subject specific skills and employability skills appropriate to each level of the degree, and to meet the needs of the inclusive curriculum.

Employability and work experience are central to the course. All modules have employability embedded within them (see each module specification for further details). At Level 6 there is a core work-placement module designed to introduce students to the world of work and develop employability skills. Students are assisted to find a period of work experience, which can be paid or voluntary, and will be allocated a supervisor whom they may contact for support to look for work and during the work experience period.

A study-abroad programme can be undertaken as part of the degree programme. The Course Leader (or a delegated representative) must approve the programme of study proposed at the overseas host institution. We have the Socrates exchange links with a number of European Universities – Bologna, Bordeaux, Istanbul, Madrid and Stockholm. It is also possible to study in the United States. The University has exchange links with a number of universities, such as the State University of New York, City University New York, East Carolina, Roosevelt University (Chicago) and a number of colleges in the University of California state system. These exchanges are arranged through the University’s International Office.

Every module on this course has embedded within it reflective learning components and personal development planning relevant to the year of study. It will be encouraged in lectures, seminars, and in assessment methods. Students will be directed to reflect on knowledge specific learning, personal and employability skills development. Students will be encouraged to engage positively with all feedback opportunities, be they with tutors or in peer-review situations, and to reflect and learn, resulting in the developing of further learning strategies.

Successful graduates have been employed in the police and criminal justice services, diplomatic and government sectors, and teaching and research. They have also entered a range of organizations, including national governments, international ones like the European Union and the United Nations, NGOs and think-tanks operating in such fields as criminal justice, security and human rights, and media and business organizations. Many of our students also go on to be successful in postgraduate study, both at Masters and PhD level, at a number of universities, including the London School of Economics, Kings College London and SOAS.

Successful graduates have been employed in the diplomatic services, as well as governmental organisations such as the European Union and the United Nations, and non- governmental organisations specialising in international development, overseas aid, human rights and environmental fields. Students have also gained employment in research and teaching, international business, the media, and political campaigns. We currently have students working in a variety of jobs throughout the world.

Many of our students also go on to be successful in postgraduate study, both at Masters and PhD level, at a number of universities, including the London School of Economics, Kings College London, and SOAS.

In addition to the University's standard entry requirements, you should have at least:

• a minimum of grades BBC in three A levels (or minimum of 112 UCAS points from an equivalent Level 3 qualification, eg Advanced Diploma)
• GCSE English at grade C/grade 4 or above, or Higher Diploma (or equivalent)

If you do not have traditional qualifications or cannot meet the entry requirements for this undergraduate degree, you may still be able to gain entry by completing the Computing Extended degree.

All applicants must be able to demonstrate proficiency in the English language. Applicants who require a Tier 4 student visa may need to provide a Secure English Language Test (SELT) such as Academic IELTS. For more information about English qualifications please see our English language requirements.