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Department of Social & Policy Sciences, Unit Catalogue 2003/04


SP10001: Social Policy & the Welfare State

Credits: 6
Level: Certificate
Semester: 1
Assessment: CW100
Requisites:

Aims & Learning Objectives:
1. To introduce the key concepts of social policy.
2. To introduce the key works of major social policy writers.
3. To critically examine the main development in the evolution of the British welfare state.
Objectives: By the end of the course, students will have knowledge of :
i. Key themes and periods in the historical development of the British welfare state.
ii. The contribution of key thinkers and the analytical concept that they have developed.
iii. Key themes contemporary service sectors.
Learning Outcomes:
By the end of the unit the students should be able to:
* Critically evaluate and assess the contribution of key thinkers in the development of welfare theory.
* Communicate and discuss ideas in seminars.
* In association with other students give a brief presentation.
* Work independently to produce an essay developing argument.
Skills:
* To think creatively and analytically.
* To communicate an argument.
* To evaluate others' arguments and research.
* To learn independently and be able to assess own learning needs (i.e. identify strengths and improve weaknesses in methods of learning and studying).
* To critically evaluate and assess research and evidence as well as a variety of other information.
* To synthesise information from a number of sources in order to gain a coherent understanding.
* Study & Learning skills (note taking, avoiding plagiarism, using the library, gathering and using information, constructing a bibliography, referencing).
* Basic Information and Computing Technology skills (word processing, email, using the web to search for information).
* Inter-personal and communication skills.
* Essay research, preparation and writing skills.
* To construct a bibliography of varying complexity.
* Revision and Examination skills.
* Time-management and administrative skills.
* Presentation skills and verbal communication (i.e. oral presentations, seminar and tutorial contributions).
* Team and group working skills;
* To reflect upon his/her own academic and professional performance and take responsibility for personal and professional learning and development.
* To manage time effectively and respond to changing demands.
* To prioritise workloads, and utilise long- and short-term planning skills.
Content:
Lectures: Concepts in social policy; Development of the British Welfare State (the poor Law; the Liberal Reforms; the classic Welfare State; Restructured Welfare State); Contemporary policy sectors (health care; housing; education; personal social service; income maintenance). Seminars: Richard Titmuss (the social division of welfare; universality and selectivity); William Beveridge (the mixed economy of welfare); Thomas Marshall (citizenship); Richard Tawney (the strategy of equality).

SP10002: Social Policy & Social Problems

Credits: 6
Level: Certificate
Semester: 2
Assessment: EX100
Requisites:

Aims: The aims of the unit are:
i. To introduce students to the framework, operation and financing of social policy.
ii. To apply this framework to an analysis of selected contemporary social problems.
iii. To introduce students to cross-national welfare state comparisons.
Objectives: By the end of the unit, students will have knowledge of:
i. How social problems emerge and the policy responses to these.
ii. How to analyse social problems from a social policy perspective.
iii. How the UK compares in broad terms with approach to the construction of welfare in other countries.
Learning Outcomes:
By the end of the unit the students should be able to:
* seek out and use appropriative data for analysing social problems.
* understand the distinction between normative and empirical questions and be aware of political and ideological influences on policy.
* communicate and discuss ideas in writing and in discussion, including giving a brief presentation.
Skills:
* To think creatively and analytically.
* To communicate an argument.
* To evaluate others' arguments and research.
* To learn independently and be able to assess own learning needs (i.e. identify strengths and improve weaknesses in methods of learning and studying).
* To critically evaluate and assess research and evidence as well as a variety of other information.
* To synthesise information from a number of sources in order to gain a coherent understanding.
* Study & Learning skills (note taking, avoiding plagiarism, using the library, gathering and using information, constructing a bibliography, referencing).
* Basic Information and Computing Technology skills (word processing, email, using the web to search for information).
* Essay research, preparation and writing skills.
* To construct a bibliography of varying complexity.
* Revision and Examination skills.
* Time-management and administrative skills.
* Presentation skills and verbal communication (i.e. oral presentations, seminar and tutorial contributions).
* To reflect upon his/her own academic and professional performance and take responsibility for personal and professional learning and development.
* To manage time effectively and respond to changing demands.
* To prioritise workloads, and utilise long- and short-term planning skills.
Content:
Social problems and the policy process; ideologies of welfare; ideologies and the policy process; social problems/ issues (health; education; labour market; poverty); paying for welfare; comparing welfare states.


SP10017: Groups: groupwork & teamwork in practice

Credits: 6
Level: Certificate
Semester: 2
Assessment: CW80RT20
Requisites:
Before taking this unit you must take SP10105

Aims: The aim of this unit is to provide students with a basic understanding of the theory and practice of working with groups and in teams within human service organisations.
Learning Outcomes:
By the end of this unit students will have learnt: to identify indications and counter-indications for using groupwork as a method of intervention; to plan and induct members into formed groups; to select appropriate leadership styles and the tasks associated with them, such as communication and making decisions; to understand the groupwork role in relation to self-led groups; to solve common groupwork problems, and evaluate the process and outcomes of groupwork. Students will also have learnt how group processes relate to working in groups. Students will have learnt how group processes can be utilised in working with service users in the assessment of needs and the evaluation of services.
Skills:
By the end of the unit students will have developed skills in communicating an argument; gathering information and data from a number of sources; synthesising information to gain a coherent understanding; exploring a variety of relationships and environments relevant to learning and practice; developing sensitivity to the values and interests of others; awareness of ethical issues in research; inter-personal and communication skills; presentation and verbal communication skills; team and groupworking skills; reflection upon their own performance and take responsibility for their own professional and personal learning; managing time and workload effectively.

Demonstrate evidence of competence at level 1 of National Occupational Standards Requirements. This involves the following 5 Units.

Key Role 1:
Prepare for and work with individuals, families, carers, groups and communities to assess their needs and circumstances.
Unit 1: Prepare for social work contact and involvement.

Key Role 2:
Plan, carry out, review and evaluate social work practice with individuals, families, carers, groups, communities and other professionals.
Unit 6: Prepare, produce, implement and evaluate plans with individuals, families, carers, groups, communities and professional colleagues.
Unit 8: Work with groups to promote individual growth, development and independence.

Key Role 5:
Manage and be accountable with supervision and support for your own social work practice within your organisation.
Unit 14: Manage and be accountable for your own work.

Key Role 6:
Demonstrate professional competence in social work practice.
Unit 19: Work within agreed standards of social work practice and ensure own professional development.

Demonstrate that the value requirements have been met. Students have to:
* Identify and question their own values and prejudices and the implications for practice;
* Respect and value uniqueness and diversity and recognise and build on strengths, promote people's rights to choice, privacy, confidentiality and protections, whilst recognising and addressing the complexities of competing rights and demands;
* assist people to increase control of and improve the quality of their lives, while recognising that control of behaviour will be required at times in order to protect children and adults from harm;
* identify, analyse and take action to counter discrimination, racism, disadvantage, inequality and injustice, using strategies appropriate to role and function;
* practice in a manner that does not stigmatise or disadvantage either individuals, groups or communities;
* assess potential risk to self and colleagues.
Content:
Purposes of groupwork; group typologies; models of group development; planning groups; leadership styles and tasks; working with user-led groups; problem-solving in groups; recording and evaluating groups; work-based teams as groups. Students will receive some teaching to cover this content but will also carry out projects in collaborative groups, for a local statutory or community organisation. These projects may be a continuation of a project started for the semester 1 course SP10105 - Community Profiling; assessing community needs. Close tutorial support will be available during the process of these projects in order to enhance learning. There will be a day set aside when all teams will present their final reports.


SP10019: Developing professional competence

Credits: 6
Level: Certificate
Semester: 2
Assessment: ES100
Requisites:
Aims: To introduce students to the different style of learning required for professional social work training, enabling them to develop and demonstrate their professional competence. To provide a basic knowledge of significant legislative and policy frameworks and of services (including the relationship between statutory, voluntary and private sectors). To develop a broad range of communication skills for application in social work practice: verbal, non-verbal and written, essential for effective social work and to explore the links between theory and practice. To learn about task centred work and its potential application when undertaking an assessment. To explore the value base of social work and its application in practice.
Learning Outcomes:
After completing the unit, students will have knowledge of:Social processes that impinge on service users; nature of social work services and practices that can respond to diversity and tackle discrimination; the significance of legislative and policy frameworks and the effects on social work practice; knowledge of organisational processes such as policy implementation and the pursuit of quality in service delivery. They will also have knowledge of the skills required for effective communication in a range of settings, how to plan and conduct an initial assessment using a task-centred approach, the meaning of partnership working with service users, how to use supervision to contribute to their own professional development and to promote best social work practice.
Skills:
After completing the Unit students should be able to: Learn independently and be able to assess their own learning style and learning needs; select and synthesis appropriate and relevant material from a wide range of sources; utilise problem-solving skills in a variety of situations; explore a variety of relationships (e.g. with service users, with other professionals) and environments (e.g. statutory, voluntary sector) relevant to social work practice; develop sensitivity to the values and interests of others; reflect upon their own academic and professional performance and take responsibility for personal and professional learning and development. Students should also have developed appropriate study & learning skills; interpersonal and communication skills; essay research, preparation and writing skills; presentation skills and verbal communication; team and group working skills.
Content:
Models of adult learning and their implications. Social work today: its legislative and organisational contexts; the value base of social work. An introduction to social work theory and to practice methods (particularly task centred work) and developing skills as a reflective, anti-discriminatory practitioner. Communication skills for social work practice (focusing on face-to-face interviews with service users but including use of the telephone, report writing, communication with other professionals). Models of supervision on placement and in practice. Taking learning into practice.

SP10043: Sociology of modern industrial societies

Credits: 6
Level: Certificate
Semester: 1
Assessment: ES100
Requisites:
Aims: This unit introduces students to the key sociological issues posed by the rise of capitalist modern (industrial societies) and classical theory. The unit aims:
* To investigate the historical processes which led to the emergence of capitalist modern societies;
* To explore the constitution of political, economic and social spheres of social relations and their institutions;
* To provide an understanding of the fundamental concepts of classical sociology in relation to capitalism and industrialism;
* To help students to identify and critically assess the significance of key concepts, ideas and problems in the works of Karl Marx, Max Weber and Emile Durkheim to capitalist industrial societies.
Learning Outcomes:
By the end of the unit, you should be able to understand the historical processes which led to the emergence of capitalist industrial societies, identify the major sociological questions and answers to the fundamental issues brought about capitalist industrialism and, finally, to assess the theoretical ideas and problems posed by in the works of what is called classical theory, in their historical context.
Skills:
Intellectual skills:
* To think creatively and analytically;
* To evaluate others' arguments and research;
* To critically evaluate and assess research evidence as well as a variety of other information;
* To synthesise information from a number of sources in order to gain a coherent understanding.
Transferable/Key Skills:
* Essay research, preparation and writing skills;
* To construct a bibliography of varying complexity;
* To develop time-management and administrative skills. Knowledge outcomes: sociology:
* Knowledge of the theoretical basis of sociological perspectives;
* Knowledge of historical and contemporary perspective of sociology;
* Knowledge of the relationship between Sociology and other cognate disciplines.
Content:
The unit is divided into two sections. The first section will look at what makes capitalist modern societies distinctive. That is what are the social processes and new institutions leading to these differentiation? The second section will look at the work of three major thinkers who constitute what we call classical sociology (they were not, with the exception of one of them, really 'sociologists': Karl Marx (1818-1883), Max Weber (1864-1920), Emile Durkheim (1858-1917). The three thinkers were committed to their political convictions and ideas which are reflected in the theoretical frameworks and concepts that they developed. The main questions we will ask them are: what is the driving force in industrial societies? Are social relations driven by class conflict? Coercion? Rationalisation? Individualism? Solidarity?

SP10044: Sociology of inequalities

Credits: 6
Level: Certificate
Semester: 2
Assessment: EX100
Requisites:
Before taking this unit you must take SP10043
Aims: The aims of the unit are to:
i Provide students with a basic understanding of the changing nature of modern society.
ii. Provide students with a basic understanding of the different ways that sociologists have sought to make sense of the changes evident in modern society.
iii. Provide evidence of and theories explaining the key aspects of 'difference' and 'inequalities' within modern British society.
iv. Encourage students to think critically about the key issues that arise from such evidence and theories.
v. Provide an introduction to understanding the main modes of social regulation and control within modern societies.
Learning Outcomes:
By the end of the unit the students will be better equipped to:
* Distinguish between the key ways in which sociologists characterise modern societies.
* Identify dominant forms of inequalities within modern British society.
* Reflect critically upon explanations for inequalities and difference.
* Recognise and critically reflect upon different forms of social regulation and control.
Skills:
Intellectual Skills:
Knowledge of the fundamental concepts of sociology relevant to the student becoming an effective practitioner. Knowledge of the theoretical basis of sociological perspectives. Knowledge of historical and contemporary perspective of sociology. Knowledge of the relationship between Sociology and other cognate disciplines. Knowledge of issues of human needs and social welfare - poverty, inequality, exclusion, diversity and differences. Knowledge of theories of welfare state development. Knowledge of the main sources of data about social welfare and a critical approach to their use. Knowledge of the fundamental concepts and theoretical basis of sociology Knowledge of issues of human needs and social welfare - poverty, inequality, exclusion, diversity and differences. Knowledge of social processes (e.g. poverty, unemployment, poor health) that impinge on service users, and which contribute to social differences and experience of exclusion.
Transferable/Key Skills:
to develop: To think creatively and analytically. To communicate an argument. To evaluate others' arguments and research. To critically evaluate and assess research and evidence as well as a variety of other information. To gather information, data, research and literature from a number of different sources (i.e. library, web-based, archives etc.). To synthesise information from a number of sources in order to gain a coherent understanding. Revision and Examination skills. Understanding of how to apply knowledge and concepts from across various social sciences disciplines.
Content:
The unit will address the following questions:
1. Do industrial societies display common trends, even superseding industrialism?
2. What are the main modes of social regulation and social control in changing societies? Theories and evidence of post-industrialism, convergence, managerialism, ethnic and gender forms of social stratification in relation to social control and citizenship.

SP10059: Core skills for social scientists

Credits: 6
Level: Certificate
Semester: 1
Assessment: EX100
Requisites:
Aims: The aims of this unit are to introduce students to:
1. The major methodological traditions in social research
2. The main principles of research design
3. Key study and learning skills
4. Key computing skills
Learning Outcomes:
By the end of the unit students should be able to:
* Design qualitative and quantitative research projects
* Critically evaluate published research studies
* Apply the principles of critical thinking to evaluate others' arguments
* Reflect on and develop their learning skills
* Use basic Information and Computing Technology (ICT) skills
Skills:
Intellectual skills
* To think creatively and analytically
* To evaluate others' arguments and research
* To learn independently and be able to assess own learning needs (i.e. identify strengths and improve weaknesses in methods of learning and studying).
* To critically evaluate and assess research and evidence as well as a variety of other information
* To gather information, data, research and literature from a number of different sources (i.e. library, web-based, archives etc.).
* To select appropriate and relevant information from a wide source and large body of knowledge.
* To synthesise information from a number of sources in order to gain a coherent understanding.
* To utilise problem solving skills. Professional Practical Skills:
* To develop sensitivity to the values and interests of others. Transferable/Key Skills
* Study & Learning skills (note taking, avoiding plagiarism, using the library, gathering and using information, constructing a bibliography, referencing)
* Basic Information and Computing Technology skills (word processing, email, using the web to search for information)
* Inter-personal and communication skills
* Essay research, preparation and writing skills
* To construct a bibliography of varying complexity
* Revision and Examination skills
* Time-management and administrative skills
* Advanced information and computing technology skills (i.e. SPSS and other forms of computer based data analysis programmes, producing tables, spreadsheets, graphs and charts, Powerpoint, using IT to support presentations)
*Team and group working skills
*To reflect upon his/her own academic and professional performance and take responsibility for personal and professional learning and development.
* To solve problems in a variety of situations.
* To manage time effectively and respond to changing demands.
* To prioritise workloads, and utilise long- and short-term planning skills.
Content:
General learning and study skills such as time management, group working, plagiarism, essay writing, exam revision, reflective study. Critical thinking analysis, including formal and informal fallacies, necessary and sufficient conditions. Research design and evaluation applied to both quantitative and qualitative research. Basic skills in word-processing, spreadsheets, email, using the web to search for information.

SP10060: Quantitative methods: Surveys & data analysis

Credits: 6
Level: Certificate
Semester: 2
Assessment: EX100
Requisites:
Aims: To introduce students to the main assumptions, concepts and methods of survey methods, sampling, descriptive and inferential statistics and to establish basic competence sufficient for investigative, exploratory data analysis using the Statistical Package for Social Sciences (SPSS).
Learning Outcomes:
By the end of the unit students are expected to be able to:
* formulate questionnaire questions and conduct small-scale surveys.
* recognise variables according to different levels of measurement.
* standardise scores.
* apply a chi square test in order to explore differences between categorical variables.
* to explore the strength of association between different types of variables.
* to use the Statistical Package for Social Sciences (SPSS) to apply simple statistical procedures for describing data.
* to use SPSS to perform simple statistical analysis, including procedures for the re-coding of variables, and calculating the chi square test, Pearsons' correlation coefficient and simple regression.
Skills:
Intellectual skills:
* To critically evaluate and assess research and evidence as well as a variety of other information;
* To utilise problem solving skills;
Professional Practical Skills:
* To effectively and efficiently apply principles of sociological/social policy analysis within a variety of environments.
Transferable/Key Skills:
* Advanced information and computing technology skills (i.e. SPSS and other forms of computer based data analysis programmes, producing tables, spreadsheets, graphs and charts, statistical tests).
* Statistical analysis of bivariate and multivariate relationships between variables.
* Team and group working skills.
* To solve problems in a variety of situations. Knowledge outcomes: Sociology and Soc/HRM:
* Knowledge of the current developments in practice and research in a European and world context. Knowledge outcomes: SPA and Sociology and Social Policy:
* Knowledge of techniques for the evaluation of policy outcomes.
* Knowledge of the main sources of data about social welfare and a critical approach to the use of these. Knowledge outcomes: Social Sciences:
* Understanding of how to apply knowledge and concepts from across various social sciences disciplines.
* Knowledge of the main sources of data about social issues and a critical approach to their use. Knowledge outcomes: Social Work and Applied Social Studies:
* Understanding of how to apply knowledge and concepts from across various social sciences disciplines.
* Knowledge of the main sources of data about social issues and a critical approach to their use.
Content:
Basic principles of surveys, construction of questionnaires and sampling; Basic descriptive statistics and Graphical Representation of Quantitative Data; Measures of central tendency and variability; Introduction to the Statistical Package for Social Scientists (SPSS); The normal distribution and z-scores; Tests of associations: An overview of tests for Nominal, Ordinal and Interval/Ratio variables; Introduction to inferential statistics; Estimates, Hypothesis testing and Predictions; Tests of significance for Nominal variables (the chi-square test), Correlation and simple regression.

SP10105: Community profiling: assessing community needs

Credits: 6
Level: Certificate
Semester: 1
Assessment: ES80RT20
Requisites:
After taking this unit you must take SP10017

Aims: Students will learn the theory and practice of assessing community needs through the research method known as community profiling.
Learning Outcomes:
By the end of this unit students will have learnt about the importance within social welfare, of good information, particularly about the needs of users and potential users of social services. They will have learnt about the importance of involving service users and "hearing the voice" of communities and individuals in assessment for and planning of services which counter discrimination. They will have learnt a range of skills necessary for needs assessment, utilising information gathering and analysis at a fundamental level. They will have learnt fundamental skills in communication, interviewing and enabling people to make themselves heard in the assessment process. They will have learnt about confidentiality in information gathering, storing and analysis. They will have learnt about the usefulness of ICT for storage and analysis. They will have started the process of learning about working collaboratively, both within project teams and with others involved in service user and professional networks. They will have learnt about local services and how they inter-relate. They will have learnt skills in managing workloads, the collation of data and its presentation in different forms for communication and information purposes. Students will have begun to learn about the process of reflection and evaluation both for community profiling and within their own learning.
Skills:
Students will have developed skills in communicating an argument; gathering information and data from a number of sources; synthesising information to gain a coherent understanding; exploring a variety of relationships and environments relevant to learning and practice; develop sensitivity to the values and interests of others; awareness of ethical issues in research; inter-personal and communication skills; presentation and verbal communication skills; team and groupworking skills; reflection upon their own performance and taking responsibility for their own professional and personal learning; managing time and workload effectively.
Demonstrate evidence of competence at level 1 of National Occupational Standards Requirements. This involves the following 5 Units:

Key Role 1: Prepare for and work with individuals, families, carers, groups and communities to assess their needs and circumstances.
Unit 1: Prepare for social work contact and involvement.

Key Role 2: Plan, carry out, review and evaluate social work practice with individuals, families, carers, groups, communities and other professionals.
Unit 6: Prepare, produce, implement and evaluate plans with individuals, families, carers, groups, communities and professional colleagues.
Unit 8: Work with groups to promote individual growth, development and independence.

Key Role 5: Manage and be accountable with supervision and support for your own social work practice within your organisation.
Unit 14: Manage and be accountable for your own work.

Key Role 6: Demonstrate Professional competence in social work practice.
Unit 19: Work within agreed standards of social work practice and ensure own professional development.

Demonstrate that the value requirements have been met. Students have to:
* Identify and question their own values and prejudices and the implications for practice;
* Respect and value uniqueness and diversity and recognise and build on strengths, promote people's rights to choice, privacy, confidentiality and protections, whilst recognising and addressing the complexities of competing rights and demands;
* assist people to increase control of and improve the quality of their lives, while recognising that control of behaviour will be required at times in order to protect children and adults from harm;
* identify, analyse and take action to counter discrimination, racism, disadvantage, inequality and injustice, using strategies appropriate to role and function;
* practice in a manner that does not stigmatise or disadvantage either individuals, groups or communities;
* assess potential risk to self and colleagues.
Content:
Aims will be achieved by teaching input on the context, purpose and value of community profiling as a responsive, user-focused and anti-discriminatory task, and the skills and knowledge base for effective practice. Students will then carry out projects in collaborative groups, for a local statutory or community organisation. Close tutorial support will be available during the process of these projects in order to enhance learning. There will be a day set aside when all teams will present their final reports.


SP20003: 'Race' & racism

Credits: 6
Level: Intermediate
Semester: 2
Assessment: ES100
Requisites:
Aims: The aims of the unit are to:
i. Develop an understanding of issues of 'race' and ethnicity.
ii. Examine the dimensions of discrimination and disadvantage in Britain.
iii. Analyse key policy areas to highlight the prevalence and effects of racism.
iv. Evaluate attempts to eradicate racism, discrimination and disadvantage.
v. To develop critical and analytical powers in relation to this subject area.
vi. To develop skills relating to investigation and analysis.
Learning Outcomes:
By the end of the unit the students should be able to:
* Understand the connections between definitions of concepts such as 'race', racial inequality and racial violence and the measures that are taken to deal with them.
* Understand the connection between historical developments such as colonialism and current experiences of racism.
* Know the development law in relation to immigration and race relations and the implications for the development in dealing with these two social issues.
* Know some of the policies and practices that go by the name of anti-racist and how effective they are in dealing with racism and racial inequality.
* Understand how the concept of citizenship is helpful in explaining both diversity within the UK population and difference in experience.
Skills:
Intellectual Skills:
* To think creatively and analytically.
* To communicate an argument.
* To evaluate others' arguments and research.
* To critically evaluate and assess research and evidence as well as a variety of other information.
* To select appropriate and relevant information from a wide source and large body of knowledge.
* To synthesise information from a number of sources in order to gain a coherent understanding.
Transferable/Key Skills:
to develop:
* Study & Learning skills (note taking, avoiding plagiarism, using the library, gathering and using information, constructing a bibliography, referencing).
* Basic Information and Computing Technology skills (word processing, email, using the web to search for information).
* Essay research, preparation and writing skills.
* To construct a bibliography of varying complexity.
* Revision and Examination skills.
* To reflect upon his/her own academic and professional performance and take responsibility for personal and professional learning and development.
Content:
Definition and analysis of 'Race' and Ethnicity; Racial Inequality in Britain; Racism; Colonialism; Racial Harassment; Immigration; Race Relations Law; Multi-Culturalism and Anti-Racism; Urban Unrest 'Race', Racism and Policing; 'Race' and Citizenship.

SP20004: The sociology of the family & family policy

Credits: 6
Level: Intermediate
Semester: 1
Assessment: EX100
Requisites:
Aims:
1. to critically examine the history and nature of changing patterns of family formation and dissolution in modern societies, and the policy responses to these;
2. to explore the ways in which the nature, structure and functions of the family have been explained and interpreted in contemporary sociological theory.
3. to place the study of the family in the wider context of contemporary social trends, particularly individualization and the division between public and private spheres.
Learning Outcomes:
By the end of the unit, students will have:
* studied key sociological texts relating to various aspects of the family in modern society;
* examined the ways in which governments seek to regulate family behaviour, comparing the UK with other countries;
* explored the way in which family (kin) relationships have been theorised to adapt to increasing individualization and regulation. By the end of the unit, students should be able to:
* access a range of sources relating to family structure and family trends;
* apply different theories and approaches to the study of family and individualization;
* critically analyse the values and assumptions underlying state policy and the family.
Skills:
* To think creatively and analytically;
* To communicate an argument;
* To evaluate others' arguments and research;
* To learn independently and be able to assess own learning needs (i.e. identify strengths and improve weaknesses in methods of learning and studying);
* To critically evaluate and assess research and evidence as well as a variety of other information;
* To gather information, data, research and literature from a number of different sources (i.e. library, web-based, archives etc.);
* To select appropriate and relevant information from a wide source and large body of knowledge;
* To analyse and evaluate innovative practices in students' relevant degree discipline;
* To explore a variety of relationships and environments relevant to learning and practising within the context of the students' degree discipline;
* To effectively and efficiently apply principles of sociological/social policy analysis within a variety of environments;
* To develop study & Learning skills (note taking, avoiding plagiarism, using the library, gathering and using information, constructing a bibliography, referencing);
* To develop inter-personal and communication skills;
* To develop revision and Examination skills;
* To develop time-management and administrative skills;
* To develop presentation skills and verbal communication (i.e. seminar and tutorial contributions);
* To lead others confidently and competently;
* To solve problems in a variety of situations;
* To prioritise workloads, and utilise long- and short-term planning skills.
Content:
Portrayal and reality of the family today; Historical development of the family; Emergence of the nuclear family; Falling birth rates and policy responses; Comparing 'Western' families and policies; The family in contemporary theory; Family obligations; Intergenerational ties; Marriage and divorce; Solo living; Romance and Love; Diversity or Breakdown?

SP20005: Politics and the policy process

Credits: 6
Level: Intermediate
Semester: 2
Assessment: CW100
Requisites:
Aims: Academically, the unit aims to provide a critical introduction to:
* the theoretical understanding of the policy process with special emphasis given to social policy;
* the techniques and practice of policy analysis. Pedagogically, the unit aims to:
* enhance the development of the students' interpersonal skills;
* develop skills relating to policy investigation and analysis;
* provide the student with opportunities for collaborative learning.
Learning Outcomes:
By the end of the unit, students should be able to understand and critically discuss:
* the conceptualisation of policy as a process involving interrelated stages;
* the major macro-theoretical paradigms informing policy analysis;
* the relationship between policy process and different types of power;
* the determinants of policy making: actors, institutions, processes, resources and constrains;
* the major meso-theoretical perspectives on policy formulation, decision making and policy implementation;
* the types of policy evaluation and the techniques of policy analysis;
* the role of the policy analyst in the policy process.
Skills:
Intellectual skills:
* to think creatively and analytically;
* to communicate an argument;
* To evaluate others' arguments and research;
* To critically evaluate and assess research and evidence as well as a variety of other information;
* To gather information, data, research and literature from a number of different sources (i.e. library, web-based, archives etc.);
* To select appropriate and relevant information from a wide source and large body of knowledge;
* To synthesise information from a number of sources in order to gain a coherent understanding. Professional and practical skills:
* To effectively and efficiently apply principles of sociological/social policy analysis within a variety of environments;
* To develop sensitivity to the values and interests of others. Transferable/Key skills:
* To develop study & Learning skills (note taking, avoiding plagiarism, using the library, gathering and using information, constructing a bibliography, referencing);
* To develop basic Information and Computing Technology skills (word processing, email, using the web to search for information);
* To develop inter-personal and communication skills;
* To develop essay research, preparation and writing skills;
* To construct a bibliography of varying complexity;
* To develop time-management and administrative skills;
* To develop presentation skills and verbal communication (i.e. oral presentations, seminar and tutorial contributions);
* To develop team and group working skills;
* To reflect upon his/her own academic and professional performance and take responsibility for personal and professional learning and development;
* To understand career opportunities and challenges ahead and begin to plan a career path.
Content:
Each lecture covers a topic, including:
* Introduction: conceptualising policy as a process;
* Conceptualising politics, Power and the State;
* Theories of power/State and critiques of State intervention;
* Actors, institutions, constraints and policy instruments;
* Agenda setting and policy determinants;
* Policy Formulation and policy subsystems;
* Models of Policy Decision-Making;
* Policy Implementation: theory and reality;
* Policy evaluation - the art and craft of policy analysis;
* Conclusion: the political role of the policy analyst.

SP20006: Political values & social policy

Credits: 6
Level: Intermediate
Semester: 1
Assessment: EX100
Requisites:
Aims: The aims of the unit are to:
* Introduce the idea of the welfare state as a socio-political settlement, and as politically contested and contingent.
* Introduce the role of concepts and principles in the development of welfare states and social policies in general.
* Explain a range of concepts and principles used to justify the role of the state in social policy, and the political and theoretical contexts in which they were developed.
* Explain a range of concepts and principles used to critique the role of the state in social policy and the political and theoretical contexts in which they were developed.
* Apply the concepts and principles to specific and topical social policy issues, debates and 'problems'.
* Evaluate the relative merits of different arguments in terms of both theoretical debates and empirical examples.
Learning Outcomes:
By the end of the unit the students will:
* Be familiar with the broad range of principles around which political debates in social policy have been structured.
* Understand how different principles relate to different theoretical and political traditions.
* Be able to explain how principles of need, justice, liberty, citizenship, risk and equality can be used to defend or critique state provision of social policy.
* Be able to apply some of these principles to analyse and evaluate current debates in social policy.
Skills:
Intellectual skills:
* think creatively and analytically.
* communicate an argument.
* evaluate others' arguments and research.
* critically evaluate and assess research and evidence as well as a variety of other information.
* select appropriate and relevant information from a wide source and large body of knowledge.
* synthesise information from a number of sources in order to gain a coherent understanding. Transferable/Key Skills:
* Study & Learning skills.
* Basic Information and Computing Technology skills.
* Inter-personal and communication skills.
* Revision and Examination skills.
* Time-management and administrative skills.
* Presentation skills and verbal communication.
* Team and group working skills.
* prioritise workloads, and utilise long- and short-term planning skills.
Content:
Each lecture will cover one core principle, including: Need, Freedom, Equality, Justice, Citizenship, Community, risk. The seminars will apply each to one issue or problem in contemporary social policy; for example, training schemes and equality of opportunity; citizenship and rights to a basic income.

SP20010: Social policy evaluation

Credits: 6
Level: Intermediate
Semester: 2
Assessment: CW100
Requisites:
Before taking this unit you must take SP10001 and take SP10002
Aims: The aims of the unit are to:
i Develop an understanding of the principal approaches to social policy evaluation.
ii Develop the capacity to apply appropriately these approaches to policy examples.
Learning Outcomes:
By the end of the unit the students should be able to:
* Understand the strategic and political dimensions of social policy evaluation;
* Compare and contrast the strengths of the different approaches and their uses in different settings;
* Design an evaluation project;
* Write a project report.
Skills:
* To think creatively and analytically;
* To communicate an argument;
* To evaluate others' arguments and research;
* To learn independently and be able to assess own learning needs (i.e. identify strengths and improve weaknesses in methods of learning and studying);
* To critically evaluate and assess research and evidence as well as a variety of other information;
* To gather information, data, research and literature from a number of different sources (i.e. library, web-based, archives etc.);
* To select appropriate and relevant information from a wide source and large body of knowledge;
* To synthesise information from a number of sources in order to gain a coherent understanding;
* To utilise problem solving skills;
* Study & Learning skills (note taking, avoiding plagiarism, using the library, gathering and using information, constructing a bibliography, referencing);
* Basic Information and Computing Technology skills (word processing, email, using the web to search for information);
* Inter-personal and communication skills;
* Essay research, preparation and writing skills;
* To construct a bibliography of varying complexity;
* Revision and Examination skills;
* Time-management and administrative skills;
* Presentation skills and verbal communication (i.e. oral presentations, seminar and tutorial contributions);
* Advanced information and computing technology skills (i.e. SPSS and other forms of computer based data analysis programmes, producing tables, spreadsheets, graphs and charts, Powerpoint, using IT to support presentations);
* To reflect upon his/her own academic and professional performance and take responsibility for personal and professional learning and development;
* To solve problems in a variety of situations;
* To manage time effectively and respond to changing demands;
* To prioritise workloads, and utilise long- and short-term planning skills;
* To understand career opportunities and challenges ahead and begin to plan a career path.
Content:
What is evaluation and why evaluate? Evaluation methodology; Effectiveness, efficiency and economy; Performance indicators, outcomes and quality assessment; Illuminative evaluation; The evaluation of innovation; The politics and organisation of evaluation; Learning through experience.

SP20016: Communication skills

Credits: 3
Level: Intermediate
Semester: 1
Assessment: ES100
Requisites:
This unit is for SWASS and ASS students only
Aims & Learning Objectives:
The course aims to extend and develop the communication skills of students for use in social work practice.
Content:
Various styles of communication are addressed with the main focus on interviewing, report writing and non verbal communication. Telephone skills, assertiveness, working with interpreters and use of Makaton signing are considered and students are provided with information about extra-curricular specialist training available locally. There is an introductory session on observation. Students are encouraged to apply their communication skills to future interactions with service users, colleagues and other professionals and to consider issues of power and status. The importance of developing anti-discriminatory practice is emphasised at all levels of communication but particularly in face to face interactions with service users. Effective non-oppressive ways of communicating with disadvantaged groups such as minority ethnic groups, older people, disabled people, people with mental health problems or learning difficulties and children are explored. The course asks students to think, to plan and to reflect before they take action. They are required to examine themselves closely to develop awareness of what they communicate about themselves and what they carry with them into interactions. They will consider their abilities to empathise, to respect and to understand the positions of others. Small groups, role plays and other exercises are used to practice listening and interviewing skills.

SP20019: Developing professional competence

Credits: 3
Level: Intermediate
Semester: 1
Assessment: ES100
Requisites:
This unit is for SWASS and ASS students only.
Aims:
To introduce students to the different style of learning required for professional social work training, enabling them to develop and demonstrate their professional competence. To provide a basic knowledge of significant legislative and policy frameworks and of services (including the relationship between statutory, voluntary and private sectors). To develop a broad range of communication skills for application in social work practice: verbal, non-verbal and written, essential for effective social work and to explore the links between theory and practice. To learn about task centred work and its potential application when undertaking an assessment. To explore the value base of social work and its application in practice.
Learning Outcomes:
After completing the unit, students will have knowledge of:Social processes that impinge on service users; nature of social work services and practices that can respond to diversity and tackle discrimination; the significance of legislative and policy frameworks and the effects on social work practice; knowledge of organisational processes such as policy implementation and the pursuit of quality in service delivery. They will also have knowledge of the skills required for effective communication in a range of settings, how to plan and conduct an initial assessment using a task-centred approach, the meaning of partnership working with service users, how to use supervision to contribute to their own professional development and to promote best social work practice.
Skills:
After completing the Unit students should be able to:Learn independently and be able to assess their own learning style and learning needs; select and synthesis appropriate and relevant material from a wide range of sources; utilise problem-solving skills in a variety of situations; explore a variety of relationships (e.g. with service users, with other professionals) and environments (e.g. statutory, voluntary sector) relevant to social work practice; develop sensitivity to the values and interests of others; reflect upon their own academic and professional performance and take responsibility for personal and professional learning and development. Students should also have developed appropriate study & learning skills; interpersonal and communication skills; essay research, preparation and writing skills; presentation skills and verbal communication; team and group working skills.
Content:
Models of adult learning and their implications. Social work today: its legislative and organisational contexts; the value base of social work. An introduction to social work theory and to practice methods (particularly task centred work) and developing skills as a reflective, anti-discriminatory practitioner. Communication skills for social work practice (focusing on face-to-face interviews with service users but including use of the telephone, report writing, communication with other professionals). Models of supervision on placement and in practice. Taking learning into practice.

SP20020: Discrimination & empowerment in social work

Credits: 6
Level: Intermediate
Semester: 1
Assessment: CW100
Requisites:
This unit is for SWASS and ASS students only.
Aims:
The unit will build on prior understanding of how some individuals and groups in society are marginalised and discriminated against, so that students can understand the way in which social work practice and social work organisations impact on these groups.
Learning Outcomes:
By the end of this unit students will have learnt: heightened awareness of discrimination and the part their values play in this; how to develop strategies for practice individually and collectively, personally and professionally, which will reduce service users' experience of discrimination and which enable them to take greater control of their lives; about power and how to use it to enable rather than disable vulnerable service users; how to value, recognise and respect diversity, expertise and experience of individuals, families and communities; how to challenge discrimination where they find it within social work organisations and in their practice with service users and others; how to evaluate practice using skills learnt elsewhere, e.g. personal reflection, service user feedback, supervision, group discussion, use of theory and recorded experience.
Skills:
By the end of this unit students will have learnt: to build upon their skills of critical analysis; more about collaborative learning with others; in the context of this unit and their social work placement (SP20021), how to explore a variety of relationships and environments relevant to their learning; to apply sociological and social policy knowledge to the analysis of complex ethical and practical issues; how to develop sensitivity to the values and interests of others; how to act, with others, to increase social justice by challenging discrimination at individual, institutional and structural levels; the importance of working in partnership with service users and carers to ensure that their practice is effective in meeting their needs, and does not replicate experiences of marginalisation.
Content:
Group rules for discussing challenging issues in a group setting; reflections on childhood and the experience of marginalisation; developing personal action plans; raising personal awareness and developing strategies in relation to racism, sexism and discrimination against children, mental health service users, disabled people, older people, people with learning difficulties and people diagnosed as HIV positive; the importance of the service user's voice in understanding about and evaluating social work practice; the social model of disability and the way it informs social work practice; ageism and its implications for social work with older people; understanding the ways in which homophobia and heterosexism isolate and oppress gay men and lesbians; the part intolerance plays in isolating people because of their religious or spiritual beliefs.

SP20021: Social work placement 1

Credits: 18
Level: Intermediate
Semester: 1
Assessment: CW100
Requisites:
Pre-requisite: all Social Work & Appied Social Studies professional studies courses. This unit is for SWASS students only.
Aims:
To introduce students to the different style of learning required for professional social work training, enabling them to develop and demonstrate their professional competence. To provide a basic knowledge of significant legislative and policy frameworks and of services (including the relationship between statutory, voluntary and private sectors). To develop a broad range of communication skills for application in social work practice: verbal, non-verbal and written, essential for effective social work and to explore the links between theory and practice. To learn about task centred work and its potential application when undertaking an assessment. To explore the value base of social work and its application in practice.
Learning Outcomes:
After completing the unit, students will have knowledge of:Social processes that impinge on service users; nature of social work services and practices that can respond to diversity and tackle discrimination; the significance of legislative and policy frameworks and the effects on social work practice; knowledge of organisational processes such as policy implementation and the pursuit of quality in service delivery. They will also have knowledge of the skills required for effective communication in a range of settings, how to plan and conduct an initial assessment using a task-centred approach, the meaning of partnership working with service users, how to use supervision to contribute to their own professional development and to promote best social work practice.
Skills:
After completing the Unit students should be able to:Learn independently and be able to assess their own learning style and learning needs; select and synthesis appropriate and relevant material from a wide range of sources; utilise problem-solving skills in a variety of situations; explore a variety of relationships (e.g. with service users, with other professionals) and environments (e.g. statutory, voluntary sector) relevant to social work practice; develop sensitivity to the values and interests of others; reflect upon their own academic and professional performance and take responsibility for personal and professional learning and development. Students should also have developed appropriate study & learning skills; interpersonal and communication skills; essay research, preparation and writing skills; presentation skills and verbal communication; team and group working skills.
Content:
Models of adult learning and their implications. Social work today: its legislative and organisational contexts; the value base of social work. An introduction to social work theory and to practice methods (particularly task centred work) and developing skills as a reflective, anti-discriminatory practitioner. Communication skills for social work practice (focusing on face-to-face interviews with service users but including use of the telephone, report writing, communication with other professionals). Models of supervision on placement and in practice. Taking learning into practice.

SP20022: Organisation and management of social care services

Credits: 6
Level: Intermediate
Semester: 1
Assessment: EX100
Requisites:
Before taking this unit you must take SP10001 and take SP10002
The pre-requisites for this unit are for NON Social Work students.
Aims:
Students will build upon direct or indirect knowledge of social care organisations to understand the connections between policy, organisation, learning, the role of consumers, practice and service delivery. They will learn what effect organisation has on the development of social work practice and service delivery and how different organisations inter-relate to provide the full range of social care services.
Learning Outcomes:
Students will be able to demonstrate that they have learnt to:
* Think critically about the complex social, economic, political and cultural contexts in which social care practice is located;
* Understand social science theories explaining group and organisational behaviour, adaptation and change;
* Understand that practice requires balancing autonomy with complex, multiple and sometimes contradictory accountabilities;
* Understand authority within complex frameworks of accountability and ethical and legal boundaries;
* Integrate knowledge about the relationship between agency policies, legal requirements and professional boundaries in shaping the nature of services provided in inter-disciplinary contexts and the issues associated with working across professional boundaries and within different disciplinary groups;
* Understand the significance of interrelationships with other social care services, especially education, housing, health, income maintenance and criminal justice;
* Knowledge of the factors and processes that facilitate effective inter-disciplinary, inter-professional and inter-agency collaboration and partnership;
* Understand the contribution of different approaches to management, leadership and quality in public and independent human services;
* Understand the conceptual links between codes defining ethical practice, the regulation of professional conduct and the management of potential conflicts generated by the codes held by different professional groups;
* Understand the power and function of recording.
Skills:
Students will develop the skills to:
* Develop critical and analytical powers in general (facilitated);
* Gather information from a range of different sources (facilitated);
* Revise and pass exams (facilitated);
* Develop a knowledge of the nature of social care services and practices that can respond to diversity (taught);
* Develop a knowledge of organisational processes (taught);
* Analyse and address in a creative manner human, organisational and structural impediments to change (facilitated);
* Write accurately and clearly in styles adapted to the audience, purpose and context of the communication (taught);
* Consult actively with others, including service users, who hold relevant information or expertise (taught);
* Act co-operatively with others, liaising and negotiating across differences such as organisational and professional boundaries and differences of identity or language (taught);
* Manage uncertainty, change and stress in work situations (taught);
* Understand and manage changing situations and respond in a flexible manner (facilitated).
Content:
Students will build upon direct and indirect knowledge to understand the connections between policy, organisation, practice and service delivery. They will learn what effect organisation has on the development of social work practice and service delivery and how different organisations inter-relate to provide the full range of social care services. Students will develop a critical knowledge about the role of management; the role of consumer involvement; the functions of supervision; the purpose and power of recording; issues concerning workload management; team working and inter-disciplinary practice and the newly developing organisational structures.

SP20022: Organisation and management of social care services

Credits: 6
Level: Intermediate
Semester: 2
Assessment: EX100
Requisites:
Before taking this unit you must take SP10001 and take SP10002
The pre-requisites for this unit are for NON Social Work students.
Aims:
Students will build upon direct or indirect knowledge of social care organisations to understand the connections between policy, organisation, learning, the role of consumers, practice and service delivery. They will learn what effect organisation has on the development of social work practice and service delivery and how different organisations inter-relate to provide the full range of social care services.
Learning Outcomes:
Students will be able to demonstrate that they have learnt to:
* Think critically about the complex social, economic, political and cultural contexts in which social care practice is located;
* Understand social science theories explaining group and organisational behaviour, adaptation and change;
* Understand that practice requires balancing autonomy with complex, multiple and sometimes contradictory accountabilities;
* Understand authority within complex frameworks of accountability and ethical and legal boundaries;
* Integrate knowledge about the relationship between agency policies, legal requirements and professional boundaries in shaping the nature of services provided in inter-disciplinary contexts and the issues associated with working across professional boundaries and within different disciplinary groups;
* Understand the significance of interrelationships with other social care services, especially education, housing, health, income maintenance and criminal justice;
* Knowledge of the factors and processes that facilitate effective inter-disciplinary, inter-professional and inter-agency collaboration and partnership;
* Understand the contribution of different approaches to management, leadership and quality in public and independent human services;
* Understand the conceptual links between codes defining ethical practice, the regulation of professional conduct and the management of potential conflicts generated by the codes held by different professional groups;
* Understand the power and function of recording.
Skills:
Students will develop the skills to:
* Develop critical and analytical powers in general (facilitated);
* Gather information from a range of different sources (facilitated);
* Revise and pass exams (facilitated);
* Develop a knowledge of the nature of social care services and practices that can respond to diversity (taught);
* Develop a knowledge of organisational processes (taught);
* Analyse and address in a creative manner human, organisational and structural impediments to change (facilitated);
* Write accurately and clearly in styles adapted to the audience, purpose and context of the communication (taught);
* Consult actively with others, including service users, who hold relevant information or expertise (taught);
* Act co-operatively with others, liaising and negotiating across differences such as organisational and professional boundaries and differences of identity or language (taught);
* Manage uncertainty, change and stress in work situations (taught);
* Understand and manage changing situations and respond in a flexible manner (facilitated).
Content:
Students will build upon direct and indirect knowledge to understand the connections between policy, organisation, practice and service delivery. They will learn what effect organisation has on the development of social work practice and service delivery and how different organisations inter-relate to provide the full range of social care services. Students will develop a critical knowledge about the role of management; the role of consumer involvement; the functions of supervision; the purpose and power of recording; issues concerning workload management; team working and inter-disciplinary practice and the newly developing organisational structures.

SP20023: Child care research, policy & practice

Credits: 6
Level: Intermediate
Semester: 2
Assessment: EX100
Requisites:
This unit is for SWASS & ASS students only.
Aims:
To provide students with a broad understanding of major child care research and policy developments and their implications for practice. To equip them with knowledge of child development, child observation and child protection procedures.
Learning Outcomes:
After completing the unit, students will have a knowledge of: Recent child care research, policy and practice developments and the relationship between them. Theories of child development and how to apply this knowledge in the context of child observation, including using observation to inform assessment. Child protection procedures (including the role of different professionals) and the research and policy background to the development of such procedures. Some of the professional and ethical dilemmas that might arise in the application of these procedures in practice.
Skills:
Students should be able to: Critically evaluate and assess child care research and evidence as well as a variety of other information (e.g. policy and guidance). Synthesise information from a number of sources in order to gain a coherent understanding of child care research, policy and practice. Reflect upon their own academic and professional performance and take responsibility for personal and professional learning and development.
Content:
Historical overview of major child care legislation and policy developments. Key concepts of the 1989 Children Act, research findings since the Act and their implications for practice. An introduction to assessment in child care work. An introduction to human growth and development, focusing particularly on child development. The knowledge, skills and values for child observation and its role in social work practice. Child protection policy and practice; definitions of abuse, indicators, signs and symptoms; child protection procedures; inter-agency roles and responsibilities; partnership working in child protection.

SP20024: Legislation for social work practice 1

Credits: 6
Level: Intermediate
Semester: 2
Assessment: EX100
Requisites:
After taking this unit you must take SP30029
This unit is for SWASS and ASS students only.
Aims:
To provide knowledge about the significance of legislative frameworks and the effects on social work practice and provision. To learn about the relationship between law, practice and people's lives. To develop the skills and knowledge to work effectively with the law to promote people's safety, well-being and rights.
Learning Outcomes:
The students should have an understanding and knowledge of:
* The legal framework and service delivery standards, including the nature of legal authority, the application of legislation in practice, statutory accountability and tensions between statute, policy and practice;
* The key areas of legislation for statutory social work in the childcare field;
* The legal framework and professional boundaries that regulates practice and provision in relation to children, families and young offenders;
* The complex relationship between justice, care and control in social welfare and the practical and ethical implications of these, including roles as statutory agents and in upholding the law in respect of discrimination;
* The roles and responsibilities of a social worker working with the law in relation to children and families and young people who offend;
* Students should be able to assess human situations, negotiate goals and plans taking legislative options and issues of safety into account.
Skills:
* To develop critical, analytical problem-based learning skills and the transferable skills to prepare the student for graduate employment (facilitated and assessed);
* To gather information, data, research and literature from a number of different sources (taught, facilitated and assessed);
* To select appropriate and relevant information from a wide source and large body of knowledge (facilitated and assessed);
* To synthesise information from a number of sources in order to gain a coherent understanding (facilitated and assessed);
* To utilise problem solving skills (assessed);
* To explore a variety of relationships and environments relevant to learning and practising within the context of the social work degree (facilitated and taught);
* Study and learning skills (facilitated);
* Revision and examination skills (facilitated and taught);
* To develop a knowledge of legislative and policy frameworks and the effects on social care practice;
* To develop knowledge of the moral concepts of rights, responsibilities, freedom, authority and power and the influence on the relationship between justice, care and control in the delivery of social work services.
Content:
Each week focuses upon one area of legislation. Topics include: specific areas of the law relating to private law, social services support to families, child protection, Adoption, Care and Supervision Orders, family placements, residential placements and youth justice. In relation to each of these areas of the law the students will explore the role, responsibility and duties of a social worker.

SP20025: Theories & methods in social work

Credits: 6
Level: Intermediate
Semester: 2
Assessment: EX100
Requisites:

This unit is for SWASS and ASS students only.
Aims: This course aims to introduce students to the main social work methods within their theoretical frameworks.
Learning Outcomes:
Providing knowledge of a wide range of social work methods within their theoretical contexts; developing critical, analytical and reflective skills; equipping students to engage in self-assessment and evaluation of learning and practice; clarifying the links between theory and practice and enabling students to apply theories and methods to social work practice.
Skills:
To develop critical and analytical powers in general. To develop critical, analytical problem-based learning skills and the transferable skills to prepare the student for graduate employment or further study. To enhance the development of the students' interpersonal skills. To assist the student to develop the skills required for both autonomous and team work.
Intellectual Skills:
To communicate an argument. To evaluate others' arguments and research. To critically evaluate and assess research and evidence as well as a variety of other information. To gather information, data, research and literature from a number of different sources (i.e. library, web-based, archives etc.). To select appropriate and relevant information from a wide source and large body of knowledge. To synthesise information from a number of sources in order to gain a coherent understanding. To utilise problem solving skills. To explore a variety of relationships and environments relevant to learning and practising within the context of the students' degree discipline.
Professional Practical Skills:
To reflect upon new technology and innovation within social sciences and to make decisions regarding legitimacy, reliability and effectiveness. To develop sensitivity to the values and interests of others.
Transferable/Key Skills:
Study & Learning skills (note taking, avoiding plagiarism, using the library, gathering and using information, constructing a bibliography, referencing). Basic Information and Computing Technology skills (word processing, email, using the web to search for information). To be aware of ethical issues in carrying out research.Inter-personal and communication skills. Revision and Examination skills. To reflect upon his/her own academic and professional performance and take responsibility for personal and professional learning and development. To solve problems in a variety of situations. Knowledge outcomes: Knowledge of the relationship between Sociology and other cognate disciplines. Knowledge of social processes (e.g. poverty, unemployment, poor health) that impinge on service users, and which contribute to social differences and experience of exclusion. Knowledge of the nature of social work services and practices that can respond to diversity and tackle discrimination. Knowledge of services, in their contemporary and historical contexts and the complex relationship between statutory, voluntary and private sectors within which they reside. Knowledge of the moral concepts of rights, responsibilities, freedom, authority and power and the influence on the relationship between justice, care and control in the delivery of social work services. Knowledge of social processes (e.g. poverty, unemployment, poor health) that impinge on service users, and which contribute to social differences and experience of exclusion. Knowledge of the nature of social care services and practices that can respond to diversity and tackle discrimination. Knowledge of services, in their contemporary and historical contexts and the complex relationship between statutory, voluntary and private sectors within which they reside. Knowledge of the moral concepts of rights, responsibilities, freedom, authority and power and the influence on the relationship between justice, care and control in the delivery of social work services.
Content:
The relationship between theory and practice is examined critically and the question 'what works in social work?' is posed. An overview of theories which impact upon social work is given and distinctions drawn between the broad theoretical perspectives which underpin practice and those theories of social work methods which more closely prescribe action. To meet the learning needs of future practitioners, theories and methods which have most relevance to present day social work are selected as the knowledge base most likely to inform future practice. They include counselling; family therapy; task-centred work; crisis intervention; behavioural and cognitive approaches. Various styles of adult learning are used and students are expected to participate in small groups, role plays and other exercises. Placement experiences provide illustrations of theories and methods in practice and also case examples for analysis.


SP20047: Sociology of work & industry

Credits: 6
Level: Intermediate
Semester: 1
Assessment: ES100
Requisites:
Before taking this unit you must take SP10043 and take SP10044
Aims: i. This course aims to develop a sociological understanding of the main issues involved in the study of work and industry utilising an historical and comparative framework with a focus on the development work in modern Britain.
Skills:
* To develop critical and analytical powers in general;
* To develop critical, analytical problem-based learning skills and the transferable skills to prepare the student for graduate employment or further study;
* To enhance the development of the students' interpersonal skills;
* To develop research skills with particular reference to those skills relating to investigation and analysis;
* To provide the student with opportunities for collaborative learning with others;
* To assist the student to develop the skills required for both autonomous and team work. Intellectual skills:
* To think creatively and analytically;
* To communicate an argument;
* To evaluate others' arguments and research;
* To learn independently and be able to assess own learning needs (i.e. identify strengths and improve weaknesses in methods of learning and studying);
* To critically evaluate and assess research and evidence as well as a variety of other information;
* To gather information, data, research and literature from a number of different sources (i.e. library, web-based, archives etc.);
* To select appropriate and relevant information from a wide source and large body of knowledge;
* To synthesise information from a number of sources in order to gain a coherent understanding;
* To utilise problem solving skills;
* To analyse and evaluate innovative practices in students' relevant degree discipline;
* To explore a variety of relationships and environments relevant to learning and practising within the context of the students' degree discipline. Professional Skills:
* To reflect upon new technology and innovation within social sciences and to make decisions regarding legitimacy, reliability and effectiveness;
* To effectively and efficiently apply principles of sociological/social policy analysis within a variety of environments;
* To develop sensitivity to the values and interests of others.
Transferable/Key Skills:
* Study & Learning skills (note taking, avoiding plagiarism, using the library, gathering and using information, constructing a bibliography, referencing);
* Basic Information and Computing Technology skills (word processing, email, using the web to search for information);
* Inter-personal and communication skills;
* Essay research, preparation and writing skills;
* To construct a bibliography of varying complexity;
* Revision and Examination skills;
* Time-management and administrative skills;
* Presentation skills and verbal communication (i.e. oral presentations, seminar and tutorial contributions);
* Team and group working skills;
* To lead others confidently and competently;
* To reflect upon his/her own academic and professional performance and take responsibility for personal and professional learning and development;
* To solve problems in a variety of situations;
* To manage time effectively and respond to changing demands;
* To prioritise workloads, and utilise long- and short-term planning skills;
* To understand career opportunities and challenges ahead and begin to plan a career path. Knowledge outcomes; Sociology:
* Knowledge of the theoretical basis of learning processes and effective learning;
* Knowledge of the fundamental concepts of sociology relevant to the student becoming an effective practitioner;
* Knowledge of the theoretical basis of sociological perspectives;
* Knowledge of historical and contemporary perspective of sociology;
* Knowledge of the current developments in practice and research in a European and world context;
* Knowledge of the relationship between Sociology and other cognate disciplines. Knowledge Outcomes: Soc/HRM:
* Knowledge of the theoretical basis of learning processes and effective learning;
* Fundamental concepts of sociology and management relevant to the student becoming an effective practitioner;
* Theoretical basis of sociological perspectives;
* Historical and contemporary perspective of sociology. Current developments in practice and research in sociology and management in a European context.
Content:
ii. This unit examines sociological approaches to the changing forms of work and work organisations. Key issues include rationalisation and bureaucratisation; the introduction and impact of new technologies;managerial and worker strategies in the control of work; conflict and accommodation at the workplace; corporate structure- ownership, control and mangerialism, implications for theories of class and gender relationships. The unit investigates these issues in three broad contexts: the period of early industrialisation, the development of mass production and 'Fordism' and the growth and consolidation of modern industrial structures.

SP20048: Understanding industrial behaviour

Credits: 6
Level: Intermediate
Semester: 2
Assessment: EX100
Requisites:
Before taking this unit you must take SP10043 and take SP10044
Aims: The aims of the unit are to give students a sociological understanding of industrial behaviour, showing the main competing paradigms and theories that describe industrial relationships, institutions and organisational structures.
Learning Outcomes:
By the end of the unit the students should be able to:
* Display relevant knowledge of contemporary debates around industrial behaviour.
* Be aware of historical and contemporary social science research in industrial sociology and organisational practice.
* Show some knowledge of contemporary problems relating to industrial behaviour and how they emerge.
* Compare differing managerial theories of motivation.
Skills:
Intellectual Skills -
* To think creatively and analytically.
* To communicate an argument.
* To evaluate others' arguments and research.
* To critically evaluate and assess research and evidence as well as a variety of other information.
* To gather information, data, research and literature from a number of different sources (i.e. library, web-based, archives etc.).
* To select appropriate and relevant information from a wide source and large body of knowledge.
* To synthesise information from a number of sources in order to gain a coherent understanding.
* To utilise problem solving skills. Professional Practical Skills -
* To effectively and efficiently apply principles of sociological analysis and human resource management skills within a variety of environments. Transferable/Key Skills -
* Study & Learning skills (note taking, avoiding plagiarism, using the library, gathering and using information, constructing a bibliography, referencing)
* Basic Information and Computing Technology skills (word processing, email, using the web to search for information)
* Inter-personal and communication skills.
* Essay research, preparation and writing skills.
* To construct a bibliography of varying complexity.
* Revision and Examination skills.
* Time-management and administrative skills.
* Presentation skills and verbal communication (i.e. oral presentations, seminar and tutorial contributions).
* To reflect upon his/her own academic and professional performance and take responsibility for personal and professional learning and development.
* To solve problems in a variety of situations.
* To manage time effectively and respond to changing demands.
* To prioritise workloads, and utilise long- and short-term planning skills.
Content:
The unit takes students through the main debates in management and work organisation theory, starting with an understanding of Taylorism and Fordism. Classic studies such as the Hawthorne Studies and the early Human Relations School are explored followed by an analysis of the Socio-Technical School and its prescriptions. Contingency Theory, Feminist studies and labour Process Theory bring the debates up to the 1990s. During the course research evidence and case study examples are used to illustrate the key points of the different schools.

SP20049: The sociology of crime & deviance

Credits: 6
Level: Intermediate
Semester: 1
Assessment: CW20ES80
Requisites:
Before taking this unit you must take SP10043 and take SP10044
Aims:
* to introduce students to the major theoretical traditions in criminology;
* to examine competing definitions and sources of information about 'crime', 'criminality' and 'criminalisation';
* to introduce competing explanations for law-breaking behaviour;
* to explore the inter-connections between 'crime', 'criminalisation' and specific social inequalities;
* to introduce students the relationship between explaining crime and specific social policy interventions;
* explain differential responses to 'crime'. By the end of the unit, students will have:
* Studied historical and contemporary explanations for law-breaking behaviour;
* Explored competing theoretical traditions and perspectives explaining 'crime', 'criminality' and 'criminalisation';
* Investigated the uses and limitations of official statistics and alternative sources of information on crime;
* Assessed the relative merits and limitations of a variety of explanations for law-breaking behaviour.
Learning Outcomes:
By the end of the unit, students should be able to:
* Distinguish the main theoretical traditions examining questions of law-breaking;
* Access a range of sources of information about crime within British society and be able to identify the most relevant and appropriate (to any specific question) sources of information about crime;
* Reflect critically upon explanations for law-breaking;
* Recognise and critically reflect upon different forms of social control in relation to crime and specific social inequalities;
* Begin to analyze the values and assumptions underpinning specific policy interventions about crime and punishment and gender, ethnicity and class.
Skills:
* To think creatively and analytically;
* To communicate an argument;
* To evaluate others' arguments and research;
* To learn independently and be able to assess own learning needs (i.e. identify strengths and improve weaknesses in methods of learning and studying);
* To critically evaluate and assess research and evidence as well as a variety of other information;
* To gather information, data, research and literature from a number of different sources (i.e. library, web-based, archives etc.);
* To select appropriate and relevant information from a wide source and large body of knowledge;
* To synthesise information from a number of sources in order to gain a coherent understanding;
* To utilise problem solving skills;
* To analyse and evaluate innovative practices in students' relevant degree discipline;
* To effectively and efficiently apply principles of sociological/social policy analysis within a variety of environments;
* Study & Learning skills (note taking, avoiding plagiarism, using the library, gathering and using information, constructing a bibliography, referencing);
* Basic Information and Computing Technology skills (word processing, email, using the web to search for information);
* Essay research, preparation and writing skills;
* To construct a bibliography of varying complexity;
* Time-management and administrative skills;
* To reflect upon his/her own academic and professional performance and take responsibility for personal and professional learning and development;
* To solve problems in a variety of situations;
* To manage time effectively and respond to changing demands;
* To prioritise workloads, and utilise long- and short-term planning skills.
Content:
Classicism; positivism; theories of urban crime; anomie and subcultural theory; deconstructing official statistics; white collar crime; terrorism and crimes of the state; symbolic interactionism; critical criminology; left and right realism; feminist criminology; gender and crime; race and ethnicity; and, crime and class and crime.

SP20050: Sociology of criminal justice policy

Credits: 6
Level: Intermediate
Semester: 2
Assessment: ES100
Requisites:
Before taking this unit you must take SP20049
Aims:
* To analyse key theoretical debates on criminal justice policy and practice in the UK;
* To examine trends in criminal policy and competing understandings of what constitutes justice;
* To analyse debates on the politics of policing and police accountability;
* To assess levels of equity in punishment, including court decision-making processes;
* To explore the experiences of victims of crime in the criminal justice system (including witnesses);
* To critically assess the role of the voluntary sector and private companies in the criminal justice system;
* To analyse contemporary debates about the effectiveness of custodial and non-custodial sentences.
Learning Outcomes:
By the end of the unit, students should be able to:
* Outline and analyse key theoretical debates on criminal justice policy and practice in the UK;
* Account for trends in criminal policy and competing understandings of what constitutes justice;
* Analyse debates on the politics of policing and police accountability;
* Critically assess debates on inequality in sentencing (with particular reference to gender and ethnicity);
* Be cognisant of the different roles of victims in crime in the criminal justice system and the possible implications of this;
* Outline and assess the role of the voluntary sector and/or private companies in the criminal justice system;
* Analyse contemporary debates about the effectiveness of custodial and non-custodial sentences.
Skills:
* To think creatively and analytically;
* To communicate an argument;
* To evaluate others' arguments and research;
* To learn independently and be able to assess own learning needs (i.e. identify strengths and improve weaknesses in methods of learning and studying);
* To place local debates within an international and global context;
* To critically evaluate and assess research and evidence as well as a variety of other information;
* To gather information, data, research and literature from a number of different sources (i.e. library, web-based, archives etc.);
* To select appropriate and relevant information from a wide source and large body of knowledge;
* To synthesise information from a number of sources in order to gain a coherent understanding;
* To utilise problem solving skills;
* To develop study and learning skills (note taking, avoiding plagiarism, using the library, gathering and using information, constructing a bibliography, referencing);
* To develop basic Information and Computing Technology skills (word processing, email, using the web to search for information);
* To develop essay research, preparation and writing skills;
* To construct a bibliography;
* To develop time-management and administrative skills;
* To develop communication and debating skills;
* To reflect upon his/her own academic and professional performance and take responsibility for personal and professional learning and development;
* To solve problems in a variety of situations;
* To manage time effectively and respond to changing demands;
* To prioritise workloads, and utilise long- and short-term planning skills.
Content:
Criminal justice policy and practice in the UK; trends in criminal policy; competing understandings of what constitutes justice; politics of policing and police accountability; inequality (with particular reference to gender and ethnicity); victims, survivors and witnesses; voluntary sector and private companies in the criminal justice system; the effectiveness of custodial and non-custodial sentences and the 'what works' debate.

SP20061: Quantitative methods: Advanced techniques for social & policy research

Credits: 3
Level: Intermediate
Semester: 1
Assessment: EX100
Requisites:
Before taking this unit you must take SP10060
Aims: To consolidate the statistical knowledge that was obtained during the SP10060 and introduce advanced quantitative methods and techniques for the analysis of social and policy issues.
Learning Outcomes:
By the end of the unit the students should be able to:
* employ a variety of statistical techniques and tests to analyse complex social and policy issues;
* use a variety of advanced SPSS procedures for statistically analysing quantitative data;
* explore differences between nominal variables (chi square) and explore their strength of association (Cramer's V);
* explore differences between the means of different continuous variables (t-test and anova);
* explore the strength of relationship between continuous variables (Pearson's R) create models of causal relationships between variables (multivariate regression analysis and path analysis);
* understand the broader theoretical and methodological issues that arise when using quantitative methods in social research;
Skills:
Intellectual skills -
* To critically evaluate and assess research and evidence as well as a variety of other information;
* To utilise problem solving skills; Professional Practical Skills -
* To effectively and efficiently apply principles of sociological/social policy analysis within a variety of environments; Transferable/Key Skills -
* Advanced information and computing technology skills (i.e. SPSS and other forms of computer based data analysis programmes, producing tables, spreadsheets, graphs and charts, statistical tests);
* Statistical analysis of bivariate and multivariate relationships between variables;
* Team and group working skills;
* To solve problems in a variety of situations; Knowledge outcomes: Sociology and Soc/HRM:
* Knowledge of the current developments in practice and research in a European and world context; Knowledge outcomes: SPA and Sociology and Social Policy:
* Knowledge of techniques for the evaluation of policy outcomes;
* Knowledge of the main sources of data about social welfare and a critical approach to the use of these; Knowledge outcomes: Social Sciences:
* Understanding of how to apply knowledge and concepts from across various social sciences disciplines;
* Knowledge of the main sources of data about social issues and a critical approach to their use; Knowledge outcomes: Social Work and Applied Social Studies:
* Understanding of how to apply knowledge and concepts from across various social sciences disciplines;
* Knowledge of the main sources of data about social issues and a critical approach to their use.
Content:
Overview of tests for nominal and ordinal variables; revision of the Chi-square test; Cramer's V; Tests of significance for Interval/Ratio variables; t-tests, Analysis of Variance (ANOVA); Correlation and Pearson's R, Introduction to the basic principles of multivariate analysis, multiple linear regression and path analysis

SP20062: Qualitative social research methods

Credits: 6
Level: Intermediate
Semester: 2
Assessment: CW100
Requisites:
Before taking this unit you must take SP10059
Aims:
1.To give students a critical overview of qualitative research methods
2. To give students a chance to apply their knowledge of qualitative methods by carrying out a qualitative research project.
Learning Outcomes:
By the end of the unit students should be able to:
*Evaluate the strengths and weaknesses of different qualitative methods
*Design and complete a qualitative research project
*Reflect on their experience of doing research and make suggestions for how their research skills might be improved
Skills:
Intellectual Skills:
*To think creatively and analytically.
*To communicate an argument.
*To critically evaluate and assess research and evidence as well as a variety of other information.
*To gather information, data, research and literature from a number of different sources (i.e. library, web-based, archives etc.).
*To select appropriate and relevant information from a wide source and large body of knowledge.
*To synthesise information from a number of sources in order to gain a coherent understanding.
*To utilise problem solving skills.
Professional Practical Skills:
*To develop sensitivity to the values and interests of others.
Transferable/Key Skills:
*Inter-personal and communication skills
*Essay research, preparation and writing skills
*To construct a bibliography of varying complexity
*Time-management and administrative skills
*Team and group working skills
*To reflect upon his/her own academic and professional performance and take responsibility for personal and professional learning and development
*To solve problems in a variety of situations
*To manage time effectively and respond to changing demands
*To prioritise workloads, and utilise long- and short-term planning skills
Content:
The unit will cover: conceptual frameworks, research questions, research aims and objectives; ethics, sampling and fieldwork methods; reflective methods; interviewing techniques and practicalities; analysis and writing up.

SP20067: Placement

Credits: 60
Level: Intermediate
Academic Year
Assessment: CW100
Requisites:
Aims:
1. To complete a work placement with an organisation, either in the UK or overseas, most typically in some sort of human resource management, policy, research or evaluation setting.
2.To provide a potential basis for the final year dissertation
3.To develop critical, analytical problem-based learning skills and the transferable skills to prepare the student for graduate employment or further study.
4.To enhance the development of the students' interpersonal skills.
5.To assist the student to develop the skills required for both autonomous and team work.
Learning Outcomes:
By the end of the unit the students should be able to:
*Apply their academic knowledge to a practical work setting
*Reflect on how their work experience relates to the knowledge gained at University.
Skills:
Intellectual Skills:
*To utilise problem solving skills.
*To explore a variety of relationships and environments relevant to learning and practising within the context of the students' degree discipline.
Professional Practical Skills:
*To effectively and efficiently apply principles of sociological/social policy analysis within a variety of environments.
*To develop sensitivity to the values and interests of others
Transferable/Key Skills:
to develop:
*Inter-personal and communication skills
*Time-management and administrative skills
*Basic Information and Computing Technology skills (word processing, email, using the web to search for information)
*Presentation skills and verbal communication (i.e. oral presentations, seminar and tutorial contributions)
*Team and group working skills
*To lead others confidently and competently
*To reflect upon his/her own academic and professional performance and take responsibility for personal and professional learning and development
*To solve problems in a variety of situations
*To manage time effectively and respond to changing demands
*To prioritise workloads, and utilise long- and short-term planning skills
*To understand career opportunities and challenges ahead and begin to plan a career path
Content:
The content of placements is very varied. Most students who do placements in this department are doing a degree in sociology with human resource management and these students typically find placements in HR departments of large organisations. Other students find research and/or policy placements with organisations such as the Metropolitan police, the Daycare Trust, the Audit Commission, social services departments and so on.

SP20069: Philosophy of the social sciences

Credits: 6
Level: Intermediate
Semester: 1
Assessment: EX100
Requisites:
Before taking this unit you must take SP10043 and take SP10044 and take SP10059
Aims: This course aims to demonstrate the significance of different theories of scientific methodology for the social sciences and the distinctive contribution of the interpretivist perspective to sociology and related social sciences. It does this by examining key issues in the philosophy of the social sciences, focusing particularly on the social processes by which knowledge is established and changed. It considers the work of theorists such as Popper, Kuhn, Durkheim, Weber and Winch.
Learning Outcomes:
By the end of the unit the students should be able to:
* Understand the problematic relevance of natural science models for the social sciences
* Critique the concepts of 'truth' and 'objectivity' in relation to scientific methods
* Be aware of the substantive and methodological claims of positivist, phenomenological and cultural relativist stances in social science
* Understand and critique the contributions of Popper, Kuhn, Durkheim, Weber and Winch to the debate on the nature of social science
Skills:
Intellectual Skills -
* To think creatively and analytically;
* To communicate an argument;
* To evaluate others' arguments and research;
* To critically evaluate and assess research and evidence as well as a variety of other information;
* To gather information, data, research and literature from a number of different sources (i.e. library, web-based, archives etc.);
* To select appropriate and relevant information from a wide source and large body of knowledge;
* To synthesise information from a number of sources in order to gain a coherent understanding;
* To utilise problem solving skills. Professional Practical Skills -
* To effectively and efficiently apply principles of sociological/social policy analysis within a variety of environments. Transferable/Key Skills -
* Study & Learning skills (note taking, avoiding plagiarism, using the library, gathering and using information, constructing a bibliography, referencing);
* Basic Information and Computing Technology skills (word processing, email, using the web to search for information);
* Inter-personal and communication skills;
* Essay research, preparation and writing skills;
* To construct a bibliography of varying complexity;
* Revision and Examination skills;
* Time-management and administrative skills;
* Presentation skills and verbal communication (i.e. oral presentations, seminar and tutorial contributions);
* To reflect upon his/her own academic and professional performance and take responsibility for personal and professional learning and development;
* To solve problems in a variety of situations;
* To manage time effectively and respond to changing demands;
* To prioritise workloads, and utilise long- and short-term planning skills.
Content:
The course will examine positivist models of scientific method and the interpretivist tradition in sociology: Popper, Kuhn, Durkheim, Winch and Weber.

SP20085: Social Research: sources, presentation and communication

Credits: 3
Level: Intermediate
Semester: 1
Assessment: CW100
Requisites:
While taking this unit you must take SP20061
Aims: The aims of the unit are:
1. To introduce students to the range of official and other descriptive statistics produced in the UK (and EU), and the advantages and disadvantages of these as tools for social research.
2. To introduce students to skills in the analysis, interpretation and presentation of material from secondary sources.
3. To prepare students to make use of such material in other courses, placements and in the final year dissertation.
Objectives: By the end of the course students will have:
* critically assessed the main sources of official statistics;
* applied research skills to analyse secondary data relevant to a specific research problem;
* presented the research and its findings in the format of a group presentation;
* completed a report based on re-analysis of descriptive statistical data.
Learning Outcomes:
By the end of the unit the students should be able to:
* identify a research problem and question;
* identify and use existing data sources appropriately to the research question;
* make effective presentations of complex information using appropriate visual materials;
* work in a team write clear reports in an appropriate format.
Skills:
* To develop research skills with particular reference to those skills relating to investigation and analysis.
* To provide the student with opportunities for collaborative learning with others.
* To assist the student to develop the skills required for both autonomous and team work.
* To think creatively and analytically.
* To communicate an argument.
* To evaluate others' arguments and research.
* To learn independently and be able to assess own learning needs.
* To critically evaluate and assess research and evidence as well as a variety of other information.
* To gather information, data, research and literature from a number of different sources.
* To select appropriate and relevant information from a wide source and large body of knowledge.
* To synthesise information from a number of sources in order to gain a coherent understanding.
* To utilise problem solving skills.
* To develop time-management and administrative skills.
* To develop presentation skills and verbal communication.
* To develop advanced information and computing technology skills.
* To develop team and group working skills
Content:
Official statistics, production and use; main sources of UK data (the Census, the General Household Survey, the Family Expenditure Survey) analysing specific topics (e.g. unemployment, family trends, crime, gender, poverty), statistics on the Internet; the ESRC data archive. Report writing, literature reviews and bibliographic sources. Use of PowerPoint.

SP20090: BSc (hons) Social Sciences Placement

Credits: 60
Level: Intermediate
Academic Year
Assessment: CW100
Requisites:
Aims:
1. To complete a work placement with an organisation, either in the UK or overseas, most typically in some sort of human resource management, policy, research or evaluation setting.
2. To provide a potential basis for the final year dissertation.
3. To develop critical, analytical problem-based learning skills and the transferable skills to prepare the student for graduate employment or further study.
4. To enhance the development of the students' interpersonal skills.
5. To assist the student to develop the skills required for both autonomous and team work.
Learning Outcomes:
By the end of the unit the students should be able to:
* Apply their academic knowledge to a practical work setting;
* Reflect on how their work experience relates to the knowledge gained at the University.
Skills:
Intellectual Skills -
* To utilise problem solving skills.
* To explore a variety of relationships and environments relevant to learning and practising within the context of the students' degree discipline. Professional Practical Skills -
* To effectively and efficiently apply principles of sociological/social policy analysis within a variety of environments.
* To develop sensitivity to the values and interests of others. Transferable/Key Skills - to develop:
* Inter-personal and communication skills.
* Time-management and administrative skills.
* Basic Information and Computing Technology skills (word processing, email, using the web to search for information).
* Presentation skills and verbal communication (i.e. oral presentations, seminar and tutorial contributions).
* Team and group working skills.
* To lead others confidently and competently.
* To reflect upon his/her own academic and professional performance and take responsibility for personal and professional learning and development.
* To solve problems in a variety of situations.
* To manage time effectively and respond to changing demands.
* To prioritise workloads, and utilise long- and short-term planning skills.
* To understand career opportunities and challenges ahead and begin to plan a career path.
Content:
The content of placements is very varied. Students find placements in research and/or policy placements with organisations such as the Metropolitan police, the Daycare Trust, the Audit Commission, social services departments and so on. Some students may find placements in HR departments of large organisations.

SP20097: Sociology of health and illness

Credits: 6
Level: Intermediate
Semester: 2
Assessment: EX100
Requisites:
Before taking this unit you must take SP10043 and take SP10044
Aims: This option is intended to introduce students to the way in which sociologists have thought about health and illness. A central theme of this unit is the social construction of more subjectively defined 'ill health' and the central role that health plays in contemporary social consciousness.
Learning Outcomes:
By the end of the unit students should:
1. be familiar with sociological issues around health and illness;
2. question the role of medicine in the modern world and problematise the concepts of 'health' and 'illness';
3. be aware of inequalities in health, particularly in relation to social class, gender, age and ethnicity.
Skills:
* To think creatively and analytically;
* To communicate an argument;
* To evaluate others' arguments and research;
* To learn independently and be able to assess own learning needs (i.e. identify strengths and improve weaknesses in methods of learning and studying);
* To critically evaluate and assess research and evidence as well as a variety of other information;
* To gather information, data, research and literature from a number of different sources (i.e. library, web-based, archives etc.);
* To select appropriate and relevant information from a wide source and large body of knowledge;
* To analyse and evaluate innovative practices in students' relevant degree discipline;
* To explore a variety of relationships and environments relevant to learning and practising within the context of the students' degree discipline;
* To effectively and efficiently apply principles of sociological/social policy analysis within a variety of environments;
* To develop study & learning skills (note taking, avoiding plagiarism, using the library, gathering and using information, constructing a bibliography, referencing);
* To develop inter-personal and communication skills;
* To develop revision and examination skills;
* Time-management and administrative skills;
* Presentation skills and verbal communication (i.e. seminar and tutorial contributions);
* To lead others confidently and competently;
* To solve problems in a variety of situations;
* To prioritise workloads, and utilise long- and short-term planning skills.
Content:
Definitions of health and illness; the medicalisation of everyday life; Progress, medicine and its critique; Social and global inequalities; Alternative medicine and the organic; Syndromes; Shaping the body; Ageing; Tragedy and the 'meaning' of death; Public health in an age of anxious individualism.

SP20099: Childhood: sociological perspectives & policy issues

Credits: 6
Level: Intermediate
Semester: 2
Assessment: ES100
Requisites:
Before taking this unit you must take SP10001 and take SP10002
Aims: To introduce sociological theories of childhood(s) and then to examine a range of social policies that impact on children in the UK.
Learning Outcomes:
By the end of the Unit students should know about: Key writings on the sociological theories of childhood; historical and contemporary debates about the nature of childhood; major social policy issues and the ways these impact on children and young people.
Skills:
By the end of the Unit students should be able to:
* Think creatively and analytically;
* Communicate an argument;
* Evaluate others' arguments and research;
* Learn independently and be able to assess own learning needs (i.e. identify strengths and improve weaknesses in methods of learning and studying);
* Critically evaluate and assess research and evidence as well as a variety of other information;
* Gather information, data, research and literature from a number of different sources (i.e. library, web-based, archives etc.);
* Select appropriate and relevant information from a wide source and large body of knowledge;
* Synthesise information from a number of sources in order to gain a coherent understanding;
* Utilise problem solving skills;
* Analyse and evaluate innovative practices in students' relevant degree discipline;
* Effectively and efficiently apply principles of sociological/social policy analysis within a variety of environments;
* Use study & learning skills (note taking, avoiding plagiarism, using the library, gathering and using information, constructing a bibliography, referencing);
* Apply basic ICT skills (word processing, email, using the web to search for information);
* Undertake essay research &, preparation, use writing skills;
* Construct a bibliography of varying complexity;
* Use time-management and administrative skills;
* Reflect upon his/her own academic and professional performance and take responsibility for personal and professional learning and development;
* Solve problems in a variety of situations;
* Manage time effectively and respond to changing demands;
* Prioritise workloads, and utilise long- and short-term planning skills.
Content:
Definitions and models of childhood. Children's rights; children and the law. Children and social policy: poverty, health; education and child care; housing; children and the personal social services; vulnerable children (disabled children; traveller children; asylum seekers and refugees; child exploitation; children and the criminal justice system).

SP20112: Theoretical issues I: structure & agency

Credits: 6
Level: Intermediate
Semester: 2
Assessment: ES70RT30
Requisites:
Aims:
1. Provide students with a good grounding in the key current debates in social theory about structure and agency.
2. To draw out the distinguishing features of the role of structure and agency in contemporary society.
3. Encourage students to reflect critically on the key issues and the interrelationships within the two main approaches.
4. Give students an understanding of how these themes emerge from classical sociology.
Learning Outcomes:
As a result of this unit students will be better able to:
1. Distinguish the key approaches that inform the structure/agency debates in recent sociology.
2. Identify how structure and agency inform methodological debates in current sociology.
3. Recognise the pitfalls and possibilities of using either approach to situate their own analysis.
4. In the construction of their own research procedures, be aware of the possibilities that structure and agency approaches offer.
Skills:
* To think creatively and analytically;
* To communicate an argument;
* To evaluate others' arguments and research;
* To learn independently and be able to assess own learning needs (i.e. identify strengths and improve weaknesses in methods of learning and studying);
* To critically evaluate and assess research and evidence as well as a variety of other information;
* To gather information, data, research and literature from a number of different sources (i.e. library, web-based, archives etc.);
* To select appropriate and relevant information from a wide source and large body of knowledge;
* To synthesise information from a number of sources in order to gain a coherent understanding;
* To utilise problem solving skills;
* To analyse and evaluate innovative practices in students' relevant degree discipline;
* To effectively and efficiently apply principles of sociological/social policy analysis within a variety of environments;
* To develop study & learning skills (note taking, avoiding plagiarism, using the library, gathering and using information, constructing a bibliography, referencing);
* To develop basic information and computing technology skills (word processing, email, using the web to search for information);
* To develop inter-personal and communication skills;
* To develop essay research, preparation and writing skills;
* To be able to construct a bibliography of varying complexity;
* To develop time-management and administrative skills;
* To develop presentation skills and verbal communication (i.e. oral presentations, seminar and tutorial contributions);
* To develop team and group working skills;
* To reflect upon his/her own academic and professional performance and take responsibility for personal and professional learning and development;
* To solve problems in a variety of situations;
* To manage time effectively and respond to changing demands;
* To prioritise workloads, and utilise long- and short-term planning skills.
Content:
The unit will consider:
* Structural functionalism;
* Symbolic interactionism;
* Structuration theory;
* Critical social theory;
* Work of Foucault and Bourdieu.

SP20128: The sociology of health & environmental risk

Credits: 6
Level: Intermediate
Semester: 1
Assessment: ES100
Requisites:
Aims:
1. To compare different responses to perceived health risks, especially in the UK, US and Europe;
2. To critically examine the assumptions and values that inform heightened sensitivity towards health risks.
Learning Outcomes:
By the end of the unit, students will have:
* Studied key texts relating to the emergence of a more risk-centred society and examined the principal experiences through which such a response evolved in Europe and the USA;
* Critically analyse the role of individual actors and political institutions in the consolidation of heightened risk awareness;
* Explore the different assessments of the scale of threat represented by particular risks and hazards;
* Examine the consequences of particular strategies for responding to heightened risk perception, both for 'stakeholders' and society more widely. By the end of the unit students should be able to:
* Identify and apply appropriate criteria for the analysis of the dynamics behind 'the risk society' and the consequences of different strategies employed to meet its challenge.
Skills:
By the end of the unit students should be able:
* To communicate an argument;
* To think creatively and analytically;
* To evaluate others' arguments and research;
* To learn independently and be able to assess own learning needs (i.e. identify strengths and improve weaknesses in methods of learning and studying);
* To critically evaluate and assess research and evidence as well as a variety of other information;
* To gather information, data, research and literature from a number of different sources (i.e. library, web-based, archives etc.);
* To select appropriate and relevant information from a wide source and large body of knowledge;
* To analyse and evaluate innovative practices in students' relevant degree discipline;
* To explore a variety of relationships and environments relevant to learning and practising within the context of the students' degree discipline;
* To effectively and efficiently apply principles of sociological/social policy analysis within a variety of environments;
* Study & Learning skills (note taking, avoiding plagiarism, using the library, gathering and using information, constructing a bibliography, referencing);
* Inter-personal and communication skills;
* Revision and Examination skills;
* Time-management and administrative skills;
* Presentation skills and verbal communication (i.e. seminar and tutorial contributions);
* To lead others confidently and competently;
* To solve problems in a variety of situations;
* To prioritise workloads, and utilise long- and short-term planning skills.
Content:
The contours of the 'risk society'; an historical contrast - the non-risk society; the emergence of risk and probability; Fluoride and the American anticipation of modern health risk; The American Risk Society and its critics; From AIDS to BSE - Risk moves across the Atlantic; Theorising Risk; The Risk Society thesis; Environmental reality or social construction?; Claims makers and 'risk entrepreneurs'; institutionalising risk aversion; policy responses and the precautionary principle; Risk assessment in an anxious age.

SP20129: Sexual violence: explanations, responses & debates

Credits: 6
Level: Intermediate
Semester: 1
Assessment: ES100
Requisites:
Before taking this unit you must take SP10043 or take SP10044
Aims:
* To analyse key theoretical explanations of rape and sexual assault;
* To examine competing definitions of what constitutes sexual violence;
* To outline debates around the extent of adult rape and sexual assault;
* To explore the experiences of survivors of these crimes;
* To understand the links between sexual violence and domestic violence;
* To critically assess voluntary sector responses to these crimes;
* To critically assess police responses to these crimes;
* To analyse contemporary debates about the effectiveness of perpetrator treatment programmes;
* Outline and discuss sexual violence as an international Human Rights concern.
Learning Outcomes:
By the end of the unit, students should be able to:
* Outline and analyse key historical and contemporary explanations for sexual violence;
* Critique official and non-official statistics on the extent of sexual violence;
* Access a range of sources of information about sexual violence and service provision in the UK;
* Critically assess key theoretical debates on the causes of and responses to sexual violence;
* Outline and evaluate changing statutory response to rape and sexual assault in the UK;
* Outline and evaluate changing voluntary sector responses to rape and sexual assault in the UK;
* Contextualise UK debates within a Human Rights / international framework.
Skills:
* To think creatively and analytically;
* To communicate an argument;
* To evaluate others' arguments and research;
* To learn independently and be able to assess own learning needs (i.e. identify strengths and improve weaknesses in methods of learning and studying);
* To place local debates within an international and global context;
* To critically evaluate and assess research and evidence as well as a variety of other information;
* To gather information, data, research and literature from a number of different sources (i.e. library, web-based, archives etc.);
* To select appropriate and relevant information from a wide source and large body of knowledge;
* To synthesise information from a number of sources in order to gain a coherent understanding;
* To utilise problem solving skills;
* Study and Learning skills (note taking, avoiding plagiarism, using the library, gathering and using information, constructing a bibliography, referencing);
* Basic Information and Computing Technology skills (word processing, email, using the web to search for information);
* Essay research, preparation and writing skills;
* To construct a bibliography;
* Time-management and administrative skills;
* Communication and debating skills;
* To reflect upon his/her own academic and professional performance and take responsibility for personal and professional learning and development;
* To solve problems in a variety of situations;
* To manage time effectively and respond to changing demands;
* To prioritise workloads, and utilise long- and short-term planning skills.
Content:
Explanations of sexual violence; gender and crime; rape and sexual assault (including male rape); domestic violence; sexual violence as a Human Rights Concern (e.g. rape as a war crime); prostitution; police responses; voluntary sector responses; working with offenders (sex offender treatment programmes, domestic violence treatment programmes).

SP20130: Policy & practice in mental health

Credits: 6
Level: Intermediate
Semester: 2
Assessment: ES100
Requisites:
This unit is for SWASS students only.
Aims:

* To prepare students for mental health social work practice in a rapidly changing inter-professional and organisational context;
* To critically examine the role of mental health social work in specialist and non-specialist settings.
Learning Outcomes:
By the end of the unit students will be able to:
* Identify the main dimensions of the social model of mental disorder;
* Locate social work within the multidisciplinary organisational context of mental health services (statutory and voluntary);
* Consider the relevance to practice of alternative models of mental health social work assessment, including risk assessment;
* Incorporate service user perspectives in the development of practice;
* Understand the relevance of care management and the care planning approach to mental health social work;
* Draw on an evidence-base for intervention in relation to mental health problems for children and young people;
* Draw on an evidence-base for intervention in relation to mental health problems for adults and older people;
* Understand the social work role in relation to mental health legislation;
* Identify the implications of anti-discriminatory practice for mental health social work.
Skills:
Intellectual:
* To think creatively and analytically (f/t/a);
* To communicate an argument (f/a);
* To critically evaluate and assess research and evidence (f/t/a);
* To gather information from a variety of sources (f/a);
* To synthesize information from a number of sources. Professional:
* To develop sensitivity to the values and interests of others (f/t/a);
* To apply principles of sociological and social policy analysis (t/a). Transferable key skills:
* Essay research, preparation and writing skills (f/t/a);
* To reflect upon own academic and professional performance (t/a). Knowledge outcomes:
* Knowledge of social processes impinging on service users (t/a);
* Knowledge of the nature of social work processes (t/a);
* Knowledge of services (t/a);
* Significance of legislative and policy frameworks (t/a);
* Knowledge of organisational processes (t/a).
Content:
* the policy context of mental health;
* organisational service framework;
* evidence-based policy and practice;
* mental health and the life-cycle;
* inequality and discrimination in mental health services;
* user perspectives;
* statutory intervention;
* assessment, including risk assessment.

SP20131: Discrimination & empowerment in social work

Credits: 12
Level: Intermediate
Semester: 1
Assessment: CW100
Requisites:
This unit is for students on the BSc SWASS and ASS programmes only, and is available from the 2004/5 academic year onwards.
Aims:
The unit will build on prior understanding of how some individuals and groups in society are marginalised and discriminated against, so that students can understand the way in which social work practice and social work organisations impact on these groups.
Learning Outcomes:
By the end of this unit students will have learnt: heightened awareness of discrimination and the part their values play in this; how to develop strategies for practice individually and collectively, personally and professionally, which will reduce service users' experience of discrimination and which enable them to take greater control of their lives; about power and how to use it to enable rather than disable vulnerable service users; how to value, recognise and respect diversity, expertise and experience of individuals, families and communities; how to challenge discrimination where they find it within social work organisations and in their practice with service users and others; how to evaluate practice using skills learnt elsewhere, e.g. personal reflection, service user feedback, supervision, group discussion, use of theory and recorded experience.
Skills:
By the end of this unit students will have learnt: to build upon their skills of critical analysis; more about collaborative learning with others; in the context of this unit and their social work placement (SP20021), how to explore a variety of relationships and environments relevant to their learning; to apply sociological and social policy knowledge to the analysis of complex ethical and practical issues; how to develop sensitivity to the values and interests of others; how to act, with others, to increase social justice by challenging discrimination at individual, institutional and structural levels; the importance of working in partnership with service users and carers to ensure that their practice is effective in meeting their needs, and does not replicate experiences of marginalisation.
Content:
Group rules for discussing challenging issues in a group setting; reflections on childhood and the experience of marginalisation; developing personal action plans; raising personal awareness and developing strategies in relation to racism, sexism and discrimination against children, mental health service users, disabled people, older people, people with learning difficulties and people diagnosed as HIV positive; the importance of the service user's voice in understanding about and evaluating social work practice; the social model of disability and the way it informs social work practice; ageism and its implications for social work with older people; understanding the ways in which homophobia and heterosexism isolate and oppress gay men and lesbians; the part intolerance plays in isolating people because of their religious or spiritual beliefs.

SP30008: Social policy dissertation 1

Credits: 6
Level: Honours
Semester: 1
Assessment: CW100
Requisites:
After taking this unit you must take SP30009
This unit is only available to students on the BSc Social Policy programme. Aims: The aims of the unit are:
i.To design and conduct a research project on an approved social policy topic.
ii. To gain experience of undertaking primary research in social policy.
iii. To develop a critical awareness of methodological issues in applied social research.
Learning Outcomes:
By the end of the unit the students should be able to: Conceptualise, design, conduct and write a 10,000 word piece of original research on a topic of the students' choosing. Intellectual
Skills:
Knowledge of the fundamental concepts of sociology relevant to the student becoming an effective practitioner; Knowledge of the theoretical basis of sociological perspectives; Knowledge of theories of welfare state development; Knowledge of the main sources of data about social welfare and a critical approach to their use; Knowledge of the fundamental concepts and theoretical basis of sociology; Knowledge of the historical and contemporary perspective of sociology; Understanding of how to apply knowledge and concepts from across various social sciences disciplines; Knowledge of the main sources of data about social issues and a critical approach to their use. Knowledge of issues of human needs and social welfare - poverty, inequality, exclusion, diversity and differences; Knowledge of the historical and contemporary perspective of sociology; Knowledge of key theories and developments in at least two of sociology, social policy, politics, economics, psychology. Transferable/Key Skills - To develop critical and analytical powers in general; To develop research skills with particular reference to those skills relating to investigation and analysis; To think creatively and analytically; To communicate an argument; To evaluate others' arguments and research; To critically evaluate and assess research and evidence as well as a variety of other information; To gather information, data, research and literature from a number of different sources (i.e. library, web-based, archives etc.); To select appropriate and relevant information from a wide source and large body of knowledge; To synthesise information from a number of sources in order to gain a coherent understanding. To utilise problem solving skills; To reflect upon new technology and innovation within social sciences and to make decisions regarding legitimacy, reliability and effectiveness; Study & Learning skills (note taking, avoiding plagiarism, using the library, gathering and using information, constructing a bibliography, referencing); Basic Information and Computing Technology skills (word processing, email, using the web to search for information); Inter-personal and communication skills; Essay research, preparation and writing skills; To construct a bibliography of varying complexity.
Content:
Students will choose a specific research topic and design a research project. Students will undertake fieldwork research on their chosen topic.

SP30009: Social policy dissertation 2

Credits: 12
Level: Honours
Semester: 2
Assessment: DS100
Requisites:
Before taking this unit you must take SP30008
Aims: The aims of the unit are to:
i. Complete fieldwork research undertaken in Semester 1.
ii. Analyse fieldwork data.
iii. Prepare a research dissertation on the student's chosen topic.
Learning Outcomes:
By the end of the unit the students should be able to: Conceptualise, design, conduct and write a 10,000 word piece of original research on a topic of the students' chosing
Skills:
Intellectual Skills - Knowledge of the fundamental concepts of sociology relevant to the student becoming an effective practitioner; Knowledge of the theoretical basis of sociological perspectives; Knowledge of theories of welfare state development; Knowledge of the main sources of data about social welfare and a critical approach to their use; Knowledge of the fundamental concepts and theoretical basis of sociology; Knowledge of the historical and contemporary perspective of sociology; Understanding of how to apply knowledge and concepts from across various social sciences disciplines; Knowledge of the main sources of data about social issues and a critical approach to their use. Knowledge of issues of human needs and social welfare - poverty, inequality, exclusion, diversity and differences; Knowledge of the historical and contemporary perspective of sociology; Knowledge of key theories and developments in at least two of sociology, social policy, politics, economics, psychology. Transferable/Key Skills - To develop critical and analytical powers in general; To develop research skills with particular reference to those skills relating to investigation and analysis; To think creatively and analytically; To communicate an argument; To evaluate others' arguments and research; To critically evaluate and assess research and evidence as well as a variety of other information; To gather information, data, research and literature from a number of different sources (i.e. library, web-based, archives etc.); To select appropriate and relevant information from a wide source and large body of knowledge; To synthesise information from a number of sources in order to gain a coherent understanding. To utilise problem solving skills; To reflect upon new technology and innovation within social sciences and to make decisions regarding legitimacy, reliability and effectiveness. Study & Learning skills (note taking, avoiding plagiarism, using the library, gathering and using information, constructing a bibliography, referencing) - Basic Information and Computing Technology skills (word processing, email, using the web to search for information); Inter-personal and communication skillsEssay research, preparation and writing skills; To construct a bibliography of varying complexity.
Content:
Students will complete their fieldwork research (started in Semester 1) and analyse data collected. Students will write up their research projects in the form of a 10,000 word dissertation.

SP30011: Health policies & politics

Credits: 6
Level: Honours
Semester: 1
Assessment: EX100
Requisites:
Before taking this unit you must take SP10002 and take SP10001
Aims: The aims of the unit are to:
* Develop an understanding of how health policy integrates with wider social policy issues, as well as a detailed understanding of the content and dynamism of health policy processes.
Learning Outcomes:
By the end of the unit the students should be able to:
* Understand the impact of different welfare models on health care systems in Europe and America;
* Understand the political forces behind health care reform in the British NHS;
* Understand the pressures exerted on health care systems and the range of responses that have arisen;
* Compare and contrast the strengths of the different approaches and their uses in different settings.
Skills:
Intellectual Skills - Transferable/Key Skills - to develop:
* To think creatively and analytically;
* To communicate an argument;
* To evaluate others' arguments and research;
* To learn independently and be able to assess own learning needs (i.e. identify strengths and improve weaknesses in methods of learning and studying);
* To critically evaluate and assess research and evidence as well as a variety of other information;
* To gather information, data, research and literature from a number of different sources (i.e. library, web-based, archives etc.);
* To select appropriate and relevant information from a wide source and large body of knowledge;
* To synthesise information from a number of sources in order to gain a coherent understanding;
* Study & Learning skills (note taking, avoiding plagiarism, using the library, gathering and using information, constructing a bibliography, referencing);
* Basic Information and Computing Technology skills (word processing, email, using the web to search for information);
* Inter-personal and communication skills;
* Essay research, preparation and writing skills;
* To construct a bibliography of varying complexity;
* Revision and Examination skills;
* Time-management and administrative skills;
* Presentation skills and verbal communication (i.e. oral presentations, seminar and tutorial contributions);
* To reflect upon his/her own academic and professional performance and take responsibility for personal and professional learning and development;
* To manage time effectively and respond to changing demands;
* To prioritise workloads, and utilise long- and short-term planning skills;
* To understand career opportunities and challenges ahead and begin to plan a career path.
Content:
Health, health care and health policy; health and health care before the NHS; The creation of the NHS; NHS Policies 1948-1979, NHS Policies 1979-1998; The NHS as a health care system; Other health care systems; The future of health care - rationing; The future of health care - control; The future of health care - the new public health.

SP30012: European social policy: a comparative approach

Credits: 6
Level: Honours
Semester: 2
Assessment: CW90OT10
Requisites:
Before taking this unit you must take SP10002 and (take SP20005 or take EC20080)
Aims:
* To introduce the concept of 'welfare regimes' as a means to compare social;
* policies in different European countries;
* To introduce the different policies which make up 'welfare regimes' in Europe;
* To explore the different principles which underpin the variety of policies in Europe;
* To explain the similarities and differences between welfare regimes and policy approaches;
* To identify the ways in which these similarities and differences can be evaluated;
* To explain the challenges faced by different welfare states in Europe;
* To outline the theories adopted to explain the pattern of recent and contemporary policy reforms;
* To explain the role of the EU in shaping the development of social policies in European countries. By the end of the unit, the students will have:
* An in-depth knowledge of the welfare states of at least two European welfare states, and reasonable knowledge of several others;
* A critical understanding of the concept of welfare regime and knowledge of its application to European countries;
* Studied the variety of ways in which social policies can be compared and evaluated;
* Explored the challenges faced by different welfare states in Europe;
* Explored the ways in which recent policy reforms have been theorised;
* Studied the impact of the EU on social policy developments;
* Used both literature and secondary data in order to evaluate policy developments in two European countries.
Learning Outcomes:
By the end of the unit, students should be able to:
* compare, analyse and evaluate the similarities and differences between these welfare systems;
* compare, analyse and evaluate the similarities and differences between policies addressing similar issues or social groups;
* analyse and evaluate the varied challenges facing welfare systems in Europe, and the responses to these challenges.
Skills:
* To think creatively and analytically;
* To communicate an argument;
* To evaluate others' arguments and research;
* To learn independently and be able to assess own learning needs (i.e. identify strengths and improve weaknesses in methods of learning and studying);
* To critically evaluate and assess research and evidence as well as a variety of other information;
* To gather information, data, research and literature from a number of different sources (i.e. library, web-based, archives etc.);
* To select appropriate and relevant information from a wide source and large body of knowledge;
* To synthesise information from a number of sources in order to gain a coherent understanding;
* To utilise problem solving skills;
* To analyse and evaluate innovative practices in students' relevant degree discipline;
* To effectively and efficiently apply principles of sociological/social policy analysis within a variety of environments;
* To develop study & learning skills (note taking, avoiding plagiarism, using the library, gathering and using information, constructing a bibliography, referencing);
* To develop basic information and computing technology skills (word processing, email, using the web to search for information);
* To develop report writing skills;
* To be able to construct a bibliography of varying complexity;
* To develop time-management and administrative skills.
Content:
The unit adopts two approaches to the material. In the first part, it examines in depth the development of social polices in specific countries which represent different 'welfare regimes': Germany, Sweden, Italy and Russia/Central Europe. Second, it then compares specific policy areas across these countries, such as pensions and health services. The module concludes by considering the impact of the EU on different policies.

SP30013: Social security policy and welfare reform

Credits: 6
Level: Honours
Semester: 1
Assessment: EX100
Requisites:
Before taking this unit you must take SP10001 and take SP10002
Aims: 1. To compare different ways of meeting financial need, and in particular recent 'welfare reforms' in the UK, the USA and Australia; 2. To critically examine the assumptions and values that structure social security provision.
Learning Outcomes:
By the end of the unit, students will have:
* studied key texts relating to the goals and welfare reform in the UK, Australia and the USA (including government papers, Select Committee reports, independent reports);
* analysed the role of political institutions and critical actors in the reform processes in these countries;
* explored the methods and criteria for the evaluation of the outcomes of social security policy;
* in respect of the UK, examined in detail whether and how the needs of different 'client' groups are met. By the end of the unit, students should be able to:
* identify and apply appropriate criteria for the analysis of policy goals and outcomes in respect of social security policy.
Skills:
* To think creatively and analytically;
* To communicate an argument;
* To evaluate others' arguments and research;
* To critically evaluate and assess research and evidence as well as a variety of other information;
* To gather information, data, research and literature from a number of different sources (i.e. library, web-based, archives etc.);
* To select appropriate and relevant information from a wide source and large body of knowledge;
* To develop revision and examination skills;
* To develop time-management and administrative skills;
* To develop presentation skills and verbal communication (i.e. oral presentations, seminar and tutorial contributions);
* To develop team and group working skills.
Content:
The scope of structure of social security policy; Models of social security policy; Reviews and reforms; Australia, USA and UK; Social Security Expenditure trends; Benefit take-up and adequacy; Fraud and Abuse. Reform in relation to specific policy areas; Unemployment and work incentives; Families and lone parents, Child Support; Housing; Pensions; Disability; tax credits.

SP30023: Child care research & practice

Credits: 3
Level: Honours
Semester: 1
Assessment: EX100
Requisites:
This unit is for SWASS & ASS students only.
Aims:
To provide students with a broad understanding of major child care research and policy developments and their implications for practice. To equip them with knowledge of child development, child observation and child protection procedures.
Learning Outcomes:
After completing the unit, students will have a knowledge of: Recent child care research, policy and practice developments and the relationship between them. Theories of child development and how to apply this knowledge in the context of child observation, including using observation to inform assessment. Child protection procedures (including the role of different professionals) and the research and policy background to the development of such procedures. Some of the professional and ethical dilemmas that might arise in the application of these procedures in practice.
Skills:
Students should be able to: Critically evaluate and assess child care research and evidence as well as a variety of other information (e.g. policy and guidance). Synthesise information from a number of sources in order to gain a coherent understanding of child care research, policy and practice. Reflect upon their own academic and professional performance and take responsibility for personal and professional learning and development.
Content:
Historical overview of major child care legislation and policy developments. Key concepts of the 1989 Children Act, research findings since the Act and their implications for practice. An introduction to assessment in child care work. An introduction to human growth and development, focusing particularly on child development. The knowledge, skills and values for child observation and its role in social work practice. Child protection policy and practice; definitions of abuse, indicators, signs and symptoms; child protection procedures; inter-agency roles and responsibilities; partnership working in child protection.

SP30027: Social work dissertation 1

Credits: 6
Level: Honours
Semester: 2
Assessment: CW100
Requisites:
This unit is for SWASS students only.
Aims:
The dissertation provides an opportunity for students to study and discuss one topic of relevance to the fields covered by applied social studies. The aim of the dissertation is to equip students to research, organise and produce an extended piece of work in a relevant area.The objectives of the unit are that students should be able to define a topic or research question, systematically search the literature, develop a project plan for completing the dissertation, and show that they organise the intellectual content of a longer study.
Learning Outcomes:
By the end of the unit the students should be able to:
* Define a topic or research question, systematically search the literature, develop a project plan for completing the dissertation, and show that they organise the intellectual content of a longer study.
Skills:
Intellectual Skills:
Knowledge of the fundamental concepts of sociology relevant to the student becoming an effective practitioner; Knowledge of the theoretical basis of sociological perspectives; Knowledge of theories of welfare state development; Knowledge of the main sources of data about social welfare and a critical approach to their use; Knowledge of the fundamental concepts and theoretical basis of sociology; Understanding of how to apply knowledge and concepts from across various social sciences disciplines; Knowledge of the main sources of data about social issues and a critical approach to their use; Knowledge of issues of human needs and social welfare - poverty, inequality, exclusion, diversity and differences.
Transferable/Key Skills:
To develop critical and analytical powers in general; To develop research skills with particular reference to those skills relating to investigation and analysis; To think creatively and analytically; To communicate an argument; To evaluate others' arguments and research; To critically evaluate and assess research and evidence as well as a variety of other information; To gather information, data, research and literature from a number of different sources (i.e. library, web-based, archives etc.); To select appropriate and relevant information from a wide source and large body of knowledge; To synthesise information from a number of sources in order to gain a coherent understanding; To utilise problem solving skills. Study & Learning skills (note taking, avoiding plagiarism, using the library, gathering and using information, constructing a bibliography, referencing): Basic Information and Computing Technology skills (word processing, email, using the web to search for information); Inter-personal and communication skills; Essay research, preparation and writing skills; To construct a bibliography of varying complexity.
Content:
Definition of a case study. Systematic search and preliminary review of the literature. Development of a strategy or project plan for completing the dissertation. Production of a summary and chapter outline of the dissertation.

SP30028: Social work dissertation 2

Credits: 12
Level: Honours
Semester: 2
Assessment: DS100
Requisites:
This unit is for SWASS students only.
Aims:
The dissertation provides an opportunity for students to study and discuss one topic of relevance to the fields covered by applied social studies. The aim of the dissertation is to equip students to research, organise and produce an extended piece of work in a relevant area.
Learning Outcomes:
By the end of the unit the students should be able to:
* define a topic or research question, systematically search the literature, develop a project plan for completing the dissertation, and show that they organise the intellectual content of a longer study.
Skills:
Intellectual Skills:
Knowledge of the fundamental concepts of sociology relevant to the student becoming an effective practitioner; Knowledge of the theoretical basis of sociological perspectives; Knowledge of theories of welfare state development; Knowledge of the main sources of data about social welfare and a critical approach to their use; Knowledge of the fundamental concepts and theoretical basis of sociology; Understanding of how to apply knowledge and concepts from across various social sciences disciplines; Knowledge of the main sources of data about social issues and a critical approach to their use; Knowledge of issues of human needs and social welfare - poverty, inequality, exclusion, diversity and differences.
Transferable/Key Skills:
To develop critical and analytical powers in general; To develop research skills with particular reference to those skills relating to investigation and analysis; To think creatively and analytically; To communicate an argument; To evaluate others' arguments and research; To critically evaluate and assess research and evidence as well as a variety of other information; To gather information, data, research and literature from a number of different sources (i.e. library, web-based, archives etc.); To select appropriate and relevant information from a wide source and large body of knowledge; To synthesise information from a number of sources in order to gain a coherent understanding; To utilise problem solving skills; To reflect upon new technology and innovation within social sciences and to make decisions regarding legitimacy, reliability and effectiveness. Study & Learning skills (note taking, avoiding plagiarism, using the library, gathering and using information, constructing a bibliography, referencing): Basic Information and Computing Technology skills (word processing, email, using the web to search for information); Inter-personal and communication skills; Essay research, preparation and writing skills; To construct a bibliography of varying complexity.
Content:
Definition of a case study. Systematic search and preliminary review of the literature. Development of a strategy or project plan for completing the dissertation. Production of a summary and chapter outline of the dissertation.

SP30029: Legislation for social work practice 2

Credits: 6
Level: Honours
Semester: 1
Assessment: EX100
Requisites:
Before taking this unit you must take SP20024
This unit is for SWASS and ASS students only.
Aims:
To provide knowledge about the significance of legislative frameworks and the effects on social work practice and provision. To learn about the relationship between law, practice and people's lives. To develop the skills and knowledge to work effectively with the law to promote people's safety, well-being and rights.
Learning Outcomes:
The students should have an understanding and knowledge of:
* The legal framework and service delivery standards, including the nature of legal authority, the application of legislation in practice, statutory accountability and tensions between statute, policy and practice;
* The key areas of legislation for statutory social work;
* The legal framework and professional boundaries that regulates practice and provision in relation to working with adults;
* The complex relationship between justice, care and control in social welfare and the practical and ethical implications of these, including roles as statutory agents and in upholding the law in respect of discrimination;
* The roles and responsibilities of a social worker working with the law in relation to adults;
* Students should be able to assess human situations, negotiate goals and plans taking legislative options and issues of safety into account.
Skills:
* To develop critical, analytical problem-based learning skills and the transferable skills to prepare the student for graduate employment (facilitated and assessed);
* To gather information, data, research and literature from a number of different sources (taught, facilitated and assessed);
* To select appropriate and relevant information from a wide source and large body of knowledge (facilitated and assessed);
* To synthesise information from a number of sources in order to gain a coherent understanding (facilitated and assessed);
* To utilise problem solving skills (assessed);
* To explore a variety of relationships and environments relevant to learning and practising within the context of the social work degree (facilitated and taught);
* Study and learning skills (facilitated);
* Revision and examination skills (facilitated and taught);
* To develop a knowledge of legislative and policy frameworks and the effects on social care practice;
* To develop knowledge of the moral concepts of rights, responsibilities, freedom, authority and power and the influence on the relationship between justice, care and control in the delivery of social work services.
Content:
Each week focuses upon one area of legislation. Topics include specific areas of the law relating to: vulnerable adults; older people; mental health; homelessness; disability, race and sex discrimination. In relation to each of these areas of the law the students will explore the role, responsibility and duties of a social worker and court practices.

SP30030: Developing professional competence 3: principles of practice

Credits: 3
Level: Honours
Semester: 1
Assessment: ES100
Requisites:
This unit is for SWASS students only.
Aims:
To address the place of ethics in social work theory and practice.
Learning Outcomes:
By the end of this unit students will have learnt: to respond to ethical issues in social work practice raised in their prior learning; to develop thinking in identifying and clarifying values and principles for social work generally and students individually; to explore some of the ethical dilemmas and confusions raised in everyday social work practice.
Skills:
By the end of this unit students will have: built upon their skills of critical analysis; had opportunities for more collaborative learning; learnt to apply sociological knowledge and understanding of ethics to the analysis of complex practice issues; learnt how to develop sensitivity to the values and interests of others; learnt how to act, with others, to increase social justice by understanding the ethical underpinning of anti-racism and anti-discrimination; learnt about the arguments that support working in partnership with service users and carers.
Content:
General consideration of ethics and their place in social work; identification of ethical issues and dilemmas from students' experience - e.g. values and conflicts of interest; authority and accountability in social work; cultural relativism and values; values and the maintenance of purpose and morale.

SP30031: Community care

Credits: 6
Level: Honours
Semester: 1
Assessment: CW100
Requisites:
This unit is for SWASS and ASS students only.
Aims:
The aim of this unit is to address the policy, organisational and practice issues that construct social work and social care with adults in the UK, in order to prepare students to understand, and in some cases, work in, this sector.
Learning Outcomes:
By the end of this unit students will have learnt: about the history and development of services for adults in the UK; to focus their prior knowledge, skills and understanding of values onto the broad area of Community Care with adults; knowledge which will prepare them for practice in their preferred area for final placement (Social Work and Applied Social Studies students only); about the development of Community Care for adults both as a range of concepts and as a way of organising and delivering social services to service users; specific understanding of the role and practice of care managers in assessment for, delivery and development of services; the unit will also respond, as far as possible, to the interests and learning needs of individual students in this broad subject area (e.g. in relation to service user groups or type of service provision); about service user perspectives on the delivery of service; how the policy, organisation and guidelines for practice in social work with adults actually work in practice, through contact with practitioners and managers from partner social work agencies.
Skills:
By the end of this unit students will have: developed their critical and analytical skills, particularly in relation to research and evidence in the subject area, and the connections between policy, organisation and practice guidance in theory and how it works in practice; built upon prior learning in utilising a range of sources of learning for practice; through workshop based teaching, learnt to learn collaboratively, being sensitive to the needs and interests of others.
Content:
Content will be flexible to accommodate students' own learning aims but will include: the development of Community Care services for adults; service user involvement in both care management and service development; care management skills, including user empowerment; community work skills (assessment of community needs, service development, networking, collaboration with formal and informal community groups); inter-professional work; diversity of Community Care provision (the "mixed economy of care"); informal carers; gender, culture and the concept of caring.

SP30032: Mental health

Credits: 6
Level: Honours
Semester: 1
Assessment: CW100
Requisites:
This unit is for SWASS students only
Aims & Learning Objectives:
Aims:
* To prepare students for mental health social work practice in a rapidly changing inter-professional and organisational context
* To critically examine the role of mental health social work in specialist and non-specialist settings Objectives: By the end of the unit students will be able to:
* Identify the main dimensions of the social model of mental disorder
* Locate social work within the organisational context of mental health services (statutory and voluntary)
* Consider the relevance to practice of alternative models of mental health social work assessment, including risk assessment
* Understand the relevance of care management and the care planning approach to mental health social work
* Draw on an evidence-base for intervention in relation to mental health problems for children and young people
* Draw on an evidence-base for intervention in relation to mental health problems for adults and older people
* Understand the social work role in relation to mental health legislation
* Identify the implications of anti-discriminatory practice for mental health social work
Content:
Social and medical models of mental health and disorder; the organisational context of mental health social work practice; the role of social work in multidisciplinary services; models of mental health social work assessment, including risk assessment; care management and the care planning approach; social work intervention with children and young people experiencing mental health problems; social work intervention with adults and older people with mental health problems; statutory contexts of mental health social work.

SP30033: Children & families

Credits: 6
Level: Honours
Semester: 1
Assessment: CW100
Requisites:
This unit is for SWASS and ASS students only.
Aims:
To develop students' knowledge and skills for social work practice with children and their families in a range of settings and across professional boundaries and disciplines.
Learning Outcomes:
After completing the unit, students will have knowledge of significant legislative and policy frameworks and policy developments in relation to children and child care services in England; the social work role in child care in statutory, voluntary and private sector settings; attachment theory and its relevance in assessment of children's developmental needs and their parents' capacity to meet those needs; factors that might inhibit a parent's capacity to meet their child's needs, including wider family and environmental factors; methods of intervention with children and with adults. They will be prepared to undertake work with individual children, families, carers and other professionals; assess needs and risks; plan and carry out a course of action in response to an assessment; work effectively in a multi-professional environment.
Skills:
After completing the unit, students should be able to:
* Critically evaluate current models of assessment of children and their families and identify the shortcomings of such models.
* Use such models in practice to undertake assessments of children in need and their families.
* Draw on their knowledge of attachment theory, child development and theories of change in selecting or designing interventions to meet the needs of children.
* Use research evidence to inform their practice.
* Undertake direct work with children using appropriate communication skills and tools, to ensure their views are heard.
* Work in partnership with parents, carers and other professionals (including those from different disciplines).
Content:
Introduction to work with children and families; the legislative framework; children's and parents' rights; children "in need". Policy and practice developments in child care; recent research findings and their implications for practice. Attachment theory and its application. Current models of assessment and their application in practice. Using assessment to plan interventions, using the evidence base regarding their effectiveness. Direct work with children, with their carers and with the wider family and community. Children looked after: fostering and adoption; children in residential care.

SP30035: Social work placement 2

Credits: 12
Level: Honours
Semester: 2
Assessment: ES100
Requisites:
Only available to Students studying the BSc SWASS programme.
Aims:

* To enable students to develop and then demonstrate that they have acquired, integrated and applied the knowledge, skills and values for social work practice;
* To enable students to acquire knowledge, values and skills to practice to a level of a newly qualified worker - Level 2.
Learning Outcomes:
Knowledge:
* Knowledge of the nature of social care services and practices (relating to their particular placement agency), and how they respond to diversity and tackle discrimination.
* Knowledge of the purpose of partnership working and information sharing across professional disciplines and agencies and with services users and carers.
* The significance of legislative and policy frameworks and the effects on practice in social care.
* Knowledge of organisational processes such as policy implementation, management, use of information technology and the pursuit of quality in service delivery.
* Knowledge of theories about the impact of authority and power in the social care role.
Skills:
Intellectual skills:
* To utilise skills in critical appraisal of relevant social research and evaluation methodologies and of the concept of evidence for effective social care, in the sector particular to the placement.
* To develop a range of skills for practice in social care, their theoretical roots, the research evidence to support them and an ability to critically reflect upon their relevance for effectiveness in interventions with service users particular to the placement.
* To think creatively and analytically, including self assessment and critical reflection upon knowledge and practice relevant to social care.
* To communicate an argument.
* To learn independently and be able to assess own learning needs (i.e. identify strengths and improve weaknesses in methods of learning and studying).
* To utilise problem solving skills.
* To analyse and evaluate innovative practices in social work.
* To explore a variety of relationships and environments relevant to learning and practising within a social work context.
Professional skills:
* To develop skills in assessment, planning, intervention and review.
* To develop skills in partnership, working across professional disciplines and with service users and carers.
* To develop skills in managing problem solving through gathering and analysing information, using information and other forms of knowledge in making decisions about appropriate social work interventions and evaluating their effectiveness.
* To develop skills in communication across a range of interventions - with fellow professionals, carers and users of services - in written and verbal forms, and having a clear understanding of the principles and practice of inter-cultural communication, and confidentiality.
* To develop skills of active and purposeful listening, checking understanding, responding appropriately, developing arguments and recording accurately, clearly and accessibly within the placement agency time-scales.
* To develop skills in working with marginalised people - working in partnership with service users, involving them in decision-making, consulting meaningfully with others, developing helpful and respectful relationships that can lead to change.
* To take responsibility for personal and professional learning and development.
* To develop sensitivity to the values and interests of others.
* To effectively and efficiently apply principles of sociological/social policy analysis within the placement environment.
Key skills:
* To communicate effectively and at all levels and using different means (i.e. written, verbal, visual).
* Lead others confidently and competently, and work effectively as part of a team.
* To reflect upon his/her own academic and professional learning and development.
* Use meeting effectively.
* Work effectively in organisations.
* Utilise problem-solving skills in a variety of theoretical and practical situations.
* Manage time, prioritise workloads and utilise long and short term planning skills and respond to changing demands.
* Work independently and as part of a team to identify and achieve clear goals.
* To understand career opportunities and challenges ahead and begin to plan a career path.
Content:
Development to a foundation level of the six Core Competences: communicate and engage, promote and enable, assess and plan, intervene and provide services, work in organisations, develop professional competence. Demonstrate that the value requirements have been met. Students have to:
* Identify and question their own values and prejudices and the implications for practice;
* Respect and value uniqueness and diversity and recognise and build on strengths, promote people's rights to choice, privacy, confidentiality and protections, whilst recognising and addressing the complexities of competing rights and demands;
* Assist people to increase control of and improve the quality of their lives, while recognising that control of behaviour will be required at times in order to protect children and adults from harm;
* Identify, analyse and take action to counter discrimination, racism, disadvantage, inequality and injustice, using strategies appropriate to role and function;
* Practice in a manner that does not stigmatise or disadvantage either individuals, groups or communities.

SP30054: Power & commitment in organisations

Credits: 6
Level: Honours
Semester: 1
Assessment: CW100
Requisites:
Before taking this unit you must take SP10043 and take SP10044
Aims:
* The aim of the unit is to explore the themes of ideology, power and legitimacy in the context of organisations. To look at different methodological and empirical attempts to study these issues in enterprise and organisational contexts;
* To analyse key theoretical debates on organisational use of power and commitment;
* To examine trends in Managerial strategies in this area;
* To analyse research studies that centre on power and commitment in organisations;
* To explore the experiences of organisational resistance and acquiescence;
* To critically assess the role of the social actors in enterprises;
* To encourage thinking about what are suitable methodological approaches to the subject.
Learning Outcomes:
By the end of the unit, students should be able to:
* Outline and analyse key theoretical debates on organisational use of power and commitment;
* Account for trends in managerial and workforce strategies;
* Analyse debates and key research literature on this subject;
* Critically assess those debates and research studies;
* Be cognisant of the different roles of actors and their constraints;
* Outline and assess the role of case studies;
* Analyse contemporary debates about the effectiveness of power and commitment in organisations.
Skills:
* To think creatively and analytically;
* To communicate an argument;
* To evaluate others' arguments and research;
* To learn independently and be able to assess own learning needs (i.e. identify strengths and improve weaknesses in methods of learning and studying);
* To place local debates within an international and global context;
* To critically evaluate and assess research and evidence as well as a variety of other information;
* To gather information, data, research and literature from a number of different sources (i.e. library, web-based, archives etc.);
* To select appropriate and relevant information from a wide source and large body of knowledge;
* To synthesise information from a number of sources in order to gain a coherent understanding;
* To utilise problem solving skills;
* Study and Learning skills (note taking, avoiding plagiarism, using the library, gathering and using information, constructing a bibliography, referencing);
* To develop basic Information and Computing Technology skills (word processing, email, using the web to search for information);
* To develop essay research, preparation and writing skills;
* To construct a bibliography;
* To develop time-management and administrative skills;
* To develop communication and debating skills;
* To reflect upon his/her own academic and professional performance and take responsibility for personal and professional learning and development;
* To solve problems in a variety of situations;
* To manage time effectively and respond to changing demands;
* To prioritise workloads, and utilise long- and short-term planning skills.
Content:
This unit begins with the theoretical problem of conceptualising power. Students are introduced to the Marxist and Weberian approaches and to Lukes' philosophical attempt to distinguish three different dimensions. The unit then looks at specific themes starting with Decision-making in enterprises and boardroom activity. Other themes are Collective bargaining, the creation of rules and industrial legality. Worker participation and consultation. Managerial strategies to gain commitment, the growth of corporate cultures, Hepatisation and Human Resource Management practices.

SP30055: Comparative industrial relations

Credits: 6
Level: Honours
Semester: 2
Assessment: ES100
Requisites:
Before taking this unit you must take SP10043 and take SP10044
Aims: The aims of the unit are to: i. provide students with a critical understanding of theoretical and empirical issues of industrial relations in a comparative and historical perspective; ii. reflect critically on the main transformations in industrial relations in advanced capitalist countries and in different historical periods as a result of wider processes of economic, political and social transformation; iii. developed a comparative skill looking for similarities as well as differences in the case studies; iv. promote participation and the involvement of students in a deeper awareness of their own approaches to the issues addressed during the unit, in order to see themselves as a part of the intellectual and institutional developments they are studying and not simply observers of processes that do not directly affect them.
Learning Outcomes:
By the end of the unit the students should be able to: i. identify the major transformations in the relations between unions, employers and the state in different capitalist countries; ii. find similarities as well as differences in structure, modes of action, bargaining systems, ideologies; iii. assess their relative strengths and weaknesses in focusing particularly on relations between unions, employers and the state; iv. grasp the political and economic transformations which led to major changes in industrial relations in the countries under examination; v. critically assess the major approaches and debates which aimed to grasp the transformation of industrial relations in those countries, in their historical context of production. Knowledge outcomes : Soc/HRM -
* Theoretical basis of sociological perspectives;
* Knowledge of the current developments in practice and research in a European and world context.
Skills:
Intellectual Skills:
* To think creatively and analytically;
* To communicate an argument;
* To evaluate others' arguments and research;
* To critically evaluate and assess research and evidence as well as a variety of other information;
* To select appropriate and relevant information from a wide source and large body of knowledge;
* To synthesise information from a number of sources in order to gain a coherent understanding.
Transferable/Key Skills:
* To develop inter-personal and communication skills;
* To develop essay research, preparation and writing skills;
* To construct a bibliography of varying complexity;
* To develop presentation skills and verbal communication (i.e. oral presentations, seminar and tutorial contributions).
Content:
This unit examines theoretical and empirical issues of industrial relations in a comparative and historical context. It will search for similarities as well as differences in structure, modes of action, bargaining systems, ideologies in 6 different countries (mostly form Europe but also from Latin America and Eastern Europe). The unit will focus on four periods: 1. the 'post-war' settlement' - the set of institutions and relations that was consolidated in all countries in the years immediately following World War II; 2. the long boom associated with 'the golden age of capitalism' and which culminated (especially in Europe) in a major wave of industrial militancy and conflict in the years 1968-74; 3. the period post-1974 when economic problems, the return of mass unemployment and in a number of countries governments overtly hostile to trade unions have created 'lean times' for unions in many countries; 4. The present time associated to globalisation and the post-modern and post-fordist era.

SP30056: Environmental policy & the countryside

Credits: 6
Level: Honours
Semester: 2
Assessment: ES100
Requisites:
Aims: The aims of the unit are to: i Develop critical and analytical powers in general, and specifically to ii Develop a clear understanding of the politics of the policy process as it applies to the countryside and the environment.
Learning Outcomes:
By the end of the unit the students should:
* Have developed a critical understanding of the principal factors which have accounted for the pattern of environmental and countryside policy in the post-war period;
* Appreciate the analytical significance of competing understandings of key concepts such as power, democracy and the state and the nature of ideology and political mobilisation;
* be able to gather information from varying sources and use it to develop coherent analysis and argument;
* have developed a clear appreciation of the differences between corporatist politics and competitive pluralist politics and their contrasting implications for the politics of the policy process.
Skills:
Intellectual Skills and Transferable/Key Skills - Students taking this Unit will:
* learn effectively to apply key social science concepts whilst;
* developing a sensitivity to the values and interests of others;
* learn to manage their time and prioritise tasks effectively so as to;
* develop a range of information gathering skills and harness them to both;
* essay research, preparation and writing skills and;
* presentation skills and verbal communication;
* develop the ability to be critically reflexive about the process of knowledge production.
Content:
Concern for the environment has become a radical and innovative element in European politics. By focusing on developments between the passage of the 1981 Wildlife and Countryside Act and the publication in 2000 of the White Paper Our Countryside: The Future. A Fair Deal For Rural England the Unit explains the factors which have transformed the agenda of rural policy making. Corporatist politics and competitive pluralist politics are contrasted and special attention is given to the changing balance of private and public rights and responsibilities in the countryside

SP30057: Sociology dissertation 1

Credits: 6
Level: Honours
Semester: 1
Assessment: CW100
Requisites:
After taking this unit you must take SP30058
Aims: Application of sociological principles and methodology to piece of empirical research. Dissertation modules 1 & 2 are linked units. These will be jointly assessed at the end of the year by a final mark based on the assessment of the completed dissertation of not more than 10,000 words. By the end of Semester 1 students will be required to submit a progress report and synopsis in order to progress to Dissertation 2. All students will also be required to make a presentation of their work to the workshops.
Learning Outcomes:
By the end of the unit the students should be able to: Conceptualise, design, conduct and write a 10,000 word piece of original research on a topic of the students' choosing.
Skills:
Intellectual Skills - Knowledge of the fundamental concepts of sociology relevant to the student becoming an effective practitioner; Knowledge of the theoretical basis of sociological perspectives; Knowledge of theories of welfare state development; Knowledge of the main sources of data about social welfare and a critical approach to their use; Knowledge of the fundamental concepts and theoretical basis of sociology; Knowledge of the historical and contemporary perspective of sociology; Understanding of how to apply knowledge and concepts from across various social sciences disciplines; Knowledge of the main sources of data about social issues and a critical approach to their use. Knowledge of issues of human needs and social welfare - poverty, inequality, exclusion, diversity and differences; Knowledge of the historical and contemporary perspective of sociology; Knowledge of key theories and developments in at least two of sociology, social policy, politics, economics, psychology. Transferable/Key Skills - to develop: To develop critical and analytical powers in general; To develop research skills with particular reference to those skills relating to investigation and analysis; To think creatively and analytically; To communicate an argument; To evaluate others' arguments and research; To critically evaluate and assess research and evidence as well as a variety of other information; To gather information, data, research and literature from a number of different sources (i.e. library, web-based, archives etc.); To select appropriate and relevant information from a wide source and large body of knowledge; To synthesise information from a number of sources in order to gain a coherent understanding. To utilise problem solving skills; To reflect upon new technology and innovation within social sciences and to make decisions regarding legitimacy, reliability and effectiveness; Study & Learning skills (note taking, avoiding plagiarism, using the library, gathering and using information, constructing a bibliography, referencing); Basic Information and Computing Technology skills (word processing, email, using the web to search for information)Inter-personal and communication skills; Essay research, preparation and writing skills; To construct a bibliography of varying complexity.

SP30058: Sociology dissertation 2

Credits: 12
Level: Honours
Semester: 2
Assessment: DS100
Requisites:
Before taking this unit you must take SP30057
Aims: See Dissertation 1.
Learning Outcomes:
By the end of the unit the students should be able to: Conceptualise, design, conduct and write a 10,000 word piece of original research on a topic of the students' choosing.
Skills:
Intellectual Skills - Knowledge of the fundamental concepts of sociology relevant to the student becoming an effective practitioner; Knowledge of the theoretical basis of sociological perspectives; Knowledge of theories of welfare state development; Knowledge of the main sources of data about social welfare and a critical approach to their use; Knowledge of the fundamental concepts and theoretical basis of sociology; Knowledge of the historical and contemporary perspective of sociology; Understanding of how to apply knowledge and concepts from across various social sciences disciplines; Knowledge of the main sources of data about social issues and a critical approach to their use. Knowledge of issues of human needs and social welfare - poverty, inequality, exclusion, diversity and differences; Knowledge of the historical and contemporary perspective of sociology; Knowledge of key theories and developments in at least two of sociology, social policy, politics, economics, psychology; Transferable/Key Skills - to develop: To develop critical and analytical powers in general; To develop research skills with particular reference to those skills relating to investigation and analysis; To think creatively and analytically; To communicate an argument; To evaluate others' arguments and research; To critically evaluate and assess research and evidence as well as a variety of other information; To gather information, data, research and literature from a number of different sources (i.e. library, web-based, archives etc.); To select appropriate and relevant information from a wide source and large body of knowledge; To synthesise information from a number of sources in order to gain a coherent understanding. To utilise problem solving skills; To reflect upon new technology and innovation within social sciences and to make decisions regarding legitimacy, reliability and effectiveness; Study & Learning skills (note taking, avoiding plagiarism, using the library, gathering and using information, constructing a bibliography, referencing); Basic Information and Computing Technology skills (word processing, email, using the web to search for information)Inter-personal and communication skills; Essay research, preparation and writing skills; To construct a bibliography of varying complexity.

SP30070: Social issues in contemporary Europe

Credits: 6
Level: Honours
Semester: 2
Assessment: ES100
Requisites:
Before taking this unit you must take SP10043 and take SP10044
Aims: The aims of the unit are to develop student understanding of the major social themes affecting Europe today. This will adopt a comparative perspective that looks at the European Union debates and social agendas. It also looks at the changing boundaries of social policies and issue in different European countries. The course will attempt to display elements of convergence and divergence within those different and developing social agendas.
Learning Outcomes:
By the end of the unit the students should be able to:
* Understand the debates around contemporary European Sociological and Social Policy;
* Be aware of historical and contemporary social science research in contemporary Europe;
* Have knowledge of contemporary problems relating to European policy making;
* Use comparative evidence and methodologies.
Skills:
Intellectual Skills -
* To think creatively and analytically;
* To communicate an argument;
* To evaluate others' arguments and research;
* To critically evaluate and assess research and evidence as well as a variety of other information;
* To gather information, data, research and literature from a number of different sources (i.e. library, web-based, archives etc);
* To select appropriate and relevant information from a wide source and large body of knowledge;
* To synthesise information from a number of sources in order to gain a coherent understanding;
* To utilise problem solving skills. Professional Practical Skills -
* To effectively and efficiently apply principles of sociological/social policy analysis within a variety of environments; Transferable/Key Skills -
* Study & Learning skills (note taking, avoiding plagiarism, using the library, gathering and using information, constructing a bibliography, referencing);
* Basic Information and Computing Technology skills (word processing, email, using the web to search for information);
* Inter-personal and communication skills;
* Essay research, preparation and writing skills;
* To construct a bibliography of varying complexity;
* Revision and Examination skills;
* Time-management and administrative skills;
* Presentation skills and verbal communication (i.e. oral presentations, seminar and tutorial contributions);
* To reflect upon his/her own academic and professional performance and take responsible for personal and professional learning and development;
* To solve problems in a variety of situations;
* To manage time effectively and respond to changing demands;
* To prioritise workloads, and utilise long- and short-term planning skills.
Content:
The idea of Europe as a social entity; EU developments promoting common social policies; Comparative demographic regarding family, gender, employment, labour market, education, welfare and social policies. Comparative analysis of social institutions and modes of approach to common problems.

SP30071: Sociology of punishment

Credits: 6
Level: Honours
Semester: 1
Assessment: EX100
Requisites:
Before taking this unit you must take SP10043 and take SP10044 and take SP20069 and (take SP20049 or take SP20050)
Aims:
* To introduce students to the key theoretical perspectives of the sociology of punishment;
* To outline and analyse the changing social, cultural and political meanings of formal and informal modes of penalty and custodial social regulation. By the end of the unit, students will have:
* Studied key texts relating to the justifications, explanations and theorization of punishment;
* Examined the dominant formal and informal modes of penalty and punishment in contemporary Britain;
* Investigated the links between wider social, cultural and political conditions and any specific penal policy initiative.
Learning Outcomes:
By the end of the unit, students should be able to:
* Understand, critically assess and apply differing theoretical models of punishment;
* Access a range of and critically evaluate the uses and limitations of sources of information relating to punishment in contemporary Britain;
* Critically analyse the values and assumptions underpinning official penal policy.
Skills:
* To think creatively and analytically;
* To communicate an argument;
* To evaluate others' arguments and research;
* To learn independently and be able to assess own learning needs (i.e. identify strengths and improve weaknesses in methods of learning and studying);
* To critically evaluate and assess research and evidence as well as a variety of other information;
* To gather information, data, research and literature from a number of different sources (i.e. library, web-based, archives etc.);
* To select appropriate and relevant information from a wide source and large body of knowledge;
* To analyse and evaluate innovative practices in students' relevant degree discipline;
* To explore a variety of relationships and environments relevant to learning and practising within the context of the students' degree discipline;
* To effectively and efficiently apply principles of sociological/social policy analysis within a variety of environments;
* Study & Learning skills (note taking, avoiding plagiarism, using the library, gathering and using information, constructing a bibliography, referencing);
* Inter-personal and communication skills;
* Revision and Examination skills;
* Time-management and administrative skills;
* Presentation skills and verbal communication (i.e. seminar and tutorial contributions);
* To lead others confidently and competently;
* To solve problems in a variety of situations;
* To prioritise workloads, and utilise long- and short-term planning skills.
Content:
Justifications for punishment, history of imprisonment, theories of imprisonment, prison populations, current issues in imprisonment, non custodial sentences, community punishment, capital punishment, studying prisons.

SP30072: Corporate power & the social challenge

Credits: 6
Level: Honours
Semester: 1
Assessment: ES100
Requisites:
Before taking this unit you must take SP10043 and take SP10044
Aims: The aims of the unit are:
i. To identify important changes in the boundaries and interactions between business and society.
ii. To relate these changes to the evolution and impact of socio-political attempts at greater social accountability.
iii To identify key social foundations on which business activity depends.
Learning Outcomes:
Students taking this unit should gain an understanding of:
* The main types of social challenge to business autonomy.
* Current debates about business accountability.
* Key examples of the inter-dependence of business and social institutions.
Skills:
Intellectual Skills - develop capabilities to:
* think creavely and analytically;
* communicate an argument;
* evaluate others' arguments and research;
* critically evaluate and assess research and evidence as well as a variety of other information;
* gather information, data,research and literature from a number of differentsources (i.e.library, webbased, archives etc.);
* select appropriate and relevant information from a wide source and large body of knowledge;
* synthesise information from a number of sources in order to gain a coherent understanding;
* utilise problem solving skills. Transferable/Key Skills - to develop:
* Essay research, preparation and writing skills;
* To construct a bibliography of vary complexity;
* Team and group working skills;
Content:
Changes in social and political challenges to capitalist enterprise. Philosophical, historical and social structural sources of these challenges. Socialist, corporatist and environmentalist and communitarian challenges. The social foundations of business commerce and trade: trust, association, community, values and citizenship.

SP30096: Global regimes & new social movements

Credits: 6
Level: Honours
Semester: 2
Assessment: CW80OT20
Requisites:
Before taking this unit you must take SP10043 or take SP10044
Aims:
* To introduce students to social and political theories of the emergence and significance of new social movements (NSMs), such as anti-globalisation, environmentalism, feminism, and social forums;
* To relate these to key changes in the functioning of the international economy and its principal institutions;
* The unit also aims to explore similarities and differences amongst NSMs and between NSMs and older social movements through a series of case studies.
Learning Outcomes:
By the end of the unit students will have:
* Knowledge of historical and contemporary perspectives of sociology in relation to popular movements and campaigns;
* Knowledge of current developments in practice and research in a European and world context in relation to the activities of social movements;
* Critical knowledge of the relationship between political and economic actors, such as business corporations and other organisations, and movements in society.
Skills:
Learning skills in the following areas will be augmented. How to:
* Evaluate others' arguments and research;
* Critically evaluate and assess research and evidence as well as a variety of other information;
* Gather information, data, research and literature from a number of different sources (i.e. library, web-based, archives, speakers etc.);
* Select appropriate and relevant information from a wide source and large body of knowledge;
* Synthesise information from a number of sources in order to gain a coherent understanding;
* Effectively and efficiently apply principles of sociological analysis within the field of social movements and their economic and political contexts;
* Develop sensitivity to the values and interests of others. Transferable and key skills will be developed in the use of :
* inter-personal and communication skills;
* essay research, preparation and writing skills;
* presentation skills and verbal communication (i.e. seminar and tutorial contributions);
* team and group working skills.
Content:
The theoretical and socio-economic context: the shrinking state, neo-liberalism and the internationalisation of capital, 'corporatisation' of social activities and policies, decline of labour movement politics, emergence of protest and campaigning movements, NGOs and the Third Sector. Similarities and differences between the new social movements. Case studies in the NSMs such as: anti-corporate campaigns; feminist, anti-globalisation, 'social forums', environmental movements, the 'new mutualism'.

SP30098: Disability & society

Credits: 6
Level: Honours
Semester: 1
Assessment: EX100
Requisites:
Before taking this unit you must take SP10043 and take SP10044

Aims:
1. To compare and contrast the different theoretical approaches to disability.
2. To develop a critical understanding of the historical and policy contexts surrounding disability.
3. To apply knowledge of disability to debates around social exclusion and citizenship.
Learning Outcomes:
By the end of the unit the students should be able to :
* Critically evaluate the social and medical models of disability alongside feminist and post-modernist approaches.
* Understand the issue of disability within the contexts of time and space.
* Apply broad social policy issues such as anti-discrimination legislation, citizenship and social exclusion to disability.
* Critically evaluate specific social policies in relation to disability, for example, in the fields of employment and social security.
Skills:
Intellectual Skills:
* To think creatively and analytically.
* To communicate an argument.
* To evaluate others' arguments and research.
* To critically evaluate and assess research and evidence as well as a variety of other information.
* To gather information, data, research and literature from a number of different sources (i.e. library, web-based, archives etc.).
* To select appropriate and relevant information from a wide source and large body of knowledge.
* To synthesise information from a number of sources in order to gain a coherent understanding.
Professional Practical Skills:
* To develop sensitivity to the values and interests of others.
Transferable/Key Skills:
to develop:
* Revision and Examination skills.
* To manage time effectively and respond to changing demands.
Content:
The course will cover: historical and cultural perspectives on disability; medical and social models of disability; feminist and post-modernist approaches; disability in the context of time and space; the profile of disabled people in Britain; the concept of 'difference'; a critique of 'caring' and 'charity'; the extent and nature of discrimination; employment, unemployment and 'inactivity'; poverty and the extra costs of disability; exclusion, marginalisation and citizenship.


SP30102: Applied social studies dissertation preparation

Credits: 6
Level: Honours
Semester: 1
Assessment: CW100
Requisites:
While taking this unit you must take SP30103
Only available to students on the BSc ASS programme.
Aims:
The dissertation provides an opportunity for students to study and discuss one topic of relevance to the fields covered by applied social studies. The aim of the dissertation is to equip students to research, organise and produce an extended piece of work in a relevant area.The objectives of the unit are that students should be able to define a topic or research question, systematically search the literature, develop a project plan for completing the dissertation, and show that they organise the intellectual content of a longer study.
Learning Outcomes:
By the end of the unit the students should be able to:
* Define a topic or research question, systematically search the literature, develop a project plan for completing the dissertation, and show that they organise the intellectual content of a longer study.
Skills:
Intellectual Skills:
Knowledge of the fundamental concepts of sociology relevant to the student becoming an effective practitioner; Knowledge of the theoretical basis of sociological perspectives; Knowledge of theories of welfare state development; Knowledge of the main sources of data about social welfare and a critical approach to their use; Knowledge of the fundamental concepts and theoretical basis of sociology; Understanding of how to apply knowledge and concepts from across various social sciences disciplines; Knowledge of the main sources of data about social issues and a critical approach to their use; Knowledge of issues of human needs and social welfare - poverty, inequality, exclusion, diversity and differences; Knowledge of the historical and contemporary perspective of sociology; Knowledge of key theories and developments in at least two of sociology, social policy, politics, economics, psychology.
Transferable/Key Skills:
To develop critical and analytical powers in general; To develop research skills with particular reference to those skills relating to investigation and analysis; To think creatively and analytically; To communicate an argument; To evaluate others' arguments and research; To critically evaluate and assess research and evidence as well as a variety of other information; To gather information, data, research and literature from a number of different sources (i.e. library, web-based, archives etc.); To select appropriate and relevant information from a wide source and large body of knowledge; To synthesise information from a number of sources in order to gain a coherent understanding; To utilise problem solving skills; To reflect upon new technology and innovation within social sciences and to make decisions regarding legitimacy, reliability and effectiveness. Study & Learning skills (note taking, avoiding plagiarism, using the library, gathering and using information, constructing a bibliography, referencing): Basic Information and Computing Technology skills (word processing, email, using the web to search for information); Inter-personal and communication skills; Essay research, preparation and writing skills; To construct a bibliography of varying complexity.
Content:
Definition of a topic or research question. Systematic search and preliminary review of the literature. Development of a strategy or project plan for completing the dissertation. Production of a summary and chapter outline of the dissertation.

SP30103: Applied social studies dissertation

Credits: 12
Level: Honours
Semester: 2
Assessment: DS100
Requisites:
Only available to students studying the BSc ASS programme.
Aims:
The dissertation provides an opportunity for students to study and discuss one topic of relevance to the fields covered by applied social studies. The aim of the dissertation is to equip students to research, organise and produce an extended piece of work in a relevant area.
Learning Outcomes:
By the end of the unit the students should be able to:
* define a topic or research question, systematically search the literature, develop a project plan for completing the dissertation, and show that they organise the intellectual content of a longer study.
Skills:
Intellectual Skills:
Knowledge of the fundamental concepts of sociology relevant to the student becoming an effective practitioner; Knowledge of the theoretical basis of sociological perspectives; Knowledge of theories of welfare state development; Knowledge of the main sources of data about social welfare and a critical approach to their use; Knowledge of the fundamental concepts and theoretical basis of sociology; Understanding of how to apply knowledge and concepts from across various social sciences disciplines; Knowledge of the main sources of data about social issues and a critical approach to their use; Knowledge of issues of human needs and social welfare - poverty, inequality, exclusion, diversity and differences; Knowledge of the historical and contemporary perspective of sociology; Knowledge of key theories and developments in at least two of sociology, social policy, politics, economics, psychology.
Transferable/Key Skills:
To develop critical and analytical powers in general; To develop research skills with particular reference to those skills relating to investigation and analysis; To think creatively and analytically; To communicate an argument; To evaluate others' arguments and research; To critically evaluate and assess research and evidence as well as a variety of other information; To gather information, data, research and literature from a number of different sources (i.e. library, web-based, archives etc.); To select appropriate and relevant information from a wide source and large body of knowledge; To synthesise information from a number of sources in order to gain a coherent understanding; To utilise problem solving skills; To reflect upon new technology and innovation within social sciences and to make decisions regarding legitimacy, reliability and effectiveness. Study & Learning skills (note taking, avoiding plagiarism, using the library, gathering and using information, constructing a bibliography, referencing): Basic Information and Computing Technology skills (word processing, email, using the web to search for information); Inter-personal and communication skills; Essay research, preparation and writing skills 1. To construct a bibliography of varying complexity.
Content:
Definition of a topic or research question. Systematic search and preliminary review of the literature. Development of a strategy or project plan for completing the dissertation. Production of a summary and chapter outline of the dissertation.

SP30117: Globalisation & labour: current perspectives

Credits: 6
Level: Honours
Semester: 1
Assessment: ES100
Requisites:
Before taking this unit you must take SP20047 or take SP20048 and while taking this unit you must take SP30055
Aims: The aims of the unit are to: i. provide students with a critical understanding of key contemporary research and debates about the changing character of work and employment in the global economy; ii. highlight the political and historical nature of the aforementioned changes and the theories to conceptualise them. Students are not only instructed in how changes have been conceptualised but also about the historical and political context within which these changes are contested; iii. encourage students to reflect critically on the theories and explanations as well as the debates addressed during the course, promote participation and the involvement of students in a deeper awareness of their own approaches to and feelings about the issues addressed during the course, in order to see themselves as a part of the intellectual and institutional developments they are studying and not simply observers of processes that do not directly affect them.
Learning Outcomes:
By the end of the unit the students should be able to: i. identify the major transformations in labour and employment relations in the context of major changes in the political economy of western capitalist societies with particular reference to the British case; ii. develop a comparative perspective; iii. critically assess the major approaches and debates which aimed to grasp the transformation of labour and labour relations in their historical context of production; iv. identify the political significance of theoretical ideas in shaping the comprehension of the transformation of labour and employment relations. Knowledge outcomes : Soc/HRM -
* Theoretical basis of sociological perspectives;
* Knowledge of the current developments in practice and research in a European and world context.
Skills:
Intellectual Skills:
* To think creatively and analytically;
* To communicate an argument;
* To evaluate others' arguments and research;
* To critically evaluate and assess research and evidence as well as a variety of other information;
* To select appropriate and relevant information from a wide source and large body of knowledge;
* To synthesise information from a number of sources in order to gain a coherent understanding.
Transferable/Key Skills:
to develop:
* Inter-personal and communication skills;
* Essay research, preparation and writing skills;
* To construct a bibliography of varying complexity;
* Presentation skills and verbal communication (i.e. oral presentations, seminar and tutorial contributions).
Content:
The course explores some of the key contemporary research and debates about the changing character of work & employment in the era of globalisation. The main topics to be addressed are: the decline of corporatism and the rise of neoliberalism; models of regulation of labour and society (Post-Fordism; the end of work; risk society and the crisis of the Law of Insurance; Empire); globalisation (from Government to Governance and the new forms of regulation of financial markets; the expansion of TNCs.) and the changes in work and employment (in Britain); the theory and reality of mass unemployment and social exclusion; different regimes of production and regulation of work (Human Resources Management techniques; the politics of flexibilisation of labour; insecurity and casualisation); the challenge for trade unions; the repoliticisation of society: new forms of protest (e.g. Euromarch; anti-capitalist struggles against WTO).

SP30118: Theoretical issues II: subjectivities & identities

Credits: 6
Level: Honours
Semester: 1
Assessment: EX100
Requisites:
Aims:
1. To outline and analyse key contemporary theoretical debates in sociology.
2. To critically assess the significance of these debates to 21st Century societies and sociology as a discipline.
3. In particular the unit will address the connections, tensions and contradictions between the following:
* the fragmentation of modernity;
* challenges to 'objective truth';
* the 'triumph' of postmodernism and postmodernity;
* globalisation and the shrinkage of space;
* (world) risk society;
* identity and subjectivity;
* gender, particularly theories of masculinities and feminities;
* sexuality and performativity;
* the body in identity formation and assertion;
* 'hate' crime and the suppression of the Other.
Learning Outcomes:
By the end of the unit, students should be able to: 1. Outline and analyse key contemporary theoretical debates. 2. Critically assess them in light of current research findings. 3. In particular review and assess the significance and implications of:
* theories concerned with the apparent fragmentation of modernity and the emergence of 'postmodernity', 'late modernity' or 'reflexive modernity';
* theoretical assertions made by 'postmodernists' and their critics;
* globalisation and the shrinkage of space;
* the notion of a (world) risk society;
* debates on identity and subjectivity, with particular reference to gender, sexuality, the body and hate crimes.
Skills:
* To think creatively and analytically;
* To communicate an argument;
* To evaluate others' arguments;
* To select appropriate and relevant theoretical material from a wide source and large body of knowledge;
* To synthesise information from a number of sources in order to gain a coherent understanding;
* To develop a theoretical framework to assist in their understanding and analysis of current debates in sociology;
* To develop study and learning skills (note taking, avoiding plagiarism, using the library, gathering and using information, constructing a bibliography, referencing);
* To develop basic Information and Computing Technology skills (word processing, email, using the web to search for information);
* To develop essay research, preparation and writing skills;
* To construct a bibliography;
* To develop time-management and administrative skills;
* To develop communication and debating skills;
* To reflect upon his/her own academic and professional performance and take responsibility for personal and professional learning and development;
* To manage time effectively and respond to changing demands;
* To prioritise workloads, and utilise long- and short-term planning skills.
Content:
The fragmentation of modernity; challenges to 'objective truth'; the alleged 'triumph' of postmodernism and postmodernity; globalisation and the shrinkage of space; (world) risk society; identity and subjectivity; gender; sexuality and performativity; the body and identity formation and assertion; 'hate' crime and the suppression of the Other.

SP30132: Principles of practice

Credits: 6
Level: Honours
Semester: 1
Assessment: ES100
Requisites:
This unit is for students on the BSc SWASS programmes only, and is available from the 2004/5 academic year onwards.
Aims:
To address the place of ethics in social work theory and practice.
Learning Outcomes:
By the end of this unit students will have learnt: to respond to ethical issues in social work practice raised in their prior learning; to develop thinking in identifying and clarifying values and principles for social work generally and students individually; to explore some of the ethical dilemmas and confusions raised in everyday social work practice.
Skills:
By the end of this unit students will have: built upon their skills of critical analysis; had opportunities for more collaborative learning; learnt to apply sociological knowledge and understanding of ethics to the analysis of complex practice issues; learnt how to develop sensitivity to the values and interests of others; learnt how to act, with others, to increase social justice by understanding the ethical underpinning of anti-racism and anti-discrimination; learnt about the arguments that support working in partnership with service users and carers.
Content:
General consideration of ethics and their place in social work; identification of ethical issues and dilemmas from students' experience - e.g. values and conflicts of interest; authority and accountability in social work; cultural relativism and values; values and the maintenance of purpose and morale.

SP30133: Social work with adults

Credits: 6
Level: Honours
Semester: 1
Assessment: ES100
Requisites:
This unit is for students on the BSc SWASS and ASS programmes only, and is available from the 2005/6 academic year onwards.
Aims:
The aim of this unit is to address the policy, organisational and practice issues that construct social work and social care with adults in the UK, in order to prepare students to understand, and in some cases, work in, this sector.
Learning Outcomes:
By the end of this unit students will have learnt: about the history and development of services for adults in the UK; to focus their prior knowledge, skills and understanding of values onto the broad area of Community Care with adults; knowledge which will prepare them for practice in their preferred area for final placement (Social Work and Applied Social Studies students only); about the development of Community Care for adults both as a range of concepts and as a way of organising and delivering social services to service users; specific understanding of the role and practice of care managers in assessment for, delivery and development of services; the unit will also respond, as far as possible, to the interests and learning needs of individual students in this broad subject area (e.g. in relation to service user groups or type of service provision); about service user perspectives on the delivery of service; how the policy, organisation and guidelines for practice in social work with adults actually work in practice, through contact with practitioners and managers from partner social work agencies.
Skills:
By the end of this unit students will have: developed their critical and analytical skills, particularly in relation to research and evidence in the subject area, and the connections between policy, organisation and practice guidance in theory and how it works in practice; built upon prior learning in utilising a range of sources of learning for practice; through workshop based teaching, learnt to learn collaboratively, being sensitive to the needs and interests of others.
Content:
Content will be flexible to accommodate students' own learning aims but will include: the development of Community Care services for adults; service user involvement in both care management and service development; care management skills, including user empowerment; community work skills (assessment of community needs, service development, networking, collaboration with formal and informal community groups); inter-professional work; diversity of Community Care provision (the "mixed economy of care"); informal carers; gender, culture and the concept of caring.

Postgraduate Units:



SP50075: Comparative social policy

Credits: 6
Level: Masters
Semester: 1
Assessment: ES100
Requisites:
Aims: The aims of the teaching sessions are to:
* introduce and evaluate the theories explaining the dynamics of social policy development, and their variation.
* explain in detail the social, political and economic development and characteristics of western European welfare states, and two Eastern European welfare states.
* explain the key issues and questions arising from, and characteristics of, social policy in five areas and how they are understood and addressed in different European welfare states.
* review and evaluate the theories explaining the causes, dynamics and consequences of welfare state reform.
* explain how social policy objectives and outcomes can be defined and described, and how they vary between policy areas, programmes and countries.
Learning Outcomes: By the end of the unit the students will have:
* sound knowledge and critical understanding of the main theoretical explanations of welfare state development in Europe;
* sound knowledge of the social, political and economic characteristics of a range of European welfare states;
* detailed knowledge of one policy area in at least two countries, including characteristics of policy development, pressures for change, and existing policy outcomes;
* sound knowledge and critical understanding of the main theories explaining the pressures for, causes and consequences of welfare state reform;
* critical understanding of the cross-national variation in definitions and measurement of policy objectives and outcomes.
Skills: By the end of the unit, students will be able to:
* Apply and evaluate a range of theoretical explanations of welfare state development.
* Comparatively analyse and explain the historical and contemporary development of European welfare states.
* Comparatively analyse and evaluate contemporary policy developments in at least two countries.
* Identify and analyse the causes and consequences of policy change, with reference to contemporary theoretical explanations of welfare state retrenchment and reform.
* Explain the significance of cross-national variation in the definition and measurement of policy problems, objectives and outcomes.
Content: Why study comparative social policy? Theories of social policy development: industrialisation, power resources, state theories, regime theories. Case studies of social policy development in selected countries. Cross-national comparisons of selected social policies. Theories and comparative studies of welfare state reform and retrenchment.Policy convergence and policy learning.

SP50076: European integration & social policy decision making

Credits: 6
Level: Masters
Semester: 1
Assessment: ES100
Requisites:
Aims: To provide students with a critical understanding of actors and institutions involved in the making of EU policy; To provide students with a critical understanding of the behaviour of these actors in policy formulation, adoption and implementation, on the basis of theoretical contributions made by inter-governmentalists, neo-institutionalists and neo-functionalists; To enable students to apply these theoretical perspectives to EU social and labour market policy.
Learning Outcomes: By the end of this unit, students will have:
* Studied key texts relating to the development of the EU and EU policy-making, in particular in the field of EU social policy.
* Critically analysed the role of actors and institutions involved in EU policy-making.
* Explored the methods and criteria for the evaluation of the outcomes of EU social and labour market policy.
* Undertaken independent and collaborative research on an EU directive. By the end of this unit, students should be able to:
* Identify and apply appropriate criteria and theoretical concepts for the analysis of the dynamics of EU policy-making in the field of social and labour market policy.
Skills: Cross-cultural and interpersonal sensitivity (Taught/Facilitated).
Comprehensive and scholarly written communication (e.g. essays) (T/F/Assessed).
Effective oral communication (e.g. seminar presentations) (T/F).
Ability to select, summarise and synthesise written information from multiple sources (T/F/A).
Ability to develop rigorous arguments through precise use of concepts and models (T/F/A).
Ability to synthesise multidisciplinary perspectives on the same problem (T/F/A).
Ability to select and use appropriate ideas to produce a coherent response to a pre-set question (T/F/A).
Ability to produce work to agreed specifications and deadlines (T/F/A).
Ability to work independently, without close supervision or guidance (F).
Ability to work effectively as part of a group or team (T/F).
Content: The development of the European Union - background. The institutions and policy processes of the EU. Theories of internationalisation and globalisation. Theories of supra-national organisations and regional integration. Perspectives on European integration. The social dimension of the EU and social policy making. Supra-national constraints on domestic policy-making environment. Subsidiarity and social policy. The future of the European social model.

SP50079: European social regulation & employment

Credits: 6
Level: Masters
Semester: 2
Assessment: ES100
Requisites:
Aims: To explain the theory and processes of social regulation in the European Union with particular reference to employment, so that students gain an understanding of the philosophies and culture of EU social regulation.
Learning Outcomes: To critically understand developments in European employment sphere. Ability to apply fundamental concepts of sociology and social policy to developing policy in this area. To apply and understand historical and contemporary trends in European social and employment policy. To have a good understanding and a detailed knowledge of particular policies and legislation. To be able to contrast and compare different national models and approaches. To be able to theorise and give examples of policy formation in the area of European employment policies. To understand concepts such as European Social Partnership, Social Dialogue and the European Social Model. To highlight the various components of the European Social Model and the European Employment Stratergy.
Skills: Cross-cultural and interpersonal sensitivity (Taught/Facilitated).
Comprehensive and scholarly written communication (e.g. essays) (T/F/Assessed).
Concise, time-bound and effective written communication (e.g. briefings / exams) (T/F/A).
Effective oral communication (e.g. seminar presentations) (T/F).
Ability to select, summarise and synthesis written information from multiple sources (T/F/A).
Ability to develop rigorous arguments through precise use of concepts and models (T/F/A).
Ability to synthesise multidisciplinary perspectives on the same problem (T/F/A).
Ability to select and use appropriate ideas to produce a coherent response to a pre-set question (T/F/A).
Ability to formulate a research question, then develop and present an original & coherent answer (T/F/A).
Ability to produce work to agreed specifications and deadlines (T/F/A).
Ability to work independently, without close supervision of guidance (T/F).
Ability to work effectively as part of a group or team (T/F).
Content: Social partnership, participation, dialogue; in relation to key policies such as working time, equal opportunities, working conditions, training and employment promotion; and processes of 'Europeanisation' and convergence in employment systems.

SP50080: Globalisation & international standards

Credits: 6
Level: Masters
Semester: 2
Assessment: CW100
Requisites:
Aims: To provide students with a critical understanding of globalisation, regionalisation and the interface of social and economic policy; To provide through a policy simulation in which students play the parts of political and economic actors an appreciation of the dynamics of international policy development; To require students to work in teams and to develop appropriate team-working skills.
Learning Outcomes:
* to undertake collaborative research, working as teams and acquiring skills in teamwork;
* to play the part of political and economic actors (business, trades unions etc) from different countries in a simulation exercise;
* to research and write position papers on issues of globalisation, regionalisation and the interface of social and economic policy.
Skills: Cross-cultural and interpersonal sensitivity (Taught/Facilitated).
Comprehensive and scholarly written communication (e.g. essays) (T/F/Assessed).
Concise, time-bound and effective written communication (e.g. briefings / exams) (T/F/A).
Effective oral communication (e.g. seminar presentations) (T/F).
Ability to select, summarise and synthesise written information from multiple sources (T/F/A).
Ability to develop rigorous arguments through precise use of concepts and models (T/F/A).
Ability to synthesise multidisciplinary perspectives on the same problem (T/F/A).
Ability to select and use appropriate ideas to produce a coherent response to a pre-set question (T/F/A).
Ability to produce work to agreed specifications and deadlines (T/F/A).
Ability to work independently, without close supervision or guidance (F).
Content: The unit involves an apprenticeship in collaborative research in comparative/supranational social policy, with appropriate contextual teaching provided. Ability to work effectively as part of a group or team (T/F/A)

SP50111: European social policy analysis & evaluation

Credits: 6
Level: Masters
Semester: 2
Assessment: ES50EX50
Requisites:
Aims: To provide students with critical understanding of EU policy analysis and evaluation; To provide students with skills in these areas which they can apply to practical policies and programs, notably those operating in a European context.
Learning Outcomes: By the end of this unit, students will have:
* Studied key texts relating to policy analysis and evaluation and explored the methods and criteria for the evaluation of policies;
* Critically analysed policies by reference to evaluative criteria such as equality, justice, liberty, efficiency and effectiveness;
* Examined the efforts by EU policy-makers to improve the effectiveness, efficiency, economy and equity of national policies. By the end of this unit, students should be able to:
* Identify and apply appropriate criteria for the analysis of policy goals and outcomes in respect of European social policy.
Skills: Cross-cultural and interpersonal sensitivity (Taught/Facilitated). Comprehensive and scholarly written communication (e.g. essays) (T/F/Assessed). Concise, time-bound and effective written communication (e.g. briefings / exams) (T/F/A). Effective oral communication (e.g. seminar presentations) (T/F). Ability to select, analyse and present numerical data (T/F/A). Ability to select, summarise and synthesise written information from multiple sources (T/F/A). Ability to develop rigorous arguments through precise use of concepts and models (T/F/A). Ability to synthesise multidisciplinary perspectives on the same problem (T/F/A). Ability to select and use appropriate ideas to produce a coherent response to a pre-set question (T/F/A)Ability to produce work to agreed specifications and deadlines (T/F/A). Ability to work independently, without close supervision or guidance (F). Ability to work effectively as part of a group or team (T/F).
Content: This unit is concerned with the analysis of policies by reference to evaluative criteria such as equality, justice, liberty, efficiency, effectiveness. It explores the conflicts and compromises that these criteria involve. It demonstrates the technical problems involved in their application and the insights that they can generate, using case studies from national and European contexts.

SP50113: Business & Community: dissertation planning 1 (F/T students)

Credits: 3
Level: Masters
Semester: 1
Assessment: CW100
Requisites:
In taking this unit you cannot take SP50115
Aims: To develop a comprehensive and critical understanding of the principles of business and social science analysis with reference to the basic principles of research strategy. To reflect on the appropriateness, strengths and weaknesses of alternative approaches to research. To support students, within an active research community, in identifying their own original research questions.
Learning Outcomes: To provide a comprehensive understanding of the methods of preparing, organising and writing up a dissertation for a Masters programme, in particular:
* the ground rules for setting about a research dissertation;
* synthesis of information from a variety of perspectives and sources;
* reflection on the suitability of diverse approaches for investigating and analysing problems.
Skills:
* Evaluate research and evidence critically to appropriate postgraduate standards using a variety of academic and non-academic sources;
* Synthesise information from a variety of academic perspectives and non-academic sources for a relevant understanding of theoretical and practical approaches;
* Develop skills to reflect on the suitability of diverse approaches for investigating and analysing problems;
* Development of time management, workload prioritisation and related planning skills.
Content: Through discussion and evaluation of topics and methods students will review relevant literature, define hypotheses and outline a programme and methods of investigation for a selected topic. (The development of a research topic will be continued with SP50114 Business and Community: Dissertation Planning 2 (F/T students).) Identical to SP50115 Business and Community: Dissertation Planning 1 (P/T students) - for part-time students.

SP50114: Business & community: dissertation planning 2 (F/T students)

Credits: 3
Level: Masters
Semester: 2
Assessment: CW100
Requisites:
In taking this unit you cannot take SP50116
Aims: To develop a comprehensive and critical understanding of the principles of business and social science analysis with reference to the basic principles of research strategy. To reflect on the appropriateness, strengths and weaknesses of alternative approaches to research. To support students, within an active research community, in identifying their own original research questions.
Learning Outcomes: To provide a comprehensive understanding of the methods of preparing, organising and writing up a dissertation for a Masters programme, in particular:
* the ground rules for setting about a research dissertation;
* synthesis of information from a variety of perspectives and sources;
* reflection on the suitability of diverse approaches for investigating and analyzing problems.
Skills:
* Develop the skills needed for advanced academic study and enquiry;
* Evaluate research and evidence critically to appropriate postgraduate standards using a variety of academic and non-academic sources;
* Synthesise information from a variety of academic perspectives and non-academic sources for a relevant understanding of theoretical and practical approaches;
* Develop skills to reflect on the suitability of diverse approaches for investigating and analysing problems;
* Plan, execute and evaluate the investigation and presentation of study and research projects;
* Reflect on the appropriateness, strengths and weaknesses of management and social science theories, perspectives and policy making;
* Advise others effectively and work effectively in teams;
* Evaluate intellectual and professional performance of self and others.
Content: (This unit is a continuation from SP50113 Business and Community: Dissertation Planning 1 (F/T students) hence identical Aims and Learning Objectives.) The students will continue to review relevant literature, define hypotheses and outline a programme and methods of investigation for a selected topic. Identical to SP50116 Business and Community: Dissertation Planning 2 (P/T students) - for part-time students.

SP50115: Business & community: dissertation planning I (P/T students)

Credits: 3
Level: Masters
Dissertation period
Assessment: CW100
Requisites:
In taking this unit you cannot take SP50113
Aims: To develop a comprehensive and critical understanding of the principles of business and social science analysis with reference to the basic principles of research strategy. To reflect on the appropriateness, strengths and weaknesses of alternative approaches to research. To support students, within an active research community, in identifying their own original research questions.
Learning Outcomes: To provide a comprehensive understanding of the methods of preparing, organising and writing up a dissertation for a Masters programme, in particular:
* the ground rules for setting about a research dissertation;
* synthesis of information from a variety of perspectives and sources;
* reflection on the suitability of diverse approaches for investigating and analysing problems.
Skills:
* Evaluate research and evidence critically to appropriate postgraduate standards using a variety of academic and non-academic sources;
* Synthesise information from a variety of academic perspectives and non-academic sources for a relevant understanding of theoretical and practical approaches;
* Develop skills to reflect on the suitability of diverse approaches for investigating and analysing problems;
* Development of time management, workload prioritisation and related planning skills.
Content: Through discussion and evaluation of topics and methods students will review relevant literature, define hypotheses and outline a programme and methods of investigation for a selected topic. (The development of a research topic will be continued with SP50116 Business and Community: Dissertation Planning 2 (P/T students).) Identical to SP50113 Business and Community: Dissertation Planning 1 (P/T students) - for full-time students.

SP50116: Business & community: dissertation planning 2 (P/T students)

Credits: 3
Level: Masters
Dissertation period
Assessment: CW100
Requisites:
In taking this unit you cannot take SP50114
Aims: To develop a comprehensive and critical understanding of the principles of business and social science analysis with reference to the basic principles of research strategy. To reflect on the appropriateness, strengths and weaknesses of alternative approaches to research. To support students, within an active research community, in identifying their own original research questions.
Learning Outcomes: To provide a comprehensive understanding of the methods of preparing, organising and writing up a dissertation for a Masters programme, in particular:
* the ground rules for setting about a research dissertation;
* synthesis of information from a variety of perspectives and sources;
* reflection on the suitability of diverse approaches for investigating and analysing problems.
Skills:
* Evaluate research and evidence critically to appropriate postgraduate standards using a variety of academic and non-academic sources;
* Synthesise information from a variety of academic perspectives and non-academic sources for a relevant understanding of theoretical and practical approaches;
* Develop skills to reflect on the suitability of diverse approaches for investigating and analysing problems;
* Development of time management, workload prioritisation and related planning skills.
Content: (This unit is a continuation from SP50113 Business and Community: Dissertation Planning 1 (F/T students) hence identical Aims and Learning Objectives.) The students will continue to review relevant literature, define hypotheses and outline a programme and methods of investigation for a selected topic. Identical to SP50114 Business and Community: Dissertation Planning 2 (F/T students) - for part-time students.

SP50119: Logic of social enquiry

Credits: 3
Level: Masters
Semester: 1
Assessment: CW100
Requisites:
Aims: The unit aims to introduce and critically discuss the epistemological and methodological traditions in social science research and the basic principles of social research design. It also aims to critically discuss the ethical and policy issues surrounding the practice of social research.
Learning Outcomes: Knowledge and Understanding: at the end of this course postgraduate students will:
1. understand the significance and rationales of alternative epistemological paradigms and modes of social scientific enquiry;
2. understand the principles of alternative research designs and corresponding techniques of social analysis;
3. understand the social, political and ethical context of the social research process.
Intellectual Skills: through this course postgraduate students will:
1. develop their skills in problem solving, conceptualising the dimensions of a problem and operationalising its key parameters;
2. appreciate the strengths and weaknesses of data from primary and secondary sources.
Professional Practical Skills: at the end of this course postgraduate students will be able to:
1. understand issues posed by social research in relation to ethics, confidentiality and legality (including IPR), and acquire the skills needed in order to respect, consider and attend to the rights of other researchers and research participants.
Transferable/Key Skills: at the end of this course postgraduate students will be able to:
1. develop their skills in critical oral argumentation, particularly in terms of the application of complex general principles to particular practical situations.
Content: 1. The Epistemology of Social Research.
* Social research and social theory - science, objectivity and reflexivity;
* Paradigms of Enquiry - positivism; hermeneutics and phenomenology; post-empirical perspectives;
* Modes of enquiry - inductive and hypothetico-deductive approaches.
2. The Methodology of Social Research - principles of qualitative research design.
* Principles and methods of qualitative research design (conceptual frameworks, observation, interviewing, case studies; documentary research, discourse and content analysis);
3. The Methodology of Social Research - principles of quantitative research design:
* Principles and methods of quantitative research design (conceptualisation and operationalisation, variables, surveys and sampling; data analysis; using primary and secondary data, generating data). 4. Social Research as a social process.
* Ethical issues in social research;
* Social enquiry and policy - the politics of social research;
* Theory and reality of social research.

SP50120: Secondary data analysis

Credits: 6
Level: Masters
Semester: 2
Assessment: CW100
Requisites:
Aims: This course will introduce students to quantitative data sources and will give them the skills to evaluate critically and apply them to answer a particular research problem. They will identify and investigate their own original research question and be equipped with the appropriate skills to carry out secondary analysis of data.
Learning Outcomes: By the end of this unit, students will:
Knowledge and understanding

* Understand the basic principles of secondary analysis;
Intellectual skills

* be able to identify a research problem and question;
* be able to identify and use existing data sources;
* appreciate the strengths and weaknesses of data from primary and secondary sources;
* acquire skills in specific data analysis methods and tools, including appropriate computer packages;
* be proficient in using data from large scale surveys;
Professional Practical skills

* Acquire computing skills;
* Understand the role of data from large scale surveys in public and commercial life;
Transferable/key skills

* Be able to make effective presentations of complex information using appropriate visual materials;
* Be able to work in a team;
* Be able to write clear reports in an appropriate format.
Skills: Comprehensive and scholarly written communication (e.g. essays) (Taught/Facilitated/Assessed)
Ability to select, summarise and synthesis written information from multiple sources (T/A)
Ability to develop rigorous arguments through precise use of concepts and models (T/F/A)
Ability to formulate a research question, then develop and present an original & coherent answer (T/F/A)
Ability to produce work to agreed specifications and deadlines (T/F/A)
Ability to work independently, without close supervision of guidance (T/A).
Content: Data will include official statistics, the Census, the General Household Survey, statistics on the internet. Students will use SPSS to analyse some statistics. There will also be discussion on particular topics such as statistics on unemployment, family trends, crime, gender and poverty. Students will work in team to present data from official statistics. They will also produce their own independent report.

SP50121: Key social policy concepts & themes: student-led seminars

Credits: 3
Level: Masters
Semester: 2
Assessment: CW100
Requisites:
Aims: Students will attend a seminar series in which they will present papers on a range of key social policy concepts and themes. They will review systematically and evaluate critically, alternative approaches, methodologies and paradigms of research in social enquiry. They will also review systematically and evaluate critically the application of these approaches. They will also identify and investigate their own original research questions.
Learning Outcomes: By the end of the unit students will:
Knowledge and understanding

* Understand the key concepts and theories of welfare, the state and policy-making/implementation;
* Be able to apply some of the established theories and concepts of social policy to analyse social needs and particular policy problems and issues;
Intellectual skills
* Be able to distinguish between the technical, normative, moral and political differences that affect policies and their consequences;
Professional practical skills

* acquire bibliographic skills, enabling them to identify and use library and other bibliographic resources and maintain a personal research bibliography;
* be able to evaluate and present research;
Transferable/key skills

* Develop writing and presentation skills.
Skills:
Content: The content of this course will include the key concepts and theories of welfare, the state and policy-making implementation. For example it will include discussion of concepts such as community, dependency, discretion, inequality, need, regulation, rights, citizenship, living standards, social exclusion and so on.

SP50122: Comparative research methods

Credits: 6
Level: Masters
Semester: 2
Assessment: CW100
Requisites:
Aims: The aims of the teaching sessions are to:
* review, explain and evaluate the key paradigms and methodologies of comparative social research.
* explain the key methodological questions which arise in comparative social research.
* introduce and evaluate a range of quantitative and qualitative methods and techniques designed to address methodological issues arising from comparative social research.
* explain, review and evaluate the adoption of particular research techniques and methods in comparative social research.
* explore the relationship of paradigms and methodological debates to application and adoption of particular research techniques.
* introduce the key international data sources available for comparative social research.
* assess the impact of practical issues in comparative research on the methodological robustness of research.
Learning Outcomes: By the end of the unit, students will have:
* In-depth knowledge of the major methodological approaches and debates in comparative social research.
* In-depth knowledge of a number of research methods and techniques used to conduct comparative social research, and their strengths and weaknesses.
* Critical awareness of the major established studies in comparative social research and the strengths and weaknesses of their methodologies.
* Detailed and critical knowledge of one major established piece of comparative social research.
* Familiarity with the major international data sources for comparative social policy research.
* Critical awareness of the impact of the specific practical constraints that arise in comparative social research.
Skills: By the end of the unit, students will be able to:
* Explain and evaluate the main methodological and paradigmatic debates in comparative social research, and the methodological questions they address.
* Explain the significance of these debates for informing methodological choices when conducting comparative research.
* Evaluate a range of quantitative and qualitative comparative research techniques, and their suitability for addressing different research questions.
* Evaluate established studies in comparative research and their methodological techniques, taking account of the particular practical difficulties attached to comparative social research.
* Access and use appropriate international data sources when undertaking comparative social research.
* Make appropriate methodological choices when designing a comparative research project.
Content: This unit deals with the rationale for comparative social policy research, the data sources available and problems of comparability. It provides students with the relevant techniques, it enables them to apply these techniques to empirical data and its reviews the use of these techniques in major established studies.

SP50123: Business sovereignty & social challenges

Credits: 6
Level: Masters
Semester: 1
Assessment: ES100
Requisites:
Aims: 1. To review systematically, and to evaluate critically, the application of alternative approaches and paradigms in the areas of business-society interactions in which students are specialising; in particular:
2. to review and evaluate the interface of business and society in the areas of socio-political demands for business accountability and social support for business activity; so that:
3. students reflect on the major forms of these interfaces and the theories which inform them.
Learning Outcomes: Students will have developed a comprehensive and critical understanding of, and the ability to develop rigorous arguments relating to:
* inter-disciplinary considerations in researching contemporary business;
* contemporary economic, social and political developments and their relevance for social science research in given business areas;
* contemporary social problems relating to business and how they emerge;
* the origins, development, activities and organisation of typical business practices;
* the historical and cross-national differences in business policy and contexts.
Skills:
* Evaluate research and evidence critically to appropriate postgraduate standards using a variety of academic and non-academic sources;
* Synthesise information from a variety of academic perspectives and non-academic sources for a relevant understanding of theoretical and practical approaches;
* Communicate complex issues and perspectives through written and oral media;
* Reflect on the appropriateness, strengths and weaknesses of management and social science theories, perspectives and policy making;
* Recognise and understand selected management strategies for social aspects of business;
* Advise others effectively and work effectively in teams.
Content: The rise of the managerial-shareholder corporation. Social challenges to corporate power from collectivism to environmentalism; The role of social capital: social foundations of business enterprise from interpersonal to societal institutions, The Anglo-Saxon corporate model in comparative perspective, e.g. Italian, Japanese, and German models. Corporate social responsibility movements.

SP50124: Social research (dissertation) project 1

Credits: 33
Level: Masters
Semester: 1
Assessment: DS100
Requisites:
Aims & Learning Objectives:
Aims:
A process of supervised research study for postgraduates aimed at developing understanding of:
* how to define a research question
* make methodological choices
* design a research inquiry
* operationalise at least one quantitative or qualitative method
* analyse data
* write a project report. Students will become familiar with the practicalities of undertaking these activities within limited time and other resource constraints. Learning Objectives: By the end of the course the students should have: Knowledge and understanding of
* the kinds of constraints under which research is carried out
* the connectedness of different stages of the research process
* the importance of selecting methods of data collection and analysis that are appropriate to a topic and the practical constraints of the investigation
* organising findings and other materials in a systematic and readable form Intellectual skills
* Ability to recognise and select research strategies in a relevant branch of the social sciences
* Ability to recognise and take account of relevant philosophical and methodological issues associated with particular methods
* Ability to identify how aspects of methods contribute to validation of results
* Ability to identify features of methods that might weaken validity of results
* Familiarity with the arguments, state of research and key concepts in the topic area of their research
* Ability to interpret the significance of findings from relevant sources of quantitative or qualitative evidence Professional practice skills
* Understanding of the strengths and weaknesses of different methods and the need to report these
* Awareness of the types of skills needed to access different sources of data and the activities necessary to access these.
* Ability to produce written reports to optimal standards of clarity, economy, and comprehensability
* Understanding of relationships between nature of methods and the kinds of results and discourse arising.
Content: Any social research area for which adequate levels of supervision can be offered.

SP50125: Social research (dissertation) project 2

Credits: 45
Level: Masters
Semester: 2
Assessment: DS100
Requisites:
Aims & Learning Objectives:
Aims:
By using a contrasting method to that employed in Social Research Project 1 (i.e. either quantitative or qualitative), a process of supervised research study will be used aimed at refining and further developing understanding of:
* how to define a research question
* make methodological choices
* design a research inquiry
* operationalise at least one quantitative or qualitative method
* analyse data
* write a project report. Students will become familiar with the practicalities of undertaking these activities within limited time and other resource constraints. Learning Objectives: By the end of the course the students should have further advanced: Knowledge and understanding of
* the kinds of constraints under which research is carried out
* the connectedness of different stages of the research process
* the importance of selecting methods of data collection and analysis that are appropriate to a topic and the practical constraints of the investigation
* organising findings and other materials in a systematic and readable form. Intellectual skills
* Ability to recognise and select research strategies in a relevant branch of the social sciences
* Ability to recognise and take account of relevant philosophical and methodological issues associated with particular methods
* Ability to identify how aspects of methods contribute to validation of results
* Ability to identify features of methods that might weaken validity of results
* Familiarity with the arguments, state of research and key concepts in the topic area of their research
* Ability to interpret the significance of findings from relevant sources of quantitative or qualitative evidence. Professional practice skills
* Understanding of the strengths and weaknesses of different methods and the need to report these
* Awareness of the types of skills needed to access different sources of data and the activities necessary to access these.
* Ability to produce written reports to optimal standards of clarity, economy, and comprehensability
* Understanding of relationships between nature of methods and the kinds of results and discourse arising.
Content: Any social research area for which adequate levels of supervision can be offered.

SP50126: Making a research presentation

Credits: 3
Level: Masters
Semester: 2
Assessment: OR100
Requisites:
Aims & Learning Objectives:
Aims:
Preparation and execution of an oral presentation for postgraduates aimed at developing understanding of how to:
* prepare information on various stages of the execution of a social science research project to an audience of peers and academic supervisors
* communicate effectively and succinctly theories, evidence and arguments through oral presentation and use of audio-visual aids
* respond effectively to potentially critical questions from an audience of fellow academics
* select and use appropriate technological aids for presentations.
Learning Objectives: By the completion of the presentation and the receipt of an assessment by supervisors the students should have: Knowledge and understanding of
* the constraints of time and materials under which presentations are made
* the organisation and delivery of an oral presentation
* the importance of selecting methods of presenting data and other information that are appropriate to the cases researched and the level of understanding of the audience
* the structuring of an oral presentation and the balances between spoken communication and use of audio-visual
* dealing with oral questions in a clear and concise fashion. Intellectual skills
* Ability to recognise, select and prepare the key points of a research project or findings for communication to an audience
* Ability to summarise complex written information into an understandable oral form
* Ability to respond to questions in an informative fashion. Professional practice skills
* Skills for recognising and selecting material suitable for audio or visual communication using appropriate technologies such as OHP transparancies or Powerpoint.
* General skills for communicating specialised and abstract information to an unknowedgeable audience
* Awareness of the practical tasks needed to deliver information orally within the limits of time and the scope of the media of presentation.
Content: Competencies in summary and explanation of research process and findings; principles of effective presentation; use of presentational aids.

SP50127: Preparing a research proposal

Credits: 3
Level: Masters
Semester: 2
Assessment: CW100
Requisites:
Aims & Learning Objectives:
Aims:
By means of supervised preparations, this unit aims to prepare students for the production of a research proposal to a notional funding body; in order to acquire skills and understanding of how to translate research ideas into a logically coherent proposal meeting basic logistic and budgetary criteria for a fundable project.
Learning Objectives: By the completion of their proposals students should have: Knowledge and understanding of
* how to prepare the discursive elements of a proposal
* the project management expectations of funding bodies
* relevant budgetary information and costing practices involved
* the order of priorities in formulating a case for funding. Intellectual skills
* Be able to recognise and summarise the key elements of a project proposal: aims, objectives, literature context, and methods of investigation etc
* Use an appropriate discursive style in which to write the application
* Envisage and plan the conduct of a project
* Anticipate and meet the expectations and potential criticisms of funding bodies and their referees in the formulation of the case for funding
* Simplify and communicate the essentials of complex theoretical or evidential materials for consideration by an unknown assessor(s). Professional practice skills
* Proficiency in condensing information in an effective manner within pre-specified categories
* Knowing and applying logistic principles for project management, such as timetabling, Gant charts etc
* Knowing and applying financial conventions for budgetary estimates, such as salary and travel costings.
* Demonstrating the adequacy and suitability of chosen research methods over other possible approaches
* Identifying feasible outcomes of research in terms of significance of findings for: different constituencies and suitable media for disseminating findings.
Content: Constructing and arguing a case for funded research, principles of research management, constructing a research budget.

SP50134: Globalisation: political & social perspectives

Credits: 6
Level: Masters
Semester: 1
Assessment: ES100
Requisites:
Aims: To provide a comprehensive introduction to the issues raised within discourses of 'globalisation'. To enable students to explore and discuss differing areas, perspectives and interpretations of the emerging global order. To highlight historical processes and the context for the emergence of both global order and explanatory theories and perspectives. To encourage students to reflect critically on the theories and explanations as well as the debates addressed during the course.
Learning Outcomes: To identify the main aspects of globalisation. To assess the major approaches and debates which aim to grasp the emerging global order. To identify main policy issues related to the concept and reality of globalisation.
Skills:
Intellectual Skills:
* To think creatively and analytically;
* To communicate an argument;
* To critically evaluate and assess research and evidence as well as a variety of other information;
* To synthesise information from a number of sources in order to gain a coherent understanding.
Transferable/Key Skills:
* Essay research, preparation and writing skills;
* Presentation skills and verbal communication (i.e. oral presentations, seminar and tutorial contributions). Knowledge outcomes:
* Theoretical basis of different perspectives on globalisation;
* Knowledge of the current developments and contemporary research on different national cases as well as at local and trans-national levels;
* Identification of policy issues.
Content: This unit explores some of the key contemporary research and theoretical debates on globalisation. The main topics to be addressed are introduction to globalisation: meanings, history and differing interpretations; globalisation of the economy, finances and global trade; the politics of globalisation: governance, global and local governance; globalisation and the reshaping of civil society (international civil society and new global resistance or the anti-globalisation movement); contemporary policy issues, selected from: environment, migration, justice, democracy and development.

SP50135: Well-being, welfare regimes & social policy: a global perspective

Credits: 6
Level: Masters
Semester: 2
Assessment: ES75OR25
Requisites:
Aims: To undertake advanced analysis of alternative perspectives on the nature of well-being, welfare regimes and social policy, in the context of developed and developing societies. This is a research-based unit drawing on present and past research work at Bath, including the WeD Research Group on Well-being in Developing Countries.
Learning Outcomes: A systematic and analytical understanding of:
a) the distinctions between incomes, utility, needs, capabilities and functionings as goals of development;
b) the respective contribution of economic and social institutions and processes to the advancement of human well-being;
c) the concept of welfare regimes and its application to developing countries,
d) the role of social policies in developed and developing countries and the role of national versus supra-national regulation.
Skills: To think creatively and analytically; to communicate an argument; to critically evaluate and assess research and evidence as well as a variety of other information; to synthesise information from a number of sources in order to gain a coherent understanding. In addition, this unit will require students to understand and critique ongoing research findings as they emerge from the WeD Research Centre.
Content: Conceptualising, analysing and operationalising well-being; objective (needs and capabilities) versus subjective well-being; economic institutions and the satisfaction of needs; why some nations achieve higher levels of welfare than others; welfare regimes and social development; social policies across the world; towards a socially regulated global system. This is a research-based unit, drawing on past and present funded research at Bath.

SP50136: Theoretical issues in sociology

Credits: 6
Level: Masters
Semester: 1
Assessment: EX100
Requisites:
Aims: This course examines some of the key contemporary debates in social theory and their relationship to issues raised by classical social theory. The intention is to:
1. Provide students with a sophisticated understanding of some of the current debates in social theory.
2. Help them to understand more fully how abstract concepts and concerns are applied to the study of contemporary society.
3. Encourage an in-depth, critical understanding of these debates and concepts.
Learning Outcomes: As a result of this unit students will:
1. Have in-depth knowledge of key debates in contemporary social theory.
2. Fully understand and be able to critique key theoretical approaches in contemporary social theory.
3. Be aware of the historical and theoretical background to these theories and debates and be able to place them in the relevant tradition and context.
4. More fully understand how social theory offers insights into current social questions and issues.
Skills: Ability to select, summarise and synthesise written information from a range of social theories. Ability to critically analyse issues and debates in contemporary social theory. Ability to critically compare and contract distinct social theories. Ability to develop rigorous arguments by drawing from the work of a range of social theorists. Ability to explain the significance of these debates for current issues in contemporary society.
Content: The course will focus on some of the key debates in contemporary social theory. It will address the structure-agency debate and will consider issues raised by notions of subjectivity and identity. In locating contemporary debates in their historical context it will highlight connections between current theorists and the work classical theorists such as Marx, Durkheim and Weber. An examination of contemporary theories will include structuration theory, critical social theory, theories of risk society, postmodernity, and the work of social theorists such as Giddens, Habermas, Bourdieu, Foucault, Beck and Baudrillard.

XX50023: Dissertation in globalisation & international policy analysis

Credits: 30
Level: Masters
Dissertation period
Assessment: DS100
Requisites:
Aims:
* to give students the opportunity to identify a feasible research question and relate it to relevant literature and empirical material and to develop a cogent and credible argument that addresses the research question, and to do this within a fixed time period. The period allocated for writing dissertations may also provide some students with an opportunity to go on placement (sometimes also referred to as internship - in this case the two terms mean the same thing) in order to gain work experience relevant to any aspect of their programme of study. Where possible dissertation topics and placements will be explicitly linked, but this is not a requisite for a placement.
* to demonstrate a critical understanding of the institutional and policy environment within which governments, business and other actors are shaping the global system;
* to analyse the policy choices and conflicts with which these actors are presenting each other and the issues of public and private responsibility which these raise;
* to undertake practical skills of policy analysis and evaluation, applied to a specific area of public policy taken from a comparative and international context.
Learning Outcomes: An ability
(a) to define and answer a research question in a chosen area of interest related to globalisation and international policy making,
(b) to support the argument with relevant empirical evidence and/or reference to appropriate theory, and/or linking together arguments from disparate literatures or disciplinary perspectives,
(c) to do all the above in written form in a dissertation that conforms to acceptable standards of presentation and expression, and
(d) to complete the assignment within an agreed deadline.
Skills:
* Comprehensive and scholarly written communication. T/F;
* Ability to select, analyse and present numerical data. T/F A;
* Ability to select, summarise and synthesis written information from multiple sources. T/F A;
* Ability to develop rigorous arguments through precise use of concepts and models. T/F A;
* Ability to synthesise multidisciplinary perspectives on the same problem. T/F A;
* Ability to formulate a research question, then develop and present an original & coherent answer. T/F A;
* Ability to produce work to agreed specifications and deadlines. T/F A;
* Ability to work independently, without close supervision or guidance. T/F A.
Content: Research field to be chosen by the student but it could be any area of globalisation and international policy making for which an adequate level of supervision can be offered. Dissertations may be based on any combination of
(a) review of published literature
(b) analysis of secondary data
(c) analysis of primary data collected by the student, for example through participant observation while on placement.
The nature of a placement may vary, but should be set out clearly and approved by the Director of Studies in a placement proposal letter prior to its inception. At the minimum, a placement should comprise a structured set of meetings and agreement with a named organisation to collaborate in collection and analysis of data to be incorporated into the student's dissertation. At the other extreme, a placement may require the student to undertake substantial tasks that are not directly related to their dissertation. In all cases the Director of Studies may agree to an appropriate extension of the deadline for submission of the dissertation. This may also require a change of the student's status from full-time to part-time, and in some cases temporary suspension of registration.

XX50024: MRes European social policy internship

Credits: 0
Level: Masters
Semester: 2
Assessment: RT100
Requisites:
While taking this unit you must take XX50140
Participant can not be an MRes 1+3 ESRC funded student.
Aims:
Students will in an European context:
* Critically evaluate the role of research in the policy-making process.
* Obtain a comprehensive understanding of the political dimensions of social policy research.
Learning Outcomes: At the end of the internship students are expected to be able to:
* Review and evaluate the use of research to inform professional knowledge and practice in social policy.
* Reflect on the appropriateness, strengths and weaknesses of different theories, and perspectives that conceptualise the process of social policy making.
Skills: It is expected that the internship will facilitate students to develop and expand their skills in:
* Applying and using research to inform professional knowledge and practice in social policy.
* Informing policy debates and policy formation in social policy.
* Cross-cultural and interpersonal sensitivity.
* Concise, time-bound and effective written communication (e.g. briefings).
* Effective oral communication (e.g. seminar presentations).
* Ability to select, analyse and present numerical data.
* Ability to select, summarise and synthesis written information from multiple sources.
* Ability to develop rigorous arguments through precise use of concepts and models.
* Ability to synthesise multidisciplinary perspectives on the same problem.
* Ability to produce work to agreed specifications and deadlines.
* Ability to work independently, without close supervision of guidance.
* Ability to work effectively as part of a group or team.
Content: The student will undertake a series of tasks within the placement organisation.

XX50054: Dissertation, business & community studies

Credits: 30
Level: Masters
Dissertation period
Assessment: DS100
Requisites:
Aims: To provide an opportunity to apply skills and knowledge students have learned from units in the Business & Community programme to a specific problem involving social dimensions of business activity. Students should demonstrate competence to apply a plan for original research, select and use appropriate methods, and write an analysis of relevant data.
Learning Outcomes:
* relevant knowledge of contemporary economic, social and political developments and their relevance for social science research in given business areas.
* some knowledge of contemporary social problems relating to business and how they emerge.
Skills:
* Evaluate research and evidence critically to appropriate postgraduate standards using a variety of academic and non-academic sources;
* Synthesise information from a variety of academic perspectives and non-academic sources for a relevant understanding of theoretical and practical approaches;
* Plan, execute and evaluate the investigation and presentation of study and research projects;
* Development of time management, workload prioritisation and related planning skills;
* Alignment of learning opportunities with career planning;
* Information management skills.
Content: Any topic related to the social dimensions of business activity to which the student contributes an original analysis.

XX50131: MRes European social policy study and research abroad

Credits: 0
Level: Masters
Semester: 2
Assessment:
Requisites:
While taking this unit you must take XX50140
Participant can not be an MRes 1+3 ESRC-funded student.
Aims:
Students will in an European context:
* Experience living, studying and doing research in a European country other than UK.
* Expand and enhance aspects of their European identity.
Learning Outcomes: At the end of their study abroad students are expected to be able to:
* Comprehend the diversity of European societies, cultures and identities.
* Reflect on the appropriateness of different theories and perspectives on European social policy to account for societal diversity in EU.
* Reflect upon the processes of formation of European identities.
Skills: It is expected that studying abroad will facilitate students to develop and expand their skills in:
* Cross-cultural and interpersonal sensitivity.
* Effective oral communication (e.g. seminar presentations).
* Ability to select, summarise and synthesise written information from multiple sources.
* Ability to develop rigorous arguments through precise use of concepts and models.
* Ability to produce work to agreed specifications and deadlines.
* Ability to work independently, without close supervision or guidance.
Content: The student will undertake courses or do research work for their dissertation in the institutional settings of the partner university.

XX50158: International policy analysis

Credits: 6
Level: Masters
Semester: 1
Assessment: ES70CW30
Requisites:
In taking this unit you cannot take EC50063
Aims: To provide students with a critical understanding of international policy-making and different conceptual and theoretical aspects of governance; To provide students with a critical understanding of the institutional and policy environment within which governments, businesses and civil society organisations are shaping the global system; To critically examine the policy choices and conflicts these actors present to each other and the issues of public and private responsibility which these raise.
Learning Outcomes: By the end of this unit, students will have:
* Studied key texts relating to the analysis of international policy-making;
* Critically analysed the role of actors and political institutions involved in international policy-making, in particular the role of supra-national institutions and civil society organisations;
* Explored the major models of policy decision-making;
* Explored the approaches and methods of policy evaluation. By the end of this unit students should be able to:
* Identify and apply appropriate criteria necessary for conceptualising and analysing the international policy process and global governance.
Skills: Intellectual
Skills: To think creatively and analytically; To communicate an argument; To critically evaluate and assess research and evidence as well as a variety of other information; To synthesise information from a number of sources in order to gain a coherent understanding. Transferable/Key
Skills: Essay research, preparation and writing skills; Presentation skills and verbal communication (i.e. oral presentations, seminar contributions). Knowledge Outcomes: Theoretical basis of different concepts towards understanding international policy-making; Knowledge of the current developments and contemporary research on governance on the supra-national, national and regional/local level; Identification of policy issues.
Content: Part I: Same as first part of EC50063 Policy Theory and the Politics of Developing Countries, namely: Politics and policy analysis; Theories of the state; Theories of power; Organisations and Institutions; Street-level bureaucrats; Organised interests and civil society.
Part II: Government and governance; different conceptual approaches towards understanding governance; International policy-making through governance activities on the supra-national level; role and architecture of major global institutions; multi-tiered governance; evolution and transformation of European governance; governance and multi-sectoral relations: civil society, state and businesses; governance in developing countries: a case-study of Russia and China; the future of global governance.

XX50159: Globalisation & international policy analysis extended essay

Credits: 6
Level: Masters
Semester: 2
Assessment: ES100
Requisites:
Aims: To allow study fellows the opportunity to develop a more in depth understanding of a key development issue of their own choice.
Learning Outcomes: By the end of the unit students will have identified and examined in considerable depth a specialist development issue of their own choosing. They should have a deeper, more coherent, and more analytical of the selected topic.
Skills: Comprehensive and scholarly written communication (e.g. essays) (Taught/Facilitated). Ability to select, analyse and present numerical data (T/F/Assessed). Ability to select, summarise and synthesis written information from multiple sources (T/F/A). Ability to develop rigorous arguments through precise use of concepts and models (T/F/A). Ability to synthesise multidisciplinary perspectives on the same problem (T/F/A). Ability to formulate a research question, then develop and present an original & coherent answer (T/F/A). Ability to produce work to agreed specifications and deadlines (T/F/A). Ability to work independently, without close supervision of guidance (T/F/A).
Content: This unit is intended primarily for those with strong research career interests, or a clear vocational specialism who can thereby justify focusing on a particular issue, and who have demonstrated a capacity for self-guided work. The extended essay should be on a topic that is quite distinct from their intended dissertation topic or regional specialisation essay. This unit may be linked to a placement or internship within a particular development organisation.

 

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