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The Applied Social Studies course takes a clear, practical and vocational approach to learning and aims to support those who are looking to start or further their career as professionals in human services.
Underpinned by world-leading research, the course looks at issues faced by vulnerable people or groups in society. It also delves deeper and looks at the policy, legal, cultural and organisational contexts in which social responses to human needs are developed.
During the course you will cover a broad range of disciplines including social policy, sociology, social psychology, social care, social research, comparative welfare and social services. You will also look at such elements on an international basis to strengthen your understanding of such areas.
Previous Applied Social Sciences graduates have entered a broad range of professional fields. The course is an ideal stepping stone to employment in areas including youth work, policy research, offending teams, consultancy, advice and counselling, local government and housing administration. You may also wish to undertake postgraduate study, leading to roles in social work, the probation service, counselling and community development.
During the course you will:
Areas of study you may cover on this course include:
Assessment is an integral part of the learning process and the Applied Social Studies award clearly links statements of learning outcomes with methods of assessment. In general terms, assessment can enhance the learning of students by addressing a range of purposes, For example, assessment is used to:
Student learning, which consists of a range of experiences including the acquisition of knowledge, understanding, skills and competence, requires many forms of assessment and details relevant to the learning outcomes of units are provided in the individual unit descriptors. Nevertheless, the strategy recognises that most forms of assessment will serve several purposes and may combine the assessment of differing learning outcomes.
Thus a variety of assessment types is used to meet the learning outcomes of individual units. The programme also sets clear standards of achievement. Designed to inform students and increase their confidence in assessment, these standards will be reflected in the students ability to evaluate their own performance.
In brief, the Learning Outcomes for the programme are matched to assessment by the following means:
This strategy informs the assessment methods in each individual unit in the programme and has due regard to the level descriptors and programme learning outcomes.
Taking a more detailed look at each level of study, at Level 1 the focus of assessment is on testing the acquisition of basic skills and knowledge. Students are also introduced to a number of assessment methods, viz oral presentations (group and individual), essays, portfolios, unseen examinations, which collectively test the full range of generic skills. A number of units also use diagnostic assignments, with a relatively low weighting, in order to check students understanding of key concepts and/or grasp of core skills without undue penalty and in order to be able to identify with the student where remedial action may be required. In the case of Skills for Social Scientists assessment methods are clearly related to `live organisational and practitioner tasks which require students to begin to apply learning to present or future practice and to think themselves into the human services role.
At Level 2 there is an expectation that students will exercise a greater level of autonomy in the planning and delivery of assignments. For example, it is a requirement of some units that students negotiate their own topic under the guidance of the tutor, thereby encouraging students to take greater ownership of their learning and to develop skills in identifying a manageable task. The skills of critical reflection are also fostered in several assignments that require students to reflect upon their own learning in completing the unit. Students are exposed to a greater variety of assessment methods, the development of research proposals and report writing, as well as furthering their skills in group and individual presentations, unseen examinations and essay writing. These methods are increasingly used to foster students skills in applying theory to concrete issues and questions and to assess the relative merits of a set of arguments. The assessment strategy of practice-related units is designed to foster a clearer understanding amongst students of the ways in which theory informs practice and practice informs theory within social welfare arenas, including health and social care. When applying theory to practice, students are required to demonstrate the ability to assess the strengths and limitations of welfare interventions from differing perspectives and to demonstrate their knowledge and understanding of issues relating to equal opportunities and anti-discriminatory practice.
Level 3 units centre mainly on the application of theory to practice, but the repertoire of skills tested is expanded to include evaluation and synthesis. Thus students are required to undertake such tasks as evaluating the effectiveness of policy and service interventions in terms of a number of dimensions, including the outcomes for service users; comparing and contrasting key debates nationally and internationally; and bringing a number of diverse strands of discussion together into a cohesive case study or research project. Students ability to imagine alternative welfare futures is also tested by the requirement to make recommendations geared towards improving policy and practice. The acquisition of higher level generic skills is tested through such tasks as leading seminars and undertaking independent research and planning.
At all levels, the assessment strategy makes extensive use of case examples and scenarios to enable students with or without practice experience to apply theory to practice as part of the assessment task and to reflect on issues around good practice. The weight of assessment is found predominantly in course work. There is a collective recognition amongst teaching staff that full and constructive feedback on assignments forms a central aspect of the teaching and learning process and encourages the internalisation of graduate standards. At Level 3 students are frequently required to use feedback to develop a piece of work.
The aims of the BA Applied Social Studies are:
The objectives of the BA Applied Social Studies are:
Students enrolling on the BA Applied Social Studies consist of both mature students and school leavers from a variety of social and cultural backgrounds. Educational backgrounds consequently range from the traditional A level route to Extended Certificate and NVQ courses through to primarily work-related experience. With this diversity in mind, the course team places strong emphasis on student support in order that all students are given the opportunity to achieve their maximum academic potential and gain the most from their undergraduate experience at the University. This awareness of the differing needs of the student body is reflected in the degree of support offered, with particular emphasis on the accessibility and availability of the course team.
New and continuing students meet staff during induction week, and are presented with a range of written material and advice. The induction programme is tailored to run with the Universitys programme and is intended to provide a range of activities that kick-start the academic programme and foster a sense of membership of the University and the award programme. New students meet the core teaching team at an induction meeting to discuss their learning needs in terms of appropriate modules and academic support. Thereafter all members of the teaching team have weekly office hours, and students are encouraged to contact staff either in person, by telephone, or by email. Thus issues relating directly to the study of an individual unit can be discussed at first hand with the unit co-ordinator and teaching team; and in practice most issues are resolved at this level.
The Course Manager is responsible for monitoring student progression throughout the course and acts as the students personal tutor. In the first term, as indicated above, Level 1students have weekly seminar groups as part of the Skills unit with their Course Manager. In the second term, the Course Manager meets with each student on that award programme at least once to review individual progress files. Continuing students are offered support from the Course Manager & individual unit co-ordinators, referring students to specialist services where appropriate. An appointment is made with every student identified as at risk at the interim STAR exam board in February by the relevant Course Manager to provide guidance and support and to encourage retention. The Field Chair is also available to discuss issues concerned with academic progression.
A foundation degree will be of particular interest if you have completed a Modern Apprenticeship, vocational A levels, BTEC National or equivalent.
Foundation degrees are also particularly suitable if you want to qualify while working.
Many students studying for foundation degrees come to us through work-based routes so you can apply for a foundation degree even if you don’t have traditional academic qualifications.
We welcome applicants with relevant work experience.
We will consider you as an individual and take into account all elements of your application, not just your qualifications. We are looking for both breadth and depth in your current studies as well as enthusiasm for the subject you wish to study.
The general requirement is one of the following:
As a general guide, to apply for a place on an undergraduate course (BA/BSc) at the University you need to have completed your high school education and have the required English qualification.
We have students from all the European Union member countries so we are quick to make decisions on most qualifications.
(Please note that applicants on a full student visa are not eligible for part-time study)
We recommend that you apply directly to the University where possible, as this allows us to offer the quickest turnaround time for your application.
Please read the Direct application instructions before completing the course application form.
Application forms for accommodation in the student halls at Bedford campus and Luton campus are available in the Student life section
APL is available for international students applying for undergraduate (Bachelor degree) study. Please do not use this APL form to apply for postgraduate courses.
Use the APL form to tell us about any non-standard qualifications and/or work experience you have that you think should be taken into consideration with your application. `
The APL form should be submitted at the same time as the course application form.
We regret we are unable to process APL forms from students who have not submitted a formal course application form.
Return your completed application to:
University of Bedfordshire
International Admissions
Park Square
Luton
Bedfordshire
LU1 3JU
United Kingdom
T: +44 (0)1582 489326 (non-EU Students)
F: +44 (0)1582 743469
E: international-admissions@beds.ac.uk
There are no particular issues of accessibility to the curriculum for disabled students in respect of the BA Applied Social Studies. However, the needs of all students entering or studying within the Applied Social Studies Field are kept under continuous review to ensure that any problems that do arise can be dealt with speedily and effectively. To this end, the Field Chair regularly liases with the Universitys disability advisor. Any new developments within the Field are systematically reviewed to ensure that they comply with the 2001 Special Needs and Disability Act.
In compliance with the 2005 Disability Discrimination Act, students are actively encouraged to disclose relevant information about her / his impairment, including how they would like any information disclosed to be used and what adjustments are necessary to accommodate the students needs. Students meet with the Programme Manager once a year to discuss his / her learning experience and whether any further adjustments are needed.
The CRe8 process has identified four core skills areas communication; information literacy; research and evaluation; and creativity and critical thinking and the University expects all course to emphasize and focus on developing these skills of `graduateness and employability in all students. The Applied Social Studies course places great emphasis on skill development and subject specific knowledge. It is the belief of the course team that these are indivisible and skills acquisition is embedded as a natural component of knowledge gained through the study of applied social studies. The following describes in overall terms how this strategy is replicated in the course. Each unit specification describes in detail how the skills are acquired as a result of subject contextualisation.
The course team also expects students to develop and display appropriate professional standards during the entirety of their course. These professional skills are essential and desirable attributes in employability and professional development. Specific guidance is provided at Unit level on the development of professional standards.
A key element of the Applied Social Studies course is providing students with the skill of judging their own learning and development, and how their learning can be improved. The aim of the course team is to develop the identity of the learner, their self-awareness and their preparedness for future opportunities. To get student to reflect on their academic and professional development through classroom discussion and exercises is to be found in specific units, while feedback provides concrete examples of academic guidance on how to improve learning.
Career management skills closely follow the skill of managing individual learning and personal development. The ability to recognise attributes (or areas that need addressing) and a recognition of where these personal qualities enhance employability is a key life skill. The units seek to provide opportunities for students to explore settings and test out hypotheses based on personal reflection and skills audits.
Additionally, specific skills required for work in the human services sector, such as working in ways which are sensitive to difference and diversity, which seek to promote equality of opportunity and which protect the rights of vulnerable people, are fostered in the classroom and through the assessment regime.
Each of the four skills related to graduateness and employability are specifically addressed next:
Oral communication skills are developed at each level of the programme through interactive teaching sessions, in-class exercises and an assessment strategy that makes use of oral presentations (group and individual). Written communication skills are developed and tested through a range of assessments, such as essays, reports, case studies, culminating in the research dissertation at Level 3 At all levels students work with sources to practice skills of précis and note taking and to communicate these findings to a wider audience. Team working is also an essential element of communication and group work forms an integral part of teaching across the units and in this programme. Assignment such as designing and conducting research in groups, seminar or discussion papers and group presentations further foster skills in working with others.
The programme staff works closely with the learning resources unit, the Professional & Academic Development Team, to foster information retrieval skills. Most assignments test students skills in using a range of library-based and electronic sources to search for relevant information. Assignments also test students skills in presenting information from differing sources for differing purposes and audiences. The uses of appropriate aids are encouraged in giving graduate level presentations. Computed marked assessments provide an environment where the student gains confidence in working with technology and is placed in command of information technology resources.
Research is an integral component of the Social Sciences and thus is given due weight in the skills required for the successful completion of a degree in Applied Social Studies. Students are expected to access and evaluate a range of sources, independently research textual, on-line and web based material of an appropriate nature to support the learning schedule and assessment tasks, and identify the assessment criteria and employ learning strategies to succeed and to evaluate performance against the given criteria.
Students are encouraged to adopt an evaluative approach to their own learning. Assignments involve students in identifying their own learning needs, monitoring progress against agreed objectives, agreeing targets for future skills development and devising appropriate strategies to achieve them. Furthermore, teaching staff across the programme encourage students to seek advice and guidance on their learning and assessments as required.
Most assignments involve the development of problem-solving skills by testing students ability to identify solutions to problems and to defend their choice. Specific units use developmental assignments which encourage students to improve their approach to problem solving in the summative assignment by building on their initial work and tutor feedback. The philosophy is driven by the requirement that students undertake the analysis of issues, policy and proposed developments concerning the human services and make a reasoned evaluation of the source, providing examples of practical evaluation and areas for improvement.
