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This course has a strong vocational focus, ideal for students with an interest in social, political and cultural issues. It is designed to prepare you for a range of career options in the social sector, and to equip you with the most relevant knowledge, skills and understanding for your chosen career path.
Your studies will include the main theories and concepts central to criminology and sociology. You will cover specific forms of criminal behaviour, the conditions that generate it and the means by which it can be controlled. You will also explore matters of punishment and policing. Theory learning will be well balanced with practical learning and hands-on research experience. You will be continually encouraged to assess your career plans, network with prospective employers and target your research to the subjects most relevant to your preferred career.
Along the way, all of your learning and research will be underpinned by the world-leading studies performed at the Vauxhall Centre for the Study of Crime, which is located on the University campus. As such, we can deliver a current, developing and internationally-focused curriculum that will put you in the best possible position with future employers.
By studying sociology in conjunction with criminology, you will receive a deeper contextual understanding of the substantive issues and relevant framework in which crime occurs. You will learn the role of crime in the context of other issues central to British society in the 21st century. And most importantly, you will acquire a thorough, deductive and astute skillset that will make you extremely employable for work in the social services. Your comprehensive theory and research background will make you an ideal candidate for graduate positions in policing, juvenile justice, youth work, educational welfare, family care, probation and social work, local government, social administration, human resources, communications, marketing and more.
During the course you will:
Areas of study you may cover on this course include:
At Level One assessment tasks include essays with different word limits, oral presentations phase tests and case studies. Whilst all of these assessment forms have formative and summative functions at Level One their usage emphasizes their formative and diagnostic role. Overall, students are introduced to assessment forms that they will encounter at Levels Two and Three.
A first essay, in particular, in a number of Level One units has a primarily diagnostic and formative function. It is completed in the first four weeks of the academic year and allows teaching staff to diagnose, speedily, actual and potential problems (communication problems, problems of understanding of conceptual and theoretical issues, factual knowledge problems) and provide appropriate oral and written feedback. For a subsequent essay students produce a plan and use this plan to provide an oral presentation. The oral presentation involves students reflecting upon the progress that they have made in working on their essay and the difficulties that they have encountered. This provides a further opportunity for diagnostic monitoring and feedback from staff in relation to subject knowledge and understanding whilst at the same time students can begin to develop oral and presentational skills. The assignment feedback sheet, together with feedback for oral presentations (an assignment task for many of the units at all levels), allows staff to comment upon the acquisition of presentational, written and oral communication skills in every unit.
A phase test is used to test breadth of knowledge and a case study tests, specifically, the ability to apply concepts and knowledge. Different word limits for essays involve different challenges in terms of developing argument and maintaining focus.
At Level Two, the summative element of assessment receives greater emphasis with the introduction of unseen examinations (of one and two hours duration). Essays continue to be an element of the assessment process but the formative role of these assessment forms, especially in relation to written communication skills, for most students becomes less important. Oral presentations also continue to feature in the assessment process and with more challenging assessment criteria continue to be formative in relation to oral communication skills. Other assessment forms at Level Two (IT exercises involving the use of SPSS) also have a more pronounced formative function.
Assessment at Level Two also involves the analysis of news texts), the production of a research proposal and the production of a job search report and related cv. Application, understanding and knowledge are tested therefore in different ways.
Overall, assessments at Level Two and Three reflect the greater challenges in terms of skills and intellectual understanding specified in unit learning outcomes. Students will be required in their assignments to begin to draw upon journals in hard print and electronic form, to demonstrate deeper theoretical understanding and communicate more effectively in written and oral form.
Developments noted at level Two are continued into Level Three. The dissertation requires students to be independent in all aspects of the research process including the formulation of research questions and the selection and application of research methods. It is an important measure of graduateness. In addition to the dissertation seminar write-ups are required in some modules in addition to the range of assessments noted at Level Two. Like the oral presentations they require students to reflect upon, and therefore learn from, the learning process. Compared with Level Two more challenging oral presentation assessment criteria are specified for students at level 3.
The aims of the course, together with its teaching and assessment strategy, embody the elements identified in the Universitys concept of `realistic learning. In particular, the curriculum addresses contemporary social issues of vocational relevance. It promotes student involvement, critical self-reflection and develops transferable and subject specific skills.
More specifically the course aims to:
Before each student arrives at the Bedford campus, in their first year, they will have been sent the name of their personal tutor, who will be a member of staff based on the Polhill campus. This tutor will be available to help with any academic and personal issues that may affect a student during their period of study.
The tutor will provide advice about how and when to seek advice from the Professional and Academic Development support staff, available at the Polhill campus, as well as advice from Student Support Services.
Small group discussions with plenary sessions, small group oral presentations and assessed small group investigations develop these skills.
These skills are developed and assessed on the Skills for Social Science Level 2 unit.
Students produce a targeted cv and an assessed job search report (which involves contacting a potential employer and staff in post, in the chosen area, to establish what a particular post involves). Academic staff and staff from the Centre for Personal and Career Development provide general guidance on the production of targeted cvs, applications and databases for researching careers.
Career:
The course provides knowledge and skills relevant to careers in the criminal justice field youth workers, members of youth offending teams, probation officers, educational welfare officers and police officers. It also provides a knowledge base for the teaching of social science, especially sociology.
The general transferable skills that the course develops, together with elements of the syllabus, also provide a base for careers in management positions in human resources, marketing, recruitment, quality assurance and the compilation of statistics.
Further study:
Masters degrees in sociology, criminology and broadly in the criminal justice field.
Additional:
Standard entry requirements for UK students:
Students from the European Union:
- IELTS Grade 6 or
- Cambridge CAE / CPE grade C or
- TOEFL 580 points (computer based test 235 or internet based 80) or
- TELAS test grade 1 or 2 (Universitys own test)
International Students:
- IELTS Grade 6 or
- Cambridge CAE / CPE grade C or
- TOEFL 580 points (computer based test 235 or internet based 80) or
- TELAS test grade 1 or 2 (Universitys own test)
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
A skills development strategy is central to this course. This is partly because of the importance of a range of skills for employability. It is therefore partially articulated in the above sections on learning strategy and assessment strategy.
Communication
To help with the development of this you will:
Receive detailed feedback on all aspects of your assessment components. Areas of good and bad practice will be identified and advice given on how you may improve your written, oral and presentational skills. All UNITS develop written communication skills of different types in different ways essays of differing lengths, reports involving the analysis of policy documents and news texts, seminar write ups and the dissertation. As you move beyond Level One you will practise written communication skills in more varied forms, developing the ability to produce concise reports but also to develop and maintain argument and focus over longer word limits (3000 word essays and a 10,000 word dissertation) with more demanding material. Oral presentations are also a feature of most units. Level related criteria will require you to practise and develop more demanding oral communication and presentational skills as you move from level one to level three. Small group discussions, plenary sessions and class discussions will also enable you to practise and develop your oral communication skills. This helps with preparation for an element of assessment in your final year. This involves you presenting an assessed oral report of your dissertation. Part of the assessment criteria involves stimulating discussion and responding to questions.
Information Literacy
To help with the development of this you will:
Research and Evaluation
To help with the development of this you will:
Creativity and Critical Thinking
Most assessments require critical thinking and creativity as do many of our learning strategies
To help with the development of these skills of this you will:
be required to move beyond criticism and develop your own position (e.g. on what form punishment should take and why, on what the policy should be in a particular area - prostitution)
The foundations for this are laid during Induction Week. An introductory lecture and workshop on personal and academic development encourages you to reflect upon your learning experiences, abilities and aptitudes and to be systematic in doing so (a workshop exercise involves the self-diagnosis of key skills). Staff also run, during Induction Week, a Good Practice in Essay Writing session where good practice is spelt out and you write a short piece for diagnostic purposes. Having begun to identify areas for improvement you are made aware of courses and contacts for developing your skills and abilities. The course handbook and an essay writing guide provide guidance on all elements of good practice (e.g. referencing, plagiarism, structuring an essay). This guidance will be reinforced by staff as they teach their units. It should underpin your reflection upon your learning experiences.
The processes identified here continue throughout your undergraduate career. You receive detailed written feedback on all of your assignments. You should reflect carefully on this. Unit leaders will clarify advice, guidance and comment if you require. Your personal tutor will periodically review your progress in the light of feedback and agree your plans for improving your performance. Using the VLE and some class contact time staff will identify areas for improvement for the year group as a whole following the marking of assignments.
As your undergraduate career progresses you will be expected to take greater responsibility for your learning. The process of systematic self-reflection upon your performance and related developmental needs is crucial to this. Both academic staff and your personal tutor will, progressively, be encouraging you to take the initiative ( their role will be less directive as your undergraduate career advances), to take responsibility for your own learning. This may involve recognising (through feedback or reflection upon your own work) that you need guidance with an aspect of referencing, guidance with your use of SPSS, guidance with sentence constructions and acting to get that guidance (increasingly, your unit leaders and personal tutors are there to help you take the steps that you recognize you need to take).
