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University of Bedfordshire
Park Square
Luton
Bedfordshire
UK, LU1 3JU
This course is designed for applicants from a wide range of academic backgrounds and experience. Criminology is explicitly concerned with the problem of crime, the conditions that generate it and the means by which it is controlled.
The course takes students from an introductory phase at stage one the study of theoretical criminology to a critical focus on research and policy at stage three. World-leading research into community safety, offending and youth justice informs all teaching.
This course is designed to facilitate entry to a career in the field of human services with a particular emphasis on criminal justice. Careers include youth justice and youth work, offending teams, policing, community safety, local government and research into criminal behaviour.
Key features:
Areas of study you may cover on this course include:
Assessment is an integral part of the learning process and the Criminology 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 emphasis of the assessment strategy 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 modules 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 practical aspects of the curriculum 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. 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, in-class tests 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 the criminal justice systems. When applying theory to practice, students are required to demonstrate the ability to assess the impact of theoretical approaches into the practical environment. In addition, students are required to demonstrate their knowledge and understanding of issues relating to equal opportunities and anti-discriminatory practice.
Level 3 units centre virtually exclusively on the application of theory to a detailed examination of aspects of the criminal justice system in a variety of settings. Thus students are required to undertake such tasks as evaluating the effectiveness of practical applications of criminological theory; comparing and contrasting key debates; and bringing a number of diverse strands of discussion together into a cohesive case study or research project. 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 allows students to apply theory in practical settings as part of the assessment task and to reflect on issues within criminology. 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.
It is the intention of the award team that by the end of the course the learner will have met the following objectives by progressing through the levels of the course and by achieving the learning outcomes of the units studied.
Thus, the learner will be expected to:
1. Have a clear knowledge of the approaches evident in the course, and evaluate how those approaches allow for a better understanding of crime, offending and control mechanisms.
2. Be aware of the variety of techniques available for analysis and be able to analyse and evaluate data appropriately.
3. Have acquired a detailed knowledge of Criminology, and an awareness of the disciplines and framework of their subject.
4. Adopt an independent approach to learning and to critically evaluating the issues and problems posed by the study of Criminology.
5. Work, select and plan within a complex learning process.
6. Demonstrate a confident ability to handle, interpret and critically review knowledge at the forefront of the discipline.
7. Communicate effectively and by using a variety of analytical tools within a planning and social environment appropriate to the discipline.
8. Present findings in a cogent and enlivened manner in a variety of settings.
These overarching aims and outcomes, together with the assessment strategy set out below and the detailed unit aims and outcomes produce a learning environment that embraces the study of Criminology and provides for learners an attractive and challenging scheme of study.
The overall ethos of the award is to provide for students an in-depth appreciation and recognition of the discipline of Criminology through the study of crime, offending and criminal justice institutions. Emphasis is additionally placed on the acquisition of core skills and personal development, and the fostering of a wide range of research skills and methods relevant to the discipline of Criminology.
Thus, the course intends to provide for learners an environment which facilitates its primary aim of supporting the development of detailed knowledge of Criminology and transferable skills.
Specifically, the award team is committed to:
These aims will provide opportunities for learners to:
Having established the learning environment, the objectives of that learning for individual students are set out below.
Students enrolling on the BA Criminology award 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 puts 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 module 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 Programme Manager is responsible for monitoring students progress and supporting their academic progress throughout the course and acts as the students personal tutor. In the first semester, Level 1 students have weekly seminar groups as part of the Skills module with their Programme Manager. In the second term, the Programme Manager meets with each student on that award programme at least once to review individual progress files. Continuing students are offered support from the Programme Manager and individual module co-ordinators as appropriate and 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 Programme 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:
Postgraduate applications (MA/MSc) should be made direct to the University using the standard University application form. There are some exceptions, please see individual course descriptions for details.
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
In line with the Universitys Learning, Teaching and Assessment Strategy, as well as with subject benchmarks, teaching staff contributing to units owned by the Applied Social Studies Field are committed to encouraging independent study and learning by students in both university and work settings.
The learner will experience a variety of teaching methods and learning opportunities while studying the discipline of Criminology. These will include the lecture where information is given to the learner and the seminar where discussion enhances the learning through group interaction. In addition, students are encouraged and supported through involvement in group work and group problem solving. This activity may form part of the seminar programme. The preparation of written assignments and presentations made to the seminar group will involve the application of self-directed study and library work to enable the presentation of learning.
Thus the teaching strategies will help to achieve the learning outcomes for the course. For example, a number of key objectives are:
The teaching and learning environment will assist the learner to achieve these and many more skills and knowledge.
In more general terms, graduates will be expected to demonstrate a range of subject-specific skills. For example:
Taking each level of study in turn, at Level 1, where students are acquiring foundational knowledge in core areas, the emphasis on knowledge based modules, such as Introduction to Criminology, Social Explanations for a Divided Society, Social Policy and Social Issues, is necessarily towards tutor-led sessions. The mode of delivery here is generally a weekly one-hour lecture and one hour seminar, where the lecture is used to outline key debates and the seminar to develop knowledge and skills through guided discussion and small group exercises. The teaching programme for the remaining unit, Skills for Social Science, is delivered through lectures, award-specific seminar groups, workshops and personal tutoring, as a means of ensuring that students receive individual support but also begin to forge an identity as a part of a common university, field and academic endeavour.
By Level 2, the emphasis moves progressively towards more independent forms of learning as students are expected to adopt an increasingly analytic approach to study and a critical stance towards the reading they are encouraged to pursue. Thus, students are directed towards the theoretical underpinnings of criminology as a means of exploring the causes and correlates of crime and methods used to control crime in the unit Criminological Theory. In addition, students explore aspects of crime, offending and the CJS and further their skills in undertaking research in the units young People, Gangs and Crime and Research Approaches in the Social World. Option units broaden the student experience by providing detailed knowledge of human services working relationships (Multi Agency Working and Career Development in the Human Services) or into the organisation of comparative welfare (Welfare Systems). The further exploration of the theoretical underpinning of Criminology is developed at Level 3 where, additionally, the application of theory to practice is examined in a range of units that focus in detail on crime and the criminal justice environment. Students at Level 3 are also expected to demonstrate skills in evaluation and synthesis and teaching is directed towards developing these academic skills. To consolidate their ability to work independently, all honours students within the Field are offered supervision to undertake research and produce an Independent Project dissertation on a negotiated topic relevant to their programme of study. Students on the Criminology award will be supported to undertake primary research on a topic of direct relevance to work within this field in the Independent Project.
As students on the Criminology award take up units covering specific areas of crime and the Criminal Justice environment at Levels 2 and 3, they are increasingly encouraged to apply their developing knowledge to problems within their field of study. Teaching and learning strategies at Levels 2 and 3 give recognition to the diversity of academic, life and practice experience amongst the student body and encourage students to draw on that experience to inform classroom discussion and debates. Such an approach ensures that the forging of links between theory and practice/policy lies at the centre of teaching and learning and promotes a culture within which students are encouraged and enabled to contribute towards their own learning outcomes. It is also designed to foster the skills of reflection. To the extent that students on the Criminology award share units with students on a range of courses, including practice-based courses such as Child and Adolescent Studies, this is also an approach which actively promotes the multidisciplinary understanding and skills acquisition so critical to effective practice within the human services sector. Group work and seminar discussions provide a forum for students to develop an awareness of their own values and an appreciation of how alternative values impact upon the interpretation of essentially contested knowledge in the field of crime and criminal justice.
At every level, award teams within the Applied Social Studies Field recognise the importance of detailed and clear documentation of awards and individual units as a support to teaching and learning. Students require access to information about learning outcomes, topics to be covered, reading and other sources of information, assignment details and guidance, and this material is found in the unit documentation. Unit documentation is also loaded onto the Universitys virtual learning environment, BREO. The provision of this information is important in encouraging students to be prepared for and to participate in seminars and to promote independent study. The Field philosophy also recognises that individual students have particular and distinct educational needs, and the teaching and learning strategy extends beyond the classroom into the scheduling of individual tutorials and regular office hours where students can obtain guidance and support on any aspect of their learning or pastoral needs on an individual basis.
The CRe8 process has identified four core skills areas - communication; information literacy; research and evaluation; and creativity and critical thinking and the University expects that all courses to emphasise and focus on developing these skills of `graduateness and employability in all students. The Criminology course places equal 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 criminology. 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 expect 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 personal development. Specific guidance is provided at Unit level on the development of professional standards.
A key element of the Criminology 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 students to reflection on their academic and personal development through class room 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 hypothesis 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 key skills related to graduateness and employability are specifically addressed below:
Oral communication skills are developed at each level of the programme through interactive teaching sessions, in-class exercises and an assessment strategy which 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 theses 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 used in this programme. Assignments 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 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 place 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 Criminology. 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 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 crime and criminal justice and make a reasoned evaluation of the source, providing examples of practical evaluation and areas for improvement.
