MODULE SPECIFICATION TEMPLATE
MODULE DETAILS
Module title
Module code
Credit value
Level
Mark the box to the right of the
appropriate level with an ‘X’
Sociological Imaginations
SS424
20
Level 4 X Level 5
Level 6
Level 0 (for modules at foundation level)
Level 7
Level 8
Entry criteria for registration on this module
Pre-requisites
None
Specify in terms of module codes or
equivalent
Co-requisite modules
None
Specify in terms of module codes or
equivalent
Module delivery
Mode of delivery
Taught
Other
X
Distance
Placement
Pattern of delivery
Weekly
X
Block
Other
Online
When module is delivered
Semester 1
X
Semester 2
Throughout year
Other
Brief description of module This module gives students an opportunity to learn about the main
parameters of contemporary sociology and to apply sociological theories
content
and concepts to the contemporary social world.
Overview (max 80 words)
Module team/ author/
James Ormrod
coordinator(s)
School
School of Applied Social Science
Site/ campus where
Falmer
delivered
Course(s) for which module is appropriate and status on that course
Course
BA(Hons) Sociology
BA (Hons) Social Science
BA (Hons) Sociology and Social Policy
BA (Hons) Criminology and Sociology
BA (Hons) Applied Psychology and Sociology
BA (Hons) Politics and Sociology
Status (mandatory/ compulsory/
optional)
Compulsory
Compulsory
Compulsory
Compulsory
Compulsory
Optional
MODULE AIMS, ASSESSMENT AND SUPPORT
Aims
The aims of the module are:
 To provide students with an introduction to the discipline of
sociology, its principal theories, topics and methodology.
 To introduce students to sociological thinking and analysis.
Learning outcomes
On successful completion of the module the student will be able to :
Module descriptor template: updated Aug 2012
1. Understand what sociology is as a discipline, and what comprises its
main theories and methods
2. Appreciate the role of sociology in understanding contemporary culture.
3. Apply sociological theories and concepts to contemporary social issues
Content
The module has two components. It introduces students to key debates
within sociological theory covering methodological and theoretical issues
(e.g. structure versus agency, conflict versus consensus). It also
introduces students to various topics within sociology reflecting staff
research interests (e.g. cosmetic surgery, 'race', the internet).
Learning support
Short readings for each week’s Key Sociological Debate are provided to
students in addition to reading lists for both components of the
module.
Indicative short readings:
 Macionis, J. & Plummer, K. (2005) Sociology: A Global Introduction,
3rd Ed, Pearson: London, p29.
 Giddens, A. (1999) Runaway World, London, Profile, Introduction.
 Ritzer, G. (1996) ‘The McDonaldization Thesis: Is expansion
inevitable?’ International Sociology 11. pp: 293-296.
 Entwistle, J. (1998) Sex/Gender in Core sociological dichotomies
edited by Chris Jenks. Sage: pp 151-153
 Dickens, P (2004) Society and Nature. Polity, Cambridge. p. 46-50.
 O’Byrne, D. (2011) Introducing Sociological Theory, Harlow, Pearson,
p185-88.
 Crompton, R. (2008) Class and Stratification (3rd edn), Cambridge:
Polity Press. (pp. 8–16, 49–70, 118–126).
 Beck, U. & Beck-Gernsheim, E. (2002) Individualization, London:
Sage, Chapter 2
Student central is used to provide weekly notes on lectures and seminars.
Students are discouraged from relying on any one textbook, but a range of
introductory books are noted in the module handbook.
Suitable journals include Sociological Research Online, Sociology and
Sociological Review
Teaching and learning activities
Details of teaching and
learning activities
200 hours study time delivered through 36 hours direct teaching and
164 hours directed private study.
Allocation of study hours (indicative)
Study hours
Where 10 credits = 100 learning hours
SCHEDULED
This is an indication of the number of hours students can expect to
spend in scheduled teaching activities including lectures, seminars,
tutorials, project supervision, demonstrations, practical classes and
workshops, supervised time in workshops/ studios, fieldwork,
external visits, and work-based learning.
36
GUIDED INDEPENDENT
STUDY
All students are expected to undertake guided independent study
which includes wider reading/ practice, follow-up work, the
completion of assessment tasks, and revisions.
164
PLACEMENT
The placement is a specific type of learning away from the University
that is not work-based learning or a year abroad.
0
TOTAL STUDY HOURS
Please note this must amount to 200 hours for a 20 credit module
Module descriptor template: updated Aug 2012
200
Assessment tasks
Details of assessment for
this module
Types of assessment task1
1. 1,500 word essay: Assesses learning outcome 1. Asks students to
reflect on how one of the key debates covered in the first part
of the module relates to a sociological topic of their choice 40%
2. Examination. Assesses learning outcomes 2 and 3. 60% Students
are asked to answer two unseen essay-type questions relating
to previously seen material on contemporary social issues and
culture
% weighting
Indicative list of summative assessment tasks which lead to the award of credit or which are required for
progression.
(or indicate if
component is
pass/fail)
WRITTEN
Written exam
60
COURSEWORK
Written assignment/ essay, report, dissertation, portfolio, project
output, set exercise
40
PRACTICAL
Oral assessment and presentation, practical skills assessment, set
exercise
0
EXAMINATION INFORMATION
Area examination board
Applied Social Science UG AEB
Refer to Faculty Office for guidance in completing the following sections
External examiners
Name
Position and institution
Date appointed
Date tenure
ends
Dr Ben Pitcher
Senior Lecturer, University of
Westminster
Oct 2011
Sept 2015
QUALITY ASSURANCE
Date of first approval
February 2013
Only complete where this is not the
first version
Date of last revision
Only complete where this is not the
first version
Date of approval for this
version
February 2013
Version number
1
Modules replaced
SS107
Specify codes of modules for which
this is a replacement
Available as free-standing module?
Yes
No
1 Set exercises, which assess the application of knowledge or analytical, problem-solving or evaluative skills, are included
under the type of assessment most appropriate to the particular task.
Module descriptor template: updated Aug 2012
X