1.
PROGRAMME INFORMATION
Programme Title
Department and Faculty
BA (Hons) Sociology
Department of Applied Social Studies
Faculty of Humanities and Social Sciences
Date of most recent (re)validation
20 February 2010
Date(s) when Programme Specification
revised
August 2015
Revalidation due date
Academic year 2015-16
Awarding Institution
University of Winchester
Teaching Institution (if different)
n/a
Programme also accredited by (if
relevant)
n/a
Title of Final Award
BA (Hons) Sociology
Title(s) of Exit Award(s)
Diploma in Higher Education Sociology
Certificate in Higher Education Sociology
Language of Study
English
Mode(s) of Attendance
Full-time and Part-time
Mode(s) of Delivery
Taught
Intake start date(s) and number of
intakes per year
September 2010
Normal Period of Study
3 years full-time and 6 years part-time
UCAS Code
L300
QAA Subject Benchmarking Group
Sociology
2.
one intake per year
ADMISSIONS AND ENTRY REQUIREMENTS
Prospective students should consult the latest prospectus and/or course pages online for
programme entry requirements.
Prospective students for Taught programmes should consult the Admissions Policy for Taught
Programmes. Prospective students for Professional Doctorate programmes should consult the
Postgraduate Research Programmes Admissions Policy. Both are available on the University’s public
webpage.
3.
3.1
EDUCATIONAL AIMS AND LEARNING OUTCOMES
The aims of the Programme are:
a) To produce high-calibre sociological thinkers who will be of benefit and value to society.
b) To provide a safe, inclusive, stimulating, student-centred, and deep learning
environment.
c) To provide a teaching and learning environment that values the nexus between
teaching and research.
d) To produce graduates who are autonomous, reflective, and have inquiring and
analytical sociological minds.
e) To produce high-achieving graduates with ambition and confidence.
f)
To produce graduates who have a solid grounding in the various areas of study within
sociology.
g) To embed ‘employability’ within the curriculum to ensure that graduates acquire the
academic and professional skills valued by employers.
h) To provide a challenging, supportive and academically-rigorous undergraduate degree.
Combined Joint Honours
A joint honours sociology degree allows students to try a new subject alongside an existing favourite
or simply to combine different areas of interest. Most importantly, it allows students to keep their
career options open and increase their job opportunities, as graduating with two areas of expertise
shows employers that our students are flexible and multi-skilled.
BA (Hons) in Criminology and Sociology offers a unique and appealing degree structure which lets
students study both subjects equally and adds vocational elements to their study. Criminology
examines perspectives on the causes of crime and violence and the role and function of the criminal
justice system. Students explore the background to, and recent developments in, criminology, social
justice and human rights. Sociology instead develops the skills to explore and enquire about all
aspects of social life, focusing on critical issues and problems that are central to contemporary
societies.
BA (Hons) Childhood Youth and Community Studies and Sociology will develop the skills and
knowledge required for a range of careers in social and educational organisations working with
children, their families and the services that support them. While Sociology is concerned with
understanding the nature of social relations and social structures and how they influence all aspects
of our lives, Childhood Youth and Community Studies enables students to gain a deeper
understanding of the nature of childhood and youth in contemporary society.
BA (Hons) Psychology and Sociology is designed to develop students’ sociological analysis and
research skills and thorough grounding in the principles and research methods of psychology.
Sociology is concerned with understanding the nature of social relations and social structures and
how they influence all aspects of our lives, Psychology instead focuses in more detail on aspects of
individual cognition, development and behaviour. It is a broad discipline that is concerned with the
science of the mind, brain and behaviour.
BA (Hons) English Language Studies and Sociology is a combination of subjects with unique insights
into the development of language and its place in society. Sociology graduates go into a wide range
of careers. Teaching is a popular option for those who want to make direct use of their subject
knowledge. English Language Studies focus on the linguistic make-up of English, exploring how it is
used and what it tells us about our society, culture and mind in the past, present and possibly future.
In contrast, Sociology develops the skills to explore and enquire about all aspects of social life,
focusing on critical issues and problems that are central to contemporary societies.
BA (Hons) Forensic Studies and Sociology is a combination which is offered by only a very few
universities across the UK. While Forensics enables students to engage with the key issues
surrounding forensic detection methods and their application to a wide range of investigations into
the problems presented by crime, Sociology is concerned with understanding the nature of social
relations and social structures and how they influence all aspects of our lives.
BSc (Hons) Geography and Sociology offers a unique and appealing degree structure which lets
students study both subjects equally and adds vocational elements to their study. Just like Sociology,
Geography is uniquely placed to understand some of the most pressing issues facing the planet in
the twenty-first century. These include globalisation, world population growth, resource shortages,
geopolitical instability and climate change. In distinction to sociology, Geography offers a unique
synthesis of the social and natural sciences and a broad perspective in both space and time.
BSc (Hons) Health, Community and Social Care Studies and Sociology is a very popular combination.
It is for individuals who want to make a difference through their practice in health and social care
settings, with great emphasis placed on effective, collaborative work with those who use, design and
shape health or care services.
BA (Hons) Politics and Global Studies and Sociology allows students to get the best of two subjects.
Although they are regarded as distinct disciplines, politics and sociology have much in common;
sociologists are concerned with power and contestation, while political scientists consider how
communities organise themselves. The degree will enable students to think critically about
contemporary society in the UK and beyond by enriching students’ understanding of key concepts
such as gender and the state.
BA (Hons) Theology, Religion and Ethics and Sociology spanning the arts and social sciences, this
wide-ranging degree gives students a fascinating insight into the relationship between individuals,
societies, institutions and faith while equipping you with an impressively broad set of skills.
3.2
The Learning Outcomes of the Programme are:
Upon completion of the programme students will be able to demonstrate Knowledge and
Understanding (K&U) and Skills and Other Attributes (S&OA). These are identified below and marked
against each level learning outcome.
Learning Outcomes: Level 4
a) To demonstrate academic and social-interaction skills. (S&OA)
b) To work effectively as a member of a group. (S&OA)
c) To have an informed understanding of social theories and their importance in sociological
thinking. (K&U)
d) To have an informed appreciation of political and philosophical debates in welfare and the
impact of social policies on society. (K&U)
e) To have an informed understanding of relevant legislation, policy and sociological
perspectives on identity, equality and diversity, citizenship, the ‘family’, health inequalities
and community. (K&U)
f) To think about sociological issues from a historical, contemporary, global, national and local
perspective. (S&OA)
Learning Outcomes: Level 5
a) To display effective scholarly and social-interaction skills. (S&OA)
b) To demonstrate successful project-management skills. (S&OA)
c) To work effectively in a group and critically reflect on the experience. (S&OA)
d) To have an informed and critical understanding of the research process. (K&U)
e) To have an informed and critical understanding of social divisions within societies, of social
perceptions of disability, of work and employment, of migration, race and ethnicity issues, of
religious beliefs and practices, and religions’ role within contemporary society, of the rural
and urban environment and its impact on social life, as well as the role and influence of the
media in society. (K&U)
f)
To think about sociological issues from a historical, contemporary, global, national and local
perspective. (S&OA)
Learning Outcomes: Level 6
a) To display effective scholarly and social-interaction skills. (S&OA)
b) To work effectively in a group and critically reflect on the experience. (S&OA)
c) To demonstrate successful self-management skills. (S&OA)
d) To plan, execute and assess critically a lengthy piece of social research. (S&OA)
e) To have an informed and critical understanding of the sociological study of gender and
sexuality, of the relations between state and society, of the study of crime and deviance, of
global issues and changes, of the sociological study of youth, of ideology and social conflict
within a global age, and the processes to deter social conflict. (K&U)
f) To think about sociological issues from a historical, contemporary, global, national and local
perspective. (K&U)
A grid mapping the Modules to the Programme learning outcomes is in Appendix 1.
Learning for the Workplace
The programme addresses the graduate employability skills of students through three key themes:
recruitment process, first job and remaining employable. Staff are aware of the importance of
preparing students for the world of employment, given it is a highly competitive and ever-changing
global marketplace. The Programme’s educational aims and learning outcomes will ensure that a
Winchester student has a solid grounding in the field of sociology, both from a pure and applied
perspective. They will develop analytical and problem-solving skills, with the ability to evaluate
evidence, arguments, theories, and make reasoned conclusions. They will also be able to
communicate effectively, both in writing and orally. This is to ensure the students ‘… have the
qualities needed for employment in situations requiring the exercise of personal responsibility, and
decision-making in complex and unpredictable circumstances’ (QAA, 2001).
4.
PROGRAMME STRUCTURE, LEVELS, MODULES, CREDIT AND AWARDS
This section outlines the levels of study, modules and credits required for each programme (where
there is more than one) and for final and exit awards.
Credits
Core/Mandatory/
Optional
Developing Academic Skills
15
Core
Identity, Equality & Diversity
15
Mandatory
Social Policy
15
Mandatory
Understanding Social Citizenship
15
Mandatory
Introduction to Criminology 1:
Perceptions & Perspectives
15
Mandatory
Sociological Theories & Perspectives
15
Core
Sociology of the Family
15
Mandatory
Sociology of Health Inequalities
15
Mandatory
Module code and title
Comments
(eg pre/co-requisites)
Level 4
Exit award: Cert HE
Level 5
Social Stratification
15
Mandatory
Sociology of Disability
15
Mandatory
Sociology of Work
15
Mandatory
Race, Ethnicity and Migration
15
Mandatory
Sociological Research
15
Mandatory
Sociology of Religion
15
Mandatory
Sociology of the Media and
Communication
15
Mandatory
Understanding the Development of
Rural and Urban Societies
15
Mandatory
Exit award: Dip HE
Level 6
Dissertation (Extended Independent
Study)
30
Mandatory
Contemporary Global Issues
15
Mandatory
Youth and Social Change
15
Mandatory
Ideology and Conflict
15
Mandatory
Political Sociology
15
Mandatory
Gender and Sexualities
15
Mandatory
Crime and Deviance
15
Mandatory
Delivered over 2
semesters, optional for
Combined Honours
Except Sociological Theories and Perspectives and Developing Academic Skills, Combined Honours
students can choose any two of the four sociology modules offered each year. The same applies to
the other subject, e.g. if a student is Sociology and Criminology Combined, the student will take two
sociology modules and two criminology modules each year.
Except Sociological Theories and Perspectives and Developing Academic Skills, Part-time students
can then also choose which modules to take each year.
Glossary
Core = modules must be taken and passed
Mandatory = modules must be taken but may be eligible for compensation
Optional = modules may be selected by students, subject to availability
5.
5.1
LEARNING, TEACHING AND ASSESSMENT
Means of delivery:
At the University, teaching and learning sessions for Combined pathway students are allocated
three-hour slots, although optional or Single Honours modules may be taught outside these slots.
The Sociology team will make use of a variety of teaching and learning techniques during these
sessions to create an interesting, thought-provoking, and fun learning environment. For instance,
they will utilise lectures, seminars, tutorials, guest speakers, visits, group work, discussions, debates,
readings, and workshops. But the learning environment will not be limited to these formal sessions.
The Team will encourage and coach students to take ownership for their learning and develop their
metacognition and critical-thinking abilities through informal mechanisms. Students will be
encouraged to establish ‘module chat rooms’ on the Learning Network to instigate further discussion
on a topic or issue. Extra readings may also be posted on the Learning Network.
On the issue of reading, the Programme intends to set up what Gibbs and Habeshaw (1998) refer to
as ‘self-help reading groups’. It is the intention of the Programme to establish these reading groups,
as ‘… reading is one of the most important activities in which students have to engage’ at university
and we want to instill the value of peer learning right from the beginning of the degree programme
(Fairbairn and Fairbairn, 2001: p. 1). Peer learning is a part of our learning and teaching strategy.
Evidence from a variety of studies (Biggs, 1999; Topping, 1996; Anderson et al. 2000) reveals the
benefits of embracing reading groups. For example, reading groups provide students with the
opportunity to gain a deeper understanding of issues and to become more critical of the literature
(Finlay and Faulkner, 2005), but it also teaches students transferable skills such as communication
skills, negotiation skills and presentations skills (Durkin and Main, 2002). The type of skills that will
enhance the employability of Sociology graduates in the future.
Whatever means of delivery is chosen for the teaching and learning session, providing a deep and
appropriate learning and teaching environment is the focus of each three-hour session. Figure 3
illustrates the model that will form the bedrock of each teaching and learning experience. Sessions
will aim to stimulate intrinsic motivation to learn by explaining the importance and relevance of the
topic to the students. Students will then, for example, learn about particular theoretical
perspectives or issues and apply them to real-world situations. The Team believes, like Race (2000:
p. 5), that if you want students to become skilled, competent and knowledgeable about a topic, then
it is crucial to let them have a go. This will be achieved through the use of ‘interactive windows’
(Huxham, 2005). The Sociology teaching team wants to nurture an educational climate that values
interactive and reflective exercises to allow ‘…the fresh air of discussion and thought…’ to enter the
learning and teaching environment (Huxham, 2005: p.18). Finally, the sessions will always conclude
by bringing the student cohort together and making sense of the complex ideas and issues under
study in the particular session and demonstrating their relevance to the learning outcomes.
Additional information, which complements this, is available via the Unistats ‘widget’ on the
University’s individual course pages (applicable only for undergraduate programmes).
5.2
Types of assessment employed:
The Key Information Set (KIS) Activity type is given in brackets.
The following are the types of assessment will be employed:

Essays – students will be given a selection of essays to choose from.
assignment)
(KIS: written

Reports – students will be required to produce professional reports.
assignment)
(KIS: written

Presentations – students will undertake group presentations. The time for these
presentations will vary according to the level of study: Level 4 – 20 minutes, Level 5 – 30
minutes and Level 6 – 40 minutes. (KIS: oral assessment and presentation)(

Debates – students will be put into groups and given a topic to discuss. One group will be
for the issue and one will be against it. Each group will present for approximately 15
minutes, with 15 minutes for questions afterwards. (KIS: oral assessment and presentation)

Projects (including Research Instrument Design)– students will undertake projects. (KIS:
Project output)

Seen Examination – Students will see the questions prior to the examination. (KIS: written
exam)

Article / Chapter Reviews – students will either be given or be allowed to choose an article
to review on a relevant topic. (KIS: written assignment)

Extended Independent Study - students will undertake a piece of sociological research using
either primary or secondary research methods. The word length is 8,000 to 10,000 words
maximum (KIS: dissertation)

Poster Presentations – students will be required to present posters on particular topics.
(KIS: project output)

Portfolios – students will be required to keep a PDP (Personal Development Plan) to reflect
upon their learning, performance and achievements. (KIS: portfolio)
A grid detailing the assessments by module is in Appendix 2.
Assessment 1
Assessment 2
Developing Academic Skills
Personal Development Planning
(pdp) Portfolio
Identity, Equality & Diversity
Essay
Report
Social Policy
Report
Group Debate & Individual
Reflection
Understanding Social
Citizenship
Essay
Critical Reflection
Introduction to Criminology:
Perceptions & Perspectives
Essay
Critical Reflection
Sociological Theories and
Perspectives
Essay
Essay
Sociology of the Family
Critical Reflection
Essay
Sociology of Health
Inequalities
Report
Group Presentation and
Individual Reflection
Social Stratification
Essay
Critical Reflection
Sociology of Disability
Essay
Group Presentation & Individual
Reflection
Sociology of Work
Report
Individual Poster Presentation
Race, Ethnicity & Migration
Essay
Group Presentation and
Individual Reflection
Sociological Research
Research Instrument Design
Research Proposal (including
Ethics Proforma)
Sociology of Religion
Essay
Individual Presentation
Sociology of Media and
Communication
Critical Review
Seen Examination
Understanding the
Development of Urban and
Rural Societies
Individual Project
Contemporary Global Issues
Essay
Seen Examination
Youth and Social Change
Essay
Group Presentation
Ideology and Conflict
Essay
Individual Poster Presentation
Political Sociology
Group Project
Individual Poster Presentation
Gender and Sexualities
Essay
Group Debate & Individual
Reflection
Crime and Deviance
Essay
Critical Review
The interests of students with protected characteristics will be taken into consideration and
reasonable adjustments to assessments will be made provided that these do not compromise
academic standards as expressed through the learning outcomes.
6.
QUALITY ASSURANCE AND ENHANCEMENT
6.1
Mechanisms for review and evaluation:
Quality assurance and enhancement at Module Level
Students provide feedback to module tutors through Module Evaluation Forms, reviews and other
responses. The tutor collates the evaluation forms and produces a response for discussion at
Programme Committee. The response identifies good practice and proposes remedies for any points
of concern. The response is made available to students at the next running of the module.
Quality assurance and enhancement at Programme Level
The Programme Committee evaluates the success of the programme, paying particular attention to
student feedback and student representatives. Minutes from the Programme Committee and the
External Examiners report will inform the Annual Programme Evaluation which is submitted for
approval to the Faculty Academic Development Committee. Issues for attention are identified and
included in the action plan for the following year.
Quality assurance and enhancement at Department Level
The Annual Programme Evaluation is submitted to the Department for discussion and to draw out
department objectives.
Quality assurance and enhancement at Faculty Level
The Annual Programme Evaluation is submitted to the Faculty Academic Development Committee
which has oversight of learning development in the Faculty, including via the Peer Observation of
Teaching.
Quality assurance and enhancement at University Level
The quality of the programme is monitored by an External Examiner appointed by the University’s
Senate Academic Development Committee. The External Examiner’s Report is distributed to the
Vice-Chancellor, First Deputy Vice-Chancellor, Director of Academic Quality and Development, the
Faculty Dean and Faculty Head of Quality. A summary of all external examiner reports is received at
Senate Academic Development Committee. An annual audit of Faculties is conducted by Senate
Academic Development Committee.
Quality assurance and enhancement for Staff
The quality of learning and teaching is supported by the Peer Observation of Teaching and Staff
Development, by Staff Development and Review, by attendance at conferences and curriculumfocused staff development, by external involvement such as external examining and by involvement
in research and knowledge exchange activities.
6.2 Indicators of Quality and Standards
External Examiner Report(s)
Annual Monitoring process
Student feedback including the National Student Survey or Postgraduate Taught Experience Survey
Student representation at Faculty level and University level committees
Programme Revalidation
Higher Education Review
7.
7.1
THE REGULATORY & POLICY FRAMEWORK
The programme conforms fully with the University’s:
Academic Regulations for Taught Programmes.
7.2
No exemptions from the Academic Regulations are required.
Programme Level Attendance Regulations apply and details will appear in the Programme Handbook
and on the Learning Network.
7.3
External Professional Statutory Regulatory Body Accreditation
None
7.4
Engagement with UK Quality Code and Subject Benchmarks
Validation and Revalidation assure the University of the Programme’s continued engagement with
FHEQ and appropriate consideration of subject benchmarks. Between validations external examiners
assure the University that this engagement remains active and evident.
7.5
N/A
Engagement with Work Based Learning and Placements Approved Procedures
Appendix 1
Grid mapping Modules to Programme Learning Outcomes
Learning Outcomes: Level 4
a) To demonstrate academic and social-interaction skills. (S&OA)
b) To work effectively as a member of a group. (S&OA)
c) To have an informed understanding of social theories and their importance in sociological
thinking. (K&U)
d) To have an informed appreciation of political and philosophical debates in welfare and the
impact of social policies on society. (K&U)
e) To have an informed understanding of relevant legislation, policy and sociological
perspectives on identity, equality and diversity, citizenship, the ‘family’, health inequalities
and community. (K&U)
f) To think about sociological issues from a historical, contemporary, global, national and local
perspective. (S&OA)
Learning Outcomes: Level 5
a) To display effective scholarly and social-interaction skills. (S&OA)
b) To demonstrate successful project-management skills. (S&OA)
c) To work effectively in a group and critically reflect on the experience. (S&OA)
d) To have an informed and critical understanding of the research process. (K&U)
e) To have an informed and critical understanding of social divisions within societies, of social
perceptions of disability, of work and employment, of migration, race and ethnicity issues, of
religious beliefs and practices, and religions’ role within contemporary society, of the rural
and urban environment and its impact on social life, as well as the role and influence of the
media in society. (K&U)
f) To think about sociological issues from a historical, contemporary, global, national and local
perspective. (S&OA)
Learning Outcomes: Level 6
a) To display effective scholarly and social-interaction skills. (S&OA)
b) To work effectively in a group and critically reflect on the experience. (S&OA)
c) To demonstrate successful self-management skills. (S&OA)
d) To plan, execute and assess critically a lengthy piece of social research. (S&OA)
e) To have an informed and critical understanding of the sociological study of gender and
sexuality, of the relations between state and society, of the study of crime and deviance, of
global issues and changes, of the sociological study of youth, of ideology and social conflict
within a global age, and the processes to deter social conflict. (K&U)
f) To think about sociological issues from a historical, contemporary, global, national and local
perspective. (K&U)
LOa
Developing
Academic Skills

Identity,
Equality &
Diversity

Social Policy

LOb
LOc
LOd
LOe
LOf







Introduction to
Criminology 1:
Perceptions and
Perspectives



Sociological
Theories and
Perspectives



Sociology of the
Family




Sociology of
Health
Inequalities





Social
Stratification




Sociology of
Disability




Sociology of
Work




Race, Ethnicity
and Migration




Sociological
Research


Sociology of
Religion




Sociology of
Media and
Communication




Understanding
the
Development of
Urban and
Rural Societies




Dissertation


Contemporary
Global Issues




Youth and
Social Change




Ideology and
Conflict




Political
Sociology





Gender and
Sexualities





Crime and
Deviance










Appendix 2
Grid mapping Assessments
Developing
Academic Skills
Identity, Equality
& Diversity
X
X
X
Social Policy
X
X
X
Understanding
Social Citizenship
X
X
Introduction to
Criminology:
Perceptions &
Perspectives
X
X
Sociological
Theories and
Perspectives
XX
Sociology of the
Family
X
X
Sociology of
Health
Inequalities
X
Social
Stratification
X
Sociology of
Disability
X
X
X
X
X
X
X
X
X
Sociology of
Media and
Communication
X
X
X
Extended
Independent
Study
X
X
X
X
Understanding
the
Development of
Urban and Rural
Societies
Contemporary
Global Issues
X
X
Sociological
Research
Sociology of
Religion
X
X
Sociology of
Work
Race, Ethnicity &
Migration
Research
Proposal
Critical
Reflection
Project
Debate
Presentation
Dissertation
Portfolio
Report
Exam
Essay
Each column is headed by the name of assessment type, as defined by the Programme (not KIS), eg
blog, essay, portfolio.
X
Youth and Social
Change
X
X
Ideology and
Conflict
X
X
Political
Sociology
X
Gender and
Sexualities
X
Crime and
Deviance
X
X
X
X
X