Introduction
This Handbook is intended to help you organise your work during your third year or your Honours years. Although a lot of it focuses, of necessity, on timetables, rules and regulations, we hope that these are a minor feature of your experience of sociology, and that you enjoy the next year or two years. Remember that if anything is unclear or goes wrong, there are a lot of people who can help: your course teachers, your Personal Tutor, the Honours and Sociology 3 Convenor (Stephen
Kemp 1 st Semester and Mary Holmes 2 nd Semester), and the Head of Sociology
(Nick Prior). We all keep office hours in which we see students individually (see the times on our doors and on staff web pages), and our room and telephone numbers and electronic mail addresses can be found in the section of this Handbook on
Members of Teaching Staff. You will also find it helpful to use the University website to access the Sociology pages. You can go directly to the Sociology home page at www.sociology.ed.ac.uk, or reach it by following the Schools and Departments link on the University home page. Sociology is located within the School of Social and
Political Science.
The School web pages for Honours students are another important resource
(www.sps.ed.ac.uk/undergrad/honours/index).
Finally, although we make every effort to ensure that the information in the
Handbook is accurate and up to date, we can’t always foresee changes and new developments that may take place over a two year period. We will make sure you are kept informed of any changes that affect you, via your University (i.e. sms) email account.
Stephen Kemp
Handbook Editor
All dates in this Handbook are given with respect to semesters. Dates of semesters are as follows:
2013/2014
Semester 1 16 September 2013 - 29 November 2013 (end of teaching)
20 th December 2013 (end of semester)
Semester 2 13 th January 2014 - 4 th April 2014 (end of teaching)
23 rd May 2014 (end of semester)
1

Introduction
The School of Social and Political Science welcomes students with disabilities
(including those with specific learning difficulties such as dyslexia) and is working to make all its courses accessible. If you have special needs which may require adjustments to be made to ensure access to such settings as lectures, tutorials or exams, you should discuss these with your Personal Tutor who will advise on the appropriate procedures.
You can also contact the Disability Office, Third Floor, Main Library Building,
(telephone 650 6828) and an Advisor will be happy to meet with you. The Advisor can discuss possible adjustments and specific examination arrangements with you, assist you with an application for Disabled Students' Allowance, give you information about available technology and personal assistance such as note takers, proof readers or dyslexia tutors, and prepare a Learning Profile for your School which outlines recommended adjustments. You will be expected to provide the Disability
Office with evidence of disability - either a letter from your GP or specialist, or evidence of specific learning difficulty. For dyslexia or dyspraxia this evidence must be a recent Chartered Educational Psychologist's assessment. If you do not have this, the Disability Office can put you in touch with an independent Educational
Psychologist.
st
2

Introduction
T A B L E OF C O N T E N T S
INTRODUCTION
SOCIOLOGY SOCIETY
STUDENT FEEDBACK AND INPUT
PROGRAMME SPECIFICATION
HONOURS DEGREE CURRICULA
SOCIOLOGY 3
JUNIOR YEAR ABROAD
COMPULSORY AND OPTIONAL COURSES
HONOURS TIMETABLE
REGISTRATION
THE LONG-ESSAY
THE PROJECT AND DIARY
THE PROJECT PRESENTATION
WRITING ESSAYS AND THE PROJECT REPORT
INSTITUTE FOR ACADEMIC DEVELOPMENT
AVOIDING PLAGIARISM
ASSESSMENT PROCEDURES
CLASSIFICATION OF DEGREES
SUBMISSION PROCEDURES
MEMBERS OF TEACHING STAFF
CAREER OPTIONS
– WHAT NEXT AFTER GRADUATION
WHAT YOU NEED TO DO BY WHEN
3
Page Nos.
53
54-57
58-76
77
78
38-44
45
46-49
50-53
15
16-17
18
19
20-21
22-36
37
1-7
8
9
10
12-13
14

Introduction
The Department of Sociology began in 1964 when Tom Burns (1913-2001) was appointed the first Professor. Sociological research and some teaching had taken place here for several years before that - perhaps represented most notably by two famous monographs, Burns's own
(written with G. Stalker) published in 1961 and Erving Goffman's
which was originally published in
Edinburgh in 1956. Burns published his acclaimed
in 1992.
In the Research Assessment Exercises by the Higher Education Funding
Councils in 1992, 1996 and 2001, the Department got a '5', defined as having
"research quality that equates to attainable levels of international excellence in some sub-areas of activity and to attainable levels of national excellence in virtually all others". In the rather more complicated exercise in 2008,
Edinburgh Sociology was ranked sixth equal in the UK. In 2012 the Subject
Area underwent a Teaching Programme Review as part of the University’s quality assurance procedures. This was conducted by a team comprising both internal reviewers from other Schools in the University and external reviewers from other universities. The review team commended several aspects of teaching in Sociology. In summary, they concluded that:
"The reviewers have confidence that teaching, learning and assessment in
Sociology are soundly based, that the academic standards are comparable to those of the University of Edinburgh's peer institutions, and that procedures for quality assurance and enhancement adhere to accepted Scottish and UK good practice. The review area maintains an excellent quality of teaching in the context of a thriving research environment, and regularly looks to find ways in which its teaching provision can be enhanced. Academic staff are enthusiastic and well regarded by students, and students appreciate learning within the research-led environment."
The Subject Area is 'recognised' by the Economic and Social Research
Council (ESRC) for postgraduate training purposes - meaning that we are eligible to hold its studentships and to have Masters and Doctoral students. If you wish to go on to postgraduate work here, please contact the postgraduate advisor
.
In the summer of 2001, the Department became a subject area of the School of Social and Political Studies, which also includes the Science, Technology and Innovation Studies (STIS), (members of which teach several of our courses), Politics, Social Policy, Social Anthropology and Social Work.
Central, in our view, to the project of sociology is the idea that individual lives and public issues can be understood fully only by placing them in their social context. So we seek:

to promote learning and scholarship of the highest quality, with research and teaching mutually supportive, encompassing a wide variety of topics
4

Introduction and perspectives, relevant both to Scotland and to the wider international world;

to contribute to critical public debate about social institutions, and to equip our students with the necessary skills to engage in and evaluate contributions to that debate;

to foster a culture of participation, collegiality and free and rigorous inquiry.
We seek to make access as equitable as possible, for example, for those of different genders, ages, cultures, nationalities, and social classes. Our new home in the Chrystal Macmillan Building has full disabled access.
Sociology staff are mostly housed in the newly refurbished Chrystal Macmillan
Building, 15A George Square. Staff post notice of their office hours on their doors and web pages. These are times during which they will be available to see students individually. If you cannot come during office hours, please make an appointment to see the member of staff concerned, by contacting them directly. Leave a message, telephone, or, best of all, send an email (for email addresses, see the section on Members of Teaching Staff). Karen
Dargo, Sociology Subject Secretary and Student Support Officer, has an office on the first floor of Chrystal Macmillan Building, Room 1.03.
We use University email addresses to communicate with students. We shall be advertising social events and seminars by e-mail, and individual lecturers may make use of e-mail to provide information.
5

Introduction
At honours level you will do a substantial amount of work which requires you to use a computer, from word processing essays and project work, to using terminals to search for references in the library, or searching databases for references or other information.
You have full access to the Undergraduate Microlab (see below). The lab computing staff will offer lab familiarisation sessions and details of these will be advertised.
Undergraduate students in the School have full 24 hour access to the computing facilities in the Undergraduate Microlab in the basement of the
Chrystal Macmillan Building (rooms B.03 – 04). Access outwith normal office hours is via the external door at basement level (down ramp). The machines in the lab can be used for typing up essays and assignments, but they will also have additional software facilties for data analysis, graphics and other data/text needs. Details of lab regulations and registration requirements, or any further information, can be obtained from the lab manager, Alan Hill
(Room 2.17), CMB).
Further dedicated study space for undergraduates in the School can be found in the undergraduate reading room, also in the basement of the Chrystal
Macmillan Building (room B.08). There are also a number of additional computers in the reading room.
You are encouraged to attend the Sociology Seminars. Details of each seminar speaker are posted by email in advance.
The B.S.A. is the professional association for sociologists in Britain. You are eligible to join and encouraged to do so. Student membership is available at a discount rate and includes six issues of the journal
. Write to
B.S.A., Bailey Suite, Palatine House, Belmont Business Park, Durham, DH1
1TW. Its web site can be found at http://www.britsoc.co.uk/
6

Introduction
Here are a couple of other sociological associations you might find interesting:
The European Sociological Association: http://www.europeansociology.org
The American Sociological Association: http://www.asanet.org/
You'll find a very useful guide to free online resources in the Social Sciences at: http://www.jisc-collections.ac.uk/catalogue/coll_subject_s.aspx#3
Another useful starting point is Intute. See the free online tutorials: http://www.vts.intute.ac.uk/he/tutorial/sociologist http://www.vts.intute.ac.uk/he/tutorial/social-research-methods http://www.vts.intute.ac.uk/he/tutorial/social-statistics
As you proceed through honours you'll find that the challenges subtly alter: see e.g., Phil Race,
(Buckingham: Open University Press, 2000). As you start to make decisions about further study and/or employment, the Careers Service
(3 rd floor, Main Library Building) is available to assist you: see the second last page of this Handbook. Whatever you decide, you'll need letters of reference: any staff member who has taught you, not just your Personal Tutor can be asked to provide these. It is normal and in your interests to ask someone in advance if they are willing to be named as a referee, and to provide them with your curriculum vitae and the job/course particulars.
Sociology is running a peer support scheme for first-year students this year.
Student leaders of the scheme are likely to have been selected by the point at which you read this handbook. However, if you are interested in getting involved in the scheme for next year, please contact the honours convener.
7

Sociology Society
8

Student Feedback and Input
We try hard to take account of student views in planning our teaching. There are two “official” routes for this, but please don’t restrict yourself to them: a quick, informal word with a course teacher can often sort out an incipient problem.
This is convened by a member of staff with representatives from Sociology 1 and 2 as well as Sociology 3 and Honours years. It meets at least twice a year and reports to the Departmental meeting, and can be convened more frequently on request. All members of the liaison committee are free to put any item on the agenda. Whenever possible, we endeavour to take appropriate action in response to matters raised by students in this committee. In the recent past we have taken action and made reforms to procedures with respect to a number of issues raised by students, including the sessions which prepare students to do their project; the regulations concerning the late submission of assessed work; circulation of information about the project topics students are working on; and the introduction of an informal evening reception to welcome students to honours study in
Sociology.
Student reactions to individual courses are canvassed at the end of each course, usually by means of a questionnaire which all students are asked to complete. Sets of course reviews, incorporating this feedback, are available from Karen Dargo. In addition to being canvassed for feedback throughout their degree, students who are about to complete their degree programme are also asked to complete a questionnaire to provide an overall assessment of their degree in Sociology. In the review completed by students who graduated in 2013 the positive aspects most commonly singled out were the experience of doing the Honours Project, the friendly and supportive staff, and the variety of topics and choice of courses.
9

Programme Specification
In 2000, the Quality Assurance Agency for Higher Education published a benchmark statement for sociology to "provide a means for the academic community to describe the nature and characteristics of programmes".
Amongst other things, this statement provides "general guidance for articulating the learning outcomes" for programmes such as the Edinburgh honours degree in sociology and its joint degrees. The Programme
Specification has been written with this in mind and can be downloaded at: http://www.sps.ed.ac.uk/undergrad/subject_and_programme_specific_informa tion/sociology/programme_specs
10

Honours Degree Curricula
If you are taking honours, you will be registered either for Single Honours
Sociology, or for a Joint Honours, or ‘With’ degree. The structures of these degrees differ. The following shows the
curriculum for the
degree. Any deviation from this curriculum
be approved by the Head of Sociology.
rd
Social Theory
Designing & Doing Social Research
One Honours Optional Course
Project Preparation Session 1
Project (preparation and data collection)
Doing Survey Research
Two Honours Optional Courses
Project Preparation Session 2 & 3
th
Project (complete analysis and write-up)
One Honours Optional Course
Three Honours Optional Courses. See (f) below for the possibility of substituting The
Project Presentation for one of these optional courses.
(a) Three compulsory courses are taken by all Single Honours students in their
Junior Honours year. These are:- i) Social Theory (first semester) ii) Designing and Doing Social Research (first semester) iii) Doing Survey Research (second semester)
(b) Optional Courses:
Unless you opt for an assessed Project Presentation (see (f) below), single honours students take a total of 7 one-semester optional courses (or their equivalent) normally drawn from the Sociology options list.
11

Honours Degree Curricula
(c) Other Courses in the School of Social and Political Science
Single Honours students are permitted to take as part of their honours curriculum up to 20 credits per year from other subject areas within the School of Social and Political Science – Science, Technology and Innovation Studies,
Politics, Social Anthropology, Social Policy, Social Work - without requiring special permission from the heads of subject areas concerned. Subject areas may, however, make some of their already oversubscribed options unavailable, and set quotas for others. A handbook listing all additional options is published annually and is available from the Undergraduate Teaching Office on the
Ground Floor of the Chrystal Macmillan Building. Students are required to apply formally by submitting a form to the Undergraduate Teaching Office.
(d) Project Preparation Sessions
Junior Honours students attend three sessions in order to prepare them for their Sociology Honours Project. These sessions provide students with information that is essential to their Project work and attendance is therefore an essential requirement for all Single Honours students and for all Joint
Honours students who intend to do a Sociology Project or have yet to decide.
The sessions lead up to the submission of a compulsory Research
Proposal document to be submitted at the end of the second semester of
Junior Honours year. For further details, see the section below on THE
PROJECT AND DIARY.
(e) The Project
The project topic is chosen at the end of the first semester of Junior Honours and the project is planned in the second semester. Some of the necessary research and analysis is conducted between the end of Week 11 in the second semester and the beginning of the next academic year in September. Analysis is completed and the final report written up in the first semester of Senior
Honours.
(f) A Project Presentation can be substituted for one of your 7 optional courses.
You should approach your supervisor for advice on whether to do this. Please read the section in this Handbook on The Project Presentation .
(g) The final Single Honours degree comprises 12 units of assessment that are made up as follows:
1 Social Theory
2
3
4 - 10
Designing & Doing Social Research
Doing Survey Research
Seven Honours optional courses
11 & 12 Project Report (including Diary)
Details of what these units entail are given in the section on ASSESSMENT
PROCEDURES
12

Honours Degree Curricula
As well as via Single Honours, Sociology can be studied through
with the following subjects (and Schools):
History (History and Classics)
Law (Law)
Economics (Management School and Economics)
Geography (Geosciences)
Politics (Social and Political Science)
Psychology (Philosophy, Psychology and Language Sciences)
Social Anthropology (Social and Political Science)
Social Policy (Social and Political Science)
Social and Economic History (History and Classics)
Or through: Sociology with South Asian Studies
In addition, the MA in Religious Studies offers students the option of “Combined
Studies” with Sociology.
Sociology Project : Most Joint and 'With' degrees require a project as part of the curriculum, although most allow you to choose whether to do a project in Sociology or your other degree subject. If you choose to do the project in another subject, make sure you are aware of what this project entails, as the requirements may differ from Sociology projects. Students doing joint honours degrees, who have a choice about whether or not to do their project in Sociology, must make a final decision by the end of semester 2, junior honours, at the latest. Submission of the research proposal (see the section below on The Project and Diary) will be held to represent a commitment to undertake a Sociology project. If you may be doing a Sociology
Project you must attend the Project Preparation Sessions (see Single Honours).
Joint students with Law may NOT do a Sociology Project. Students taking the joint degree with Psychology must do their Project in Psychology if they wish their degree to be recognised by the British Psychological Society (BPS), and should ensure that their curriculum is in other ways compliant with BPS requirements (see your Psychology 3 rd and 4 th year Handbooks).
The structures of joint and ‘with’ degrees vary from degree to degree, and some degrees offer you the option of weighting your degree towards Sociology or towards your other subject. There is no simple common pattern. The DRPS contains the definitive descriptions of all degree curricula. The DRPS for 2013-14 can be accessed online at: www.drps.ed.ac.uk/13-14/ You should consult the DRPS to ensure that you are following the correct curriculum for your degree programme. If you have any doubts then you should speak to your Personal Tutor, or, on matters to do with Sociology, to the Head of Sociology.
You must become familiar with the particular requirements of your degree and ensure that you do the correct number of options, and so on.
13

Sociology 3
‘Sociology 3’ is the shorthand we use to describe those students graduating with a general degree (the BA Humanities and Social Science) who take Sociology as their major subject of study. Although people taking this option will broaden their sociological knowledge and understanding, discipline-specific skills and general cognitive skills, the wide variety of choice means that learning outcomes will vary somewhat with the courses taken.
Most of this Handbook also applies to ‘Sociology 3’ students – particularly information about the Social Theory, Designing & Doing Social Research, Doing
Survey Research and optional courses, and information about assessment (including plagiarism, writing style, submission procedures and deadlines). The Handbook also contains information about staff research interests (which may help you select your courses).
Amongst your course choices, you must take THREE Sociology honours courses, but there are no compulsory courses for those following this programme. You are permitted to choose any three Honours optional courses, or any of the three courses that are compulsory for Sociology Honours students: Social Theory, Designing &
Doing Social Research and Doing Survey Research.
You should contact Steve Kemp, the Sociology 3 convenor, if you have any queries:
Office Hours: Tuesdays, 2.00-4.00 p.m.
Location: Room 5.09, 5 th floor, Crystal Macmillan Building
Phone: 0131 650 3895 e-mail: s.kemp@ed.ac.uk
14

Junior Year Abroad
EDINBURGH SOCIOLOGY STUDENTS STUDYING ABROAD IN JUNIOR
HONOURS
We have several academic links – in Australia, India, North America and mainland
Europe – that enable students to broaden their experience by studying abroad during
Junior Honours. If you have chosen this route you will have a productive and exciting year and that you will return to Edinburgh invigorated by your experiences. A few important points need to be noted:
1. In order to proceed to Senior Honours, you are required to pass the courses that you study whilst abroad.
2. You are required to take courses whilst abroad that are broadly comparable to the compulsory courses that you would have taken in Junior Honours in
Edinburgh. For Single Honours this entails Social Theory , Designing and
Doing Social Research , and Doing Survey Research (all of which are 20 credit courses). The regulations for Joint degrees vary so you must consult the relevant Handbooks. Sometimes, however, it is not possible to study comparable courses whilst away. For example, students sometimes find that courses that provide training in quantitative methods are not available, in which case it is normal for the student to be required to take Doing Survey Research as one of their year 4 courses. Or there may be no courses devoted to social theory, in which case the student would be required to take Social Theory as one of their year 4 courses. YOU MUST KEEP YOUR PERSONAL TUTOR AND THE HONOURS
CONVENOR INFORMED ABOUT YOUR COURSE CHOICES WHILST ABROAD AND
REPORT ANY DIFFICULTIES IN FINDING EQUIVALENT COURSES IMMEDIATELY
SO THAT YOU CAN BE PROPERLY ADVISED ABOUT THE APPROPRIATE COURSE
OF ACTION . And do remember that if you need to make up the compulsory courses in year 4, this reduces the number of option courses that you will be able to take in Senior Honours.
3. The marks that you obtain whilst abroad will NOT go towards the final degree class that you are awarded in Edinburgh. Your degree class will be awarded on the basis of the grades received for your Honours Project/dissertation and the other courses that you take in Senior Honours.
4. As you will see from the section below on THE PROJECT AND DIARY , being abroad during Junior Honours is liable to impact on your Project. Three project preparation meetings are held during Junior Honours, students must register their project title and supervisor at the start of Semester 2 in Junior Honours and submit their research proposal and ethical audit towards the end of Semester 2.
Students normally conduct data collection for their projects after the exam diet in
May and/or during the summer vacation. Data collection is expected to be completed before the start of Semester 1 in Senior Honours. Whilst you clearly are not expected to attend the project preparation meetings, YOU ARE
EXPECTED TO KEEP TO THE REST OF THE PROJECT TIMETABLE AS
CLOSELY AS POSSIBLE.
If you do not, you will seriously disadvantage yourself. You should email potential supervisors in November-December. The section at the end of this Handbook on MEMBERS OF TEACHING STAFF provides details of staff research interests and will also help you to select a suitable supervisor. If you have difficulty in selecting a supervisor, contact the
Honours Convenor AS SOON AS POSSIBLE for advice.
Finally – and at risk of sounding like killjoys – remember that you are Edinburgh’s ambassadors abroad. Please avoid behaviour that would damage the reputation of the University of Edinburgh or jeopardise the exchange programme for other students in the future.
15

Compulsory and Optional Courses
For details of these courses, their objectives and learning outcomes, see the course manuals for each course.
This course introduces students to key theorists and concepts that are important for understanding contemporary sociological debates.
These courses deal with learning to do social research yourself and assessing how well it has been done by others.
Designing & Doing Social Research offers an overview of the research process and ends with a group project. It introduces students to the principles of research design, research practicalities and ethics, and, most importantly, how to do research and reflect upon your own research.
Doing Survey Research focuses on the analysis of survey data and includes basic statistics and the learning of a computer package for the manipulation of numerical data. Analysis techniques are developed by looking at datasets based on large-scale social surveys.
Sociology 3rd and 4th year Optional Courses are usually one semester in length.
Some courses are taught annually while others are offered only on a bi-annual basis.
Some honours option courses (see the next page) are taught outwith Sociology.
Assessment procedures and submission dates for these courses are as laid down by those teaching the course.
Check with the course teacher what these are: do not assume they will be the same as for courses taught within Sociology.
16

Compulsory and Optional Courses
Semester 1, 2013
Poplar Music, Technology and Society (Nick Prior), Mondays, 16.10 – 18.00
Intimate Relationships (Lynn Jamieson), Tuesdays, 9.00 – 10.50
Nations and Nationalism (Jimmy Kennedy), Tuesdays, 11.10 – 13.00
Contemporary Feminist Debates (Radhika Govinda), Tuesdays, 14.00
– 16.50
*Criminology 1 (Law)
– check timetable with Law
Sociology of Emotions (Mary Holmes). Wednesdays, 9.00 – 10.50
*Gender and Justice 1 (Law) check timetable with Law
Sociology of Intoxication (Angus Bancroft) Thursdays. 11.10 – 13.00
*Punishment and Society 1 (Law) check timetable with Law
Globalization (Jan Eichhorn), Fridays, 9.00
– 10.50
Religion and Society (Tim Peace), Fridays, 11.10
– 13.00
Semester 2, 2014
Gender Marginality and Social Change, (Radika Govinda), Mondays, 11.10 – 13.00
Race and Ethnicity, (Lilli Riga), Mondays, 16.10 – 18.00
Social and Political Movements: Theory and Practice, (Hugo Gorringe) Tuesdays, 11.10
– 13.00
Sociology of the Environment and Risk, (Claire Haggett), Tuesdays, 14.00
– 15.50
*Criminology 2 (Law) check timetable with Law
The Internet and Society (Gian Marco Campagnolo), Tuesdays, 16.10 – 18.00
#Sport, Media and Society (John Kelly), Tuesdays, 14.00 – 15.50
The Project Presentation (Vernon Gayle), Wednesdays, 9.00 – 10.50 (Senior Honours only)
*Gender and Justice 2 (Law) check timetable with Law
Youth Culture, Media and Society (Kate Orton-Johnson), Thursdays, 11.10
– 13.00
*Punishment and Society 2 (Law) check timetable with Law
Armed Force and Society (Colin Fleming), Fridays, 11.10 - 13.00
Scotland: Social Structure and Social Change (Michael Rosie), Fridays 14.00 – 15.50
# Sport, Media and Society: You should sign up for this course in advance (before the end of the preceding semester) in the Moray House School of Education.
A maximum of 5
Sociology students can do this course.
*For the Law courses, for which places are limited, you must go to Old College and sign up at the Undergraduate Teaching Office or email Elizabeth.Mack@ed.ac.uk, by week 8 of the preceding semester. These courses can either be taken for 2 semesters or the 1 st semester only. No admissions to 2 nd semester only.
17

Honours Timetable
Monday
Tuesday
Wednesday
Sociology Compulsory and Optional Honours Courses
2013-2014
Semester 1
9.00-10.50
Social Theory
SCIL10018
Intimate
Relationships
SCIL10023
11.10-1.00
Nations and
Nationalism
SCIL10065
2.00-2.50
Designing &
Doing Social
Research
SCIL10062
3.00-3.50
Contemporary Feminist Debates
SSPS10001
4.10 – 6.00
Popular Music,
Technology and
Society
SCIL10064
Sociology of
Emotions
SCIL10072
Thursday
Friday
Globalization
SCIL10067
Sociology
Of
Intoxication
SCIL10054
Religion and Society
SCIL10058
Designing & Doing Social
Research
SCIL10062
Monday
Tuesday
Wednesday
9.00-10.50
Semester 2
11.10-1.00
Gender, Marginality &
Social Change
SCIL10073
Social & Political
Movements: Theory and Practice
SCIL10047
Thursday
The Project
Presentation
SCIL10037
2.00-2.50
Doing
Survey
Research
SCIL10063
3.00-3.50 4.10
– 6.00
Race
And
Ethnicity
SCIL10071
Sociology of the Environment and Risk
SCIL10024
Sport, Media & Society
SPRT10021
The Internet and
Society
SCIL10056
Friday
Youth Culture, Media and Society
SCIL10055
Armed Force and
Society
SCIL10033
Doing Survey Research
SCIL10062
Scotland: Social Structure and
Social Change
SCIL10020
18

Registration
There are normally no limits on the numbers of students taking the Honours courses that we ourselves teach and therefore you should be able to take all of your desired choices over the two Honours years. However, to make absolutely sure of this, and to help us with our advance planning, it is important that you follow the instructions you are given to pre-register for courses during the spring and summer. Whether or not you have pre-registered, you must still confirm your course choices with your
Personal Tutor in September.
ONLY STUDENTS WHO HAVE REGISTERED FOR A COURSE WILL BE
REGARDED AS HAVING TAKEN IT.
It is your responsibility to use MYED (www.myed.ed.ac.uk) to check that you are registered for the correct courses and to check the times and locations of any exams you are required to sit using the on-line examination timetables when these are published.
Once you have registered for an optional course, you may subsequently withdraw from this course, although we strongly advise you to think very carefully before doing this. If you decide to withdraw from a course, University regulations state that you must do this by informing your Personal Tutor by the end of week 2 in the semester in which the course is taken. If you have not withdrawn from a course by then you must fulfil the assessment requirements for that course.
If you do withdraw from an optional course you must take another option to replace that course, preferably in the same semester or at least in the same academic year.
Exceptionally, and only with the permission of the Head of Sociology, students who withdraw from a course in Junior Honours may choose to replace this with an extra option in Senior Honours. Whatever action you choose, it is your responsibility to ensure that you have a manageable workload and are able to meet the assessment requirements of each option. You should bear this in mind if you choose to begin a course late, or if you place yourself in a position where you have to take more than the recommended number of courses in any given semester.
19

The Long-Essay
Some of your courses (see section on Assessment Procedures) may be partly assessed by a “long-essay”. All long-essays must be submitted by the following days and times:
Semester 1: by 12.00 noon on Monday 9 th December 2013, Week 13.
Semester 2: by 12.00 noon on Monday 28 th April 2014 of Week 2 of the consolidation and examination period which follows the spring vacation
Timing:
Because long-essays must be submitted and assessed immediately after the semester in which the relevant course was taken, you should begin working on them as soon as possible. You should be planning and thinking about the long-essay while the course is in progress.
Topic:
The long-essay offers an opportunity to pursue in more depth a course topic that has interested you. Choosing a topic for a long-essay offers the opportunity to be creative, inventive and adventurous, but a long-essay MUST always be relevant to the course and on an appropriate topic. ALWAYS AGREE YOUR TOPIC WITH
YOUR COURSE TEACHER . Use the course teacher's office hours to discuss feasible and appropriate topics, or approach her/him before or after the class.
BE SURE TO CONSULT THE COURSE TEACHER OR YOUR PERSONAL TUTOR
IF YOU HAVE ANY PROBLEMS REGARDING THE COMPLETION OF LONG-
ESSAYS.
Title page:
You must make sure that you give your long-essay a title which should be at the top of the first page. The title page should also include the name of the course to which the essay relates, your exam number (NOT YOUR NAME) and the word count .
Length:
Long-essays must be between 3,500 and 4,500 words in length, including footnotes/endnotes but excluding the bibliography. Essays above 4,500 words will be penalized using the Ordinary level criterion of 1 mark for every 20 words over length: anything between 4,501 and 4,520 words will lose one point, between
4,521 and 4,540 two points, and so on. Note that the lower 3,500 figure is a guideline for students which you will not be penalized for going below. However, you should note that shorter essays are unlikely to achieve the required depth and that this will be reflected in your mark. You must include a word count (which your word processing software can produce) on the title page.
Style:
The long-essay should meet normal academic standards concerning grammar, citations, footnoting, referencing and bibliography, data presentation, and the organisation of arguments and evidence. Pay careful attention to the overall
20

The Long-Essay presentation (e.g. proof-reading, use of subheadings, consistent quotation style). See the section below on
Format:
The long-essay must be word-processed . Please follow the guidelines on font size and line-spacing in the section below on WRITING LONG ESSAYS AND THE
PROJECT.
Plagiarism:
What is submitted must be your own work, and there are severe penalties for plagiarism. See the section of this Handbook on AVOIDING PLAGIARISM .
DO NOT DUPLICATE MATERIAL OR TOPICS IN THE WRITTEN MATERIALS
YOU SUBMIT FOR ASSESSMENT (short essays, long-essays, project, etc.); you will be penalised if you do. See the section below on AVOIDING PLAGIARISM.
21

The Project and Diary
The project is an important part of your degree programme - and not just because it is one of its more time-consuming aspects!
The project enables you to pursue in some depth a topic of your own choice. It is your most important chance to DO sociology, not just read about it. You will be expected to demonstrate your ability to engage critically and analytically with literature from your chosen field and build upon conceptual, theoretical and methodological material in the taught elements of your degree. The Project begins in the December of Junior Honours and ends at the beginning of the second semester of Senior Honours. The Colin Bell
Prize is awarded to the best Sociology Project each year.
The business of selecting a topic, deciding how to go about investigating your chosen subject, collecting material, keeping a diary, analysing your data and writing your report are all vital ingredients of DOING sociology rather than simply reading other people's research reports. Students generally find that tackling the project gives them insight into the challenges and pitfalls of doing sociological research, and that this helps them develop a more critical approach to their reading for the degree programme in general.
Most students find the project one of the most rewarding parts of their studies at
Honours level. Since you are unlikely to have done similar work before, you should take a look at project reports from previous years, which will be made available to you online.
The deadline for submission of the project report and diary will be NOON ON FRIDAY
OF WEEK 1, SEMESTER 2 IN YOUR SENIOR HONOURS YEAR. There are serious penalties for lateness: see the section of this Handbook on Submission Procedures.
Two recent guides to doing undergraduate projects with a specific focus on social research are Karen Smith et al., Doing Your Undergraduate Social Science Dissertation
(London: Routledge, 2009) and Colin Robson’s How to Do a Research Project: A Guide for Undergraduate Students (Oxford: Blackwell, 2007). Both books are available in the
Library, and you may also access the website associated with the second
(www.blackwellpublishing.com/researchproject). Another accessible guide to planning and conducting an undergraduate dissertation in the Social Sciences is Nicholas
Walliman’s Your Undergraduate Dissertation (London: Sage, 2004). The final chapter of Alan Bryman’s Social Research Methods (Oxford: Oxford University Press 2001 and
2004) offers excellent guidance on preparing a dissertation based on a relatively smallscale research project. Useful practical advice will be found in Martyn Denscombe, The
Good Research Guide (Buckingham: Open University Press, 1998). More sophisticated reflections can be found in Howard S. Becker, Tricks of the Trade: How to Think about your Research while you’re doing it (Chicago: University of Chicago Press 1998). An excellent online resource for Social Science students doing undergraduate dissertations can be accessed at www.socscidiss.bham.ac.uk (the Smith et al book is based on the site).
You must have a clear idea of what you are planning to do and prepare a realistic timetable for your work early in your project. Different topics require different approaches and different people work in different ways. Nevertheless, there are common activities for all projects and time management is crucial to successful project work. The following indicates the latest times for completing each set of activities:
22

The Project and Diary early planning stage
* select broad topic & identify possible objectives
* registration of title & supervisor reading and final planning
* initial reading (taking notes, taking clear bibliographic details, and reflecting on your reading)
* aims and justification of the project, specific research questions, literature and empirical work to be covered, research design
* submit research proposal to supervisor
* complete ethical audit
* complete the bulk of your reading
* finalise data collection procedures
* Joint Honours students must commit to the
Sociology project or withdraw
Week 11, first semester, Junior
Honours
Week 2, second semester, Junior
Honours
Week 8, second semester, Junior
Honours
Week 12, second semester, Junior
Honours main research
* conduct any fieldwork and begin data analysis
* complete data analysis
End of academic year (end of May),
Junior Honours (or during the summer vacation)
Week 4, first semester, Senior
Honours main writing
* produce detailed chapter outlines with bibliography
* submit drafts of chapters to supervisor for comment completion and submission
* revise & redraft
* sub-edit, print off, bind and submit final version for examination
Week 2, first semester, Senior
Honours
Week 5, first semester, Senior
Honours
Week 11, first semester, Senior Honours
Week 1, second semester, Senior
Honours, but we encourage you to complete this work before the vacation
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The Project and Diary
Your choice of topic should be based on your own interests , what subjects staff can supervise and what is feasible in terms of the literature, time and resources available.
Your project must have a clear focus and definable boundaries. You will do a better job on a fairly narrow topic than on one that is too broad-ranging. You will be expected to draw upon existing sociological literature , but you cannot just do that: a project is not just another long-essay. The project has to involve primary research.
This may mean collecting your own data from the ‘real world’, using methods such as interviews, participant observation or questionnaires, or by using ‘interpretive’ approaches such as ethnomethodology, self-reflection, and semiology. Re-analysing data that someone else has collected also counts as primary research, and can have practical advantages (given that data collection for the project must be manageable in terms of time and cost). But this does not mean simply taking tables from published work: it means getting hold of the original data and performing your own analysis (see below). Some kinds of library work are also perfectly acceptable. For example, using historical primary sources or census statistics, or investigations of the work of theorists
(using their own writings, not just secondary literature about them) are also forms of primary research: for ‘theory’ projects see below. If you are concerned that the work you are doing may not represent primary research
– for example, if you feel that you are only reviewing and discussing literature in much the same way you would with a longessay – seek guidance from your supervisor.
No fixed rules are possible for what counts as ‘enough’ primary research work (consult your supervisor for advice), but the following are rough rules of thumb for those doing interview or questionnaire work. If you are doing in-depth, semi-structured, interviews around an hour long, aim for around 15 interviews. If using fixed response questionnaires for statistical analysis, aim for at least 100 completed questionnaires. If, for example, you are studying a group of people to whom getting access is hard, you may find that you cannot reach these numbers: consult your supervisor, who can draw upon his/her professional judgement and experience to advise you on how many interviews/questionnaires are adequate. If your research involves interviews or focus groups which you would like to audio record, you may be able to borrow equipment from the University’s Media and Learning Technology Service (MALTS) (malts@ed.ac.uk).
If you are using a questionnaire or structured interviews, you may find this ‘question bank’ useful http://surveynet.ac.uk/sqb. There is nothing wrong in re-using questions used in previous surveys: indeed, it is often a good idea, since your results can then be compared directly with those of previous work. Even the precise form of words from previous surveys can be used so long as you acknowledge in your Project Report that you have done this (and cite the source): it is not plagiarism.
If you want to reanalyse existing data, contact Edinburgh University Data Library. It assists researchers, teachers and students of the University in the acquisition and use of digital data for analysis. A collection of datasets is maintained locally – see the
Catalogue section of the Data Library website to view datasets by subject and their descriptions. The Data Library acts as site representative to a number of national services as well, and the Data Librarians can assist with the use of data and their documentation for extraction, analysis, merging, and mapping in a variety of software packages, as well as matching users’ own data to secondary data, such as assigning deprivation scores by postcode. Email datalib@ed.ac.uk to discuss data to discuss data for your research or make an appointment. The Data Library is based on the lower ground floor of the Main Library. For more information see www.ed.ac.uk/is/data-library on the web. If you intend to reanalyse survey data, we also recommend that you register
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The Project and Diary with the UK Data Archive (www.data-archive.ac.uk). This archive offers free access to data from all the major social, economic and political surveys carried out in the UK, and a great many other surveys as well. The archive also offers a gateway to non-UK data.
You can search for topics that are of interest to you, and many of the data sets can be downloaded instantly to your desktop.
No matter what kind of project you choose to do, remember that this is a sociological project. It is, for example, not enough simply to investigate a social problem, however important. Your project report has to demonstrate how sociological ideas illuminate your project and how the primary research you have done adds to our sociological understanding of the topic.
Learning how to handle issues such as the relationship between your primary research and sociological thinking is a vital part of learning the sociologist’s ‘tradecraft’. You should start thinking about your project topic early in Junior Honours.
You may discuss your ideas with the Honours Convenor, who can help you to focus your ideas and suggest a member of staff who would be a suitable person to supervise your topic.
To help you select a supervisor, see the section of the Handbook on MEMBERS OF
TEACHING STAFF . Consult potential supervisors as early in Semester 1 as possible.
Students are also encouraged to approach teaching staff in Science, Technology and
Innovation Studies, who are available to supervise projects in areas related to their research interests (see www.stis.ed.ac.uk for more details). In the early planning stage you should scan as many sources and talk to as many people (your peers as well as staff members) as possible. Your project title and research design must, however, be developed in conjunction with a supervisor.
Junior Honours students attend three sessions in order to prepare them for their
Sociology Honours Project. These sessions provide students with information that is essential to their Project work and attendance is therefore an essential requirement for all Single Honours students and for all Joint Honours students who intend to do a
Sociology Project or have yet to decide. The sessions lead up to the submission of a compulsory Research Proposal document to be submitted at the end of the second semester of Junior Honours year:
1) Wednesday 30 th October 2013, 14.00-15.00 in Staff Room, 6 th Floor Chrystal
Macmillan Building: This session will help you to be clear about what is required of you in the Project and Research Proposal, and will also enable you to identify and arrange an appropriate supervisor.
2) Wednesday 22 nd January 2014, 14.00-15.00 in Staff Room, 6 th Floor Chrystal
Macmillan Building: This session will enable you to find out more about what doing a Sociology Project is really like through the direct experiences of 4 th year students.
3) Wednesday 26 th February 2014, 14.00-16.00 in Staff Room, 6 th Floor Chrystal
Macmillan Building: This session will arm you with important information to help you make justified and sensible choices about the kind of research methods to use in your Project and will also prepare you to write the formal Research
Proposal.
Please put these dates/times/venues into your diaries.
Reminders will also be sent to you via your Edinburgh University email account.
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The Project and Diary
You must register your project title and supervisor’s name by email to Karen Dargo by the end of Week 2 of Semester 2 in Junior Honours.
Students must be supervised by a member of staff from Sociology or STIS. Students who wish to be exempted from this rule must gain the permission of the Head of
Sociology or the Honours Convener. The role of the supervisor is to:
1) Advise you on relevant literature.
2) Guide you in focusing the study and ensuring that it is feasible, in terms of time, expenditure and competence.
3) Help you draw up a plan and timetable for your work.
4) Help you to ensure the adequacy of the research design and the procedures for collecting data. Supervisors can be consulted about data analysis, but should not directly be involved in, or be responsible for, the analysis itself.
5) Help you to conduct a satisfactory ethical audit.
6) Help you to obtain access to data (providing supporting documentation to any organisation or institution if entry, interviewing etc. are needed).
7) Discuss and eventually agree the organisation, arrangement and presentation of the project report.
8) Read and make general comments on draft chapters of the project report.
Note that your supervisor will not grade your project report.
It is up to students to approach staff about project supervision. Please note that each member of staff is limited to the number of students he or she can take on for workload reasons. Supervisor allocation is on a first-come first-served basis. The first Project
Preparation session offers a chance to discuss supervision with staff. But, if you have a particular staff member in mind, you are welcome to approach them about supervision before this point via email or in their office hours.
It is your responsibility to make sure that you see your supervisor at regular intervals.
We recommend that, during semesters, you meet with your supervisor at least once a fortnight. Appointments in the vacations can be made at mutual convenience.
Depending on the individual supervisor and/or the particular stage of the project, s/he may prefer to hold group meetings with a number of supervised students or to see you individually. If you are planning to work on your project in the summer vacation, check with your supervisor before the end of the academic year that s/he or a substitute will be available. It’s wise to book your next appointment as you are finishing your current one. We reiterate that it is your responsibility, not your supervisor’s, to make appointments.
For the supervisory relationship to work well it is important to keep these appointments, to keep your supervisor informed about your progress and to hand in material by agreed times. For their part, supervisors have the responsibility to meet with you at the times agreed, and to respond appropriately and promptly (making constructive suggestions at the planning stage, reading and commenting on the material that you submit, etc.). If students continually fail to arrange or keep to appointments, or to hand in material as
26

The Project and Diary agreed, then we reserve the right to withdraw supervision from the project and impose penalties on the final examined project. If supervision issues arise that you cannot resolve with your supervisor, contact your Personal Tutor immediately so that they can be sorted out in a timely fashion. If your Personal Tutor is your supervisor, please contact the Honours Convenor or Head of Subject.
Feedback on written drafts of the project report in the period leading up to completion and submission can be particularly valuable, and again you are entitled to expect this from your supervisor. But equally, it is your responsibility to give your supervisor adequate time to do this. Some supervisors prefer to see drafts of sections of the report one at a time, others want to see the entire final draft in one go. Either way, unless you make a special arrangement with your supervisor the FINAL DATE by which you may submit ANY material for feedback from your supervisor is the Friday of Week 11,
Semester 1 of Senior Honours. Your supervisor will provide feedback by the Friday of
Week 13. No further feedback will be provided after this date. This will give you plenty of time for final revisions and copy-editing before the submission date at the end of
Week 1 in Semester 2. Please note that supervisors will provide feedback only on the main text of your project
– they cannot be expected to proof your bibliography, check that you have inserted page numbers and followed the instructions contained in this
Handbook about how to present your material!
Note: In order to balance staff workloads, we sometimes have to allocate re-students to different supervisors soon after the initial registration. In addition, because staff tend to take research sabbaticals every few years (or because they sometimes move on to other universities), it is not always possible for you to have the same supervisor for the whole year of your project. In such instances, you will be assigned, and informed about, a replacement supervisor. Although students sometimes find this a little unsettling initially, they generally find that the new supervisor is equally committed to helping them with their project, and in fact often introduces useful new ideas and suggestions.
The DIARY is an integral part of your project. WRITE YOUR DIARY ON A DAY-TO-
DAY BASIS from the very first discussion of your project whether with your supervisor or with anyone else until the time when you submit the project report and diary.
The diary must be word-processed so that it can be submitted electronically with the
Project.
Be sure to consult your supervisor about the correct format and content of the Diary.
The Diary is a record of your discussions with your supervisor (and any other relevant conversations), your own decision-making about research design, time-management and the progress you made in keeping to plan. Record the research process, plans for future work, ideas and field observations which may be useful later in your analysis, changes in direction and emphasis, comments on literature you have read and found particularly useful, bibliographic and other sources you used, writing up, and any difficulties you face, etc. It can include your own feelings - of elation or exasperation - as the project unfolds.
The Diary plays a significant role in the assessment process , especially if projects run into unforeseen difficulties. The Diary will be assessed anonymously, so please do not include in it information that makes it clear who you are, and also be careful to respect the confidentiality and anonymity of respondents, etc.
27

The Project and Diary
Remember that the diary is supplementary to the project report. Do not repeat material covered in the report in the diary. Although around 3,000 words will usually be enough, there is no formal word limit for the diary. It is difficult to impose this on something which is an ongoing enterprise and it would be unfair to ask people to cut out material that might be relevant just so that they can meet some arbitrary word length. However, this should not be a licence to submit something excessive, or to use the diary for material that properly belongs in the main report (e.g. descriptions of your research design, your findings and conclusions). We do read your diaries so please try to be reasonably concise and avoid including material that is not strictly relevant to the progress of your thinking and research.
The Research Proposal and Ethical Audit are fundamental and compulsory elements of the Project for all students.They should be submitted to your project supervisor by the end of the teaching weeks in Semester 2 (4 th April 2014).
NB: Failure to submit the Research Proposal and Ethical Audit will have serious consequences.
We cannot sanction or take responsibility for any research activity until the Research Proposal and Ethical Audit have been completed. We shall therefore refuse to supervise any project that is not supported by a satisfactory Research
Proposal and Ethical Audit. Projects submitted for examination that have been completed unsupervised and unsupported by a Research Proposal and ethical audit will incur substantial penalties. Under exceptional circumstances, your supervisor may extend the deadline for submission (e.g. to take account of unforeseen complications or a necessary change of direction), but the deadline cannot be extended indefinitely. a) The Research Proposal
Writing the Research Proposal is of great benefit to both you and your supervisor and you should prepare it in collaboration with your supervisor. It should be around 1,500 words:

It enables you to think carefully about your research methods and strategies and to explain them coherently.

It gives supervisors an adequately full picture of your intentions, which helps them to make suggestions about any initial changes you may like to make and gives them a basis upon which to offer continued support and guidance.

It usually forms the basis of your description of methods in your final project report.

It allows you and your supervisor to complete a satisfactory Ethical Audit (see below).
The Research Proposal should contain the following elements:

What is the topic of the research project and why has this been chosen?

A brief review of some relevant literature. This need not be extensive or describe the literature in detail. It should include an explanation of what bibliographic databases and searches were used to source relevant material.

What are the principal aims of the research?
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The Project and Diary

What methods will be used to realise these aims? Why have these methods been chosen and not others? If you propose to do a project which does not involve the collection of ‘data’ as most commonly understood (e.g. if you are using a more ‘interpretive’ approach or doing library based work such as investigating the work of theorists), you are still required to describe and justify your proposed strategy for carrying out the research.

Are there any foreseeable limitations on the research (e.g. difficulties in negotiating access; limitations on the nature or size of the sample) and how will these be addressed?

What ethical issues does the research raise and how will these be addressed?
Whatever kind of project you choose to do your Research Proposal must demonstrate that you have considered any ethical implications. In some cases, this will require no more than a few words explaining why the project does not entail any potential ethical problems, but in other instances a more lengthy discussion of ethical issues will be required, and this will form the basis of the mandatory ethical audit. b) The Ethical Audit and Permission Issues:
The School of Social and Political Science attaches great importance to addressing the ethical implications of all research activities carried out by members of the School. A formal ethics policy and set of procedures have been devised, which can be found at http://www.sps.ed.ac.uk/research/ethics The research you carry out as part of your project is subject to these procedures.
All students are required to complete a short self-audit in collaboration with their project supervisor. In order for this audit to be effective, you must complete and submit your research proposal to your supervisor by the end of the teaching weeks of the second semester (4 th April 2013). In the research proposal you must demonstrate that you have considered any ethical implications of your proposed research.
After the initial audit, your supervisor will advise if you require to make any revisions to your research plans in the light of any ethical concerns. In some cases, a more detailed self-assessment may be necessary. This should be completed and reviewed with your supervisor and the Honours Convener.
Do not begin your data collection until your supervisor has approved your Ethical
Audit.
In some cases, students may need or decide to change their plans with regard to their research methods, the people they intend to research, or indeed may change their project topic completely. You are perfectly at liberty to do this, but certain conditions apply. If you change your plans after you have submitted the research proposal and completed the initial ethical audit it is imperative that you inform your supervisor of your change of plans, as this may raise new ethical concerns and a new ethical evaluation may be necessary.
If for any reason you are unable to contact your supervisor, you should seek advice from another member of staff such as the
Honours Convener, the Head of Sociology, or your Personal Tutor. We cannot support research which has not been sanctioned by your supervisor or another member of staff, and work carried out under such conditions will be subject to the penalties outlined above. If you wish to change your plans, being unable to contact any appropriate member of staff is not an acceptable excuse for proceeding with the research unsupported. You must wait until you have received ethical clearance.
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The Project and Diary
Although we do not ask you to submit a research proposal and carry out an ethical audit until the end of the second semester, generally speaking, it is important that you think about potential ethical problems at the earliest possible stage . This will allow time to resolve or minimize any such problems, or to gain any permission that may be required from a third party.
Certain kinds of research routinely require a more detailed level of ethical scrutiny. If your intended research falls into any of the following categories, allow plenty of time for ethical clearance or the granting of permission from a third party, and you discuss with your supervisor whether it may be necessary to begin action to secure ethical approval well before the 4 th April 2014 deadline.

Work with children, young people or vulnerable adults (see Disclosure Scotland below)

Medically-related research.

The discussion or investigation of illegal activities.

Those you are researching will not be aware that they are being researched, or may not be fully aware of the objectives of the research.

The distribution of questionnaires to undergraduates. This requires the approval of the Head of Sociology or of the other departments/subject areas involved. If you intend to survey a wider range of students across the university, then this may require the permission of the Secretary of the University.
Disclosure Scotland:
Students and staff whose research may involve regular contact with children and vulnerable adults may be legally required to join the Protecting Vulnerable Groups
Scheme organized by Disclosure Scotland. Talk to both your supervisor and any organization you are planning to work with about this in the first instance. Information is also available on the Disclosure Scotland website: http://www.disclosurescotland.co.uk/
Any application for Disclosure Scotland must be countersigned by a member of staff at the CHSS College Office, which at present is Lisa Brannan.
8) Student Safety:
Although no problems have arisen to date, fieldwork for your project may involve personal risk. Use the departmental not your home address, and exercise caution and common-sense in arranging meetings with interviewees, etc. If you have any worries, consult your supervisor, the Head of Sociology, or the Honours Convenor.
30

The Project and Diary
9) Doing a Social Theory Project a) Theory projects can legitimately have a diverse form; as with other projects, the student (and supervisor) should work to create this from an open-ended starting point. Some possibilities include:

The in-depth analysis of a key thinker (or key thinkers) in relation to a particular issue, e.g. a critical assessment of Foucault’s treatment of social structure.

The mapping of a term/concept, e.g. a systematic comparison of the different ways in which the term ‘identity’ is theorised in different approaches

An assessment of the state of a theoretical debate, e.g. a comparison and critical assessment of recent writings on reflexivity b) As with empirical projects, a theory project should be well-designed. Generally speaking we might expect:

A clear statement of the problem or problems addressed and rationale for addressing them (e.g. the investigation develops from previous work, it addresses a gap in the literature, it offers a somewhat different treatment of a familiar theorist/concept/debate)

A justification of the way the problem is being addressed. This would involve a justified delimitation of the area/works being drawn on. Examples might include:
- when looking at some aspect of a theorist’s work, why particular books were focused on rather than others
- if the project is focusing on a contrast between two theoretical approaches to an issue, e.g. identity, why those two approaches were chosen rather than others).
Delimitations do have to be reasonable. If focusing on the work of one thinker, it would not be considered reasonable to consult and refer to only a small portion of their work.

A systematic addressing of the problem(s) in the body of the project and engagement with the relevant literature.

A conclusion in which there are proposed answer(s) that draw on the main body of the thesis work
A potential legitimate exception to these criteria of design would be projects that were based on an explicit commitment to post-structuralist and related approaches which reject these kinds of framings. Such projects would be shaped and assessed by reference to the (often partially implicit) criteria of such approaches. c) Students should engage with the relevant primary sources AND secondary sources.
In topics which require substantial engagement with prominent theorists, we would expect the student to read and understand the theorists’ own works, and be able to write about them in a way which didn’t simply rely on and reproduce secondary sources. Likewise, in topics based around a survey of key contributions to a debate, e.g. the nature of reflexivity, there would be an expectation that students had read key works rather than only secondary literature about them. d) A related point to (c) is that we would expect a sense of depth from the account of thinkers/theories/concepts that would be greater than that of a long essay. The writing should also not look like a ‘first draft’ but give a sense of being ‘worked-over’.
The project should build a good argument, marshal the evidence and draw the appropriate conclusions from it. e) The project should not simply describe and summarise the work of others. We hope that students will be able to develop elements of their own voice, position and critical perspective. Obviously expectations about the extent to which this can be achieved will be shaped by the fact that this is an undergraduate project, rather than postgraduate work.
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The Project and Diary
The Project Report and Diary are assessed together and each is important. It is easiest to think of the report as several small (though of course linked) writing tasks. The typical structure of the Report and Diary is as follows:
Remember that the TITLE is the first piece of information a reader gets about your project. Try to think of a title which accurately represents and informs about the substance of your project, but avoid titles which are overly long and descriptive. The title page should also include the word count, your examination number (NOT YOUR
NAME) and your supervisor’s name (so that they are not inadvertently allocated your project to mark).
On the first page of your Project Report (after the title page) you must provide an abstract of the main report (not the diary). The abstract should be a brief summary which explains what the project was about; the research design and methods (who or what was investigated?; where?; how?); and your principal findings and conclusions.
The abstract must be between 150 and 250 words.
Like the Diary, it is an integral part of your Project and will be assessed as such, but it will not be included in the overall word limit. If you need further guidance, the abstracts which accompany articles in most academic journals will also give you an idea of what we are looking for.
List all sections and sub-sections of your report (including Bibliography, Diary and
Appendices), giving page numbers.
Acknowledgements
Introduction: Outline of the scope of the topic and the structure of the report
Literature: initial section (approx. 2,000 words including the Introduction) setting out your research problem, especially in terms of background sociological literature:
Literature brought to bear in a relevant way to the project topic
Use of concepts
Location of project in wider debates
Synthesis of different concepts, ideas, subjects
Methods: statement of research methodology and procedures, and an account of the ethical considerations raised by the research (approx. 1,500 words).
Use of primary evidence/empirical research
Evidence of reflexivity about your methods
Findings: report of your substantive research findings (approx. 5,000 words).
Conclusions: (approx. 1,500 words). In the conclusion you need to do more than simply offer a few brief comments and/or summarise your findings. You
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The Project and Diary should use your conclusions to link your findings to the initial section. You may also want to reflect on the research experience as a whole and offer suggestions for future research.
Do you make the most of the findings?
Are the conclusions drawn warranted by the evidence?
Do the conclusions relate back to the introduction and literature review?
Do you use the conclusions to reflect on the research experience and offer suggestions for future research?
List alphabetically and consistently ALL the sources that you cite in the text of your report. See the section on Referencing in the section below on Writing Long-Essays and The Project Report and check the journal Sociology if you are still uncertain.
Full record of research process from start to finish (see above for details of what this should contain).
Additionally, if you wish, you may include other material in Appendices, such as a sample questionnaire or interview schedule. Do not, however, include interview or focus group transcripts.
The report must not be more than 10,000 words long. This is a STRICT LIMIT around which there is NO latitude and you will be penalised if you go beyond it.
Projects above 10,000 words will be penalised using the Ordinary level criteria of 1 mark for every 20 words over length. Anything between 10,000 and 10,020 will lose one point, between 10,021 and 10,040 two points, and so on. A word count (which your word processing software can produce) must be given on the title page. The word count INCLUDES the main text of the report, footnotes/endnotes and any quotations from interviews, focus groups etc. The following are EXCLUDED from the word count: title page, abstract, table of contents, acknowledgments, bibliography, any figures and tables, Diary and Appendices.
Your report and diary must be your own work, and there are severe penalties for plagiarism. See the section of this Handbook on AVOIDING PLAGIARISM .
Your writing style should meet normal academic standards concerning grammar, citations, footnoting, referencing and bibliography, data presentation, and the
33

The Project and Diary organisation of arguments and evidence. Pay careful attention to the overall presentation (e.g. proof-reading, use of subheadings, consistent quotation style). See the section of this Handbook on Writing Long-Essays and the Project.
All the elements of The Report should be word-processed as it will be submitted electronically.
School of Social Political Science criteria for grading dissertations can be found at: www.sps.ed.ac.uk/undergrad/honours/assessment_and_regs/marking_descriptor
The form on the next page indicates what we are looking for in assessing project reports:
34

The Project and Diary
SOCIOLOGY HONOURS PROJECTS ASSESSMENT 2013/2014
Matric No.
Provisional Mark
Title
1 st Marker
Location Within a Sociological Framework & Literature
A genuine research project
Focuses on a clear topic & research questions
Located in a sociological framework
Relevant sociological literature adequately reviewed
Relevant methodological literature drawn on
2 nd Marker
Like a long essay
Lacks clear focus
Little connection to sociology
Weak coverage of relevant literature
Little attention to the methodological literature
The Research: Data, Findings, Analysis & Conclusions
Research setting (including the theory setting for theoretical projects) adequately discussed
Appropriate & sufficient data
(including theoretical materials for theory projects) for the research questions to be satisfactorily explored
Data & findings well presented & discussed
Relevant concepts used in analysing the data
Analysis well developed & presented
Conclusions appropriate to research questions & findings
Research setting poorly discussed
Inappropriate or insufficient data for the research questions to be satisfactorily explored
Data & findings poorly presented & discussed
Concepts absent or just stated without use
Weak or incomplete analysis
Gap between conclusions, findings & research questions
Presentation, Diary & Supporting Materials
Presentation good (well structured
& argued and properly proof-read, no typos, spelling mistakes, missing words etc)
Dissertation the right length
Presentation of references in text
& Bibliography correct
A diligently well kept diary
Diary reflective & analytical
Relevant supporting material (e.g. interview schedule, questionnaire, fieldwork recording form) provided in Appendices
Presentation and/or proofreading poor
Dissertation too short/too long
Presentation of references in text or Bibliography poor
A poorly kept diary
Diary purely descriptive
Relevant supporting material not provided in Appendices
COMMENTS FROM THE MARKERS:
Please note that ticks in the checked boxes above do not directly translate into marks, because the dissertation has been considered and marked as a whole. The tick-boxes are used to provide you with some useful pointers concerning specific aspects of your dissertation and to be helpful if you carry out any future research, and should be read in the light of the further comments below.
35

The Project and Diary
Your Report and the Diary must be submitted electronically via the new electronic submission system ELMA, and the course code is SCIL10045. For information on how to submit electronically see the section on Submission Procedures .
As part of the electronic submission process, you will need to declare that each piece of assessment you submit is your own work
Final date for submitting your Project Report: Noon on the Friday of Week 1,
Semester 2, i.e. the January of Senior Honours.
Lateness penalties will be applied!
(See the section on Submission Procedures )
Reminder: the Report and Diary etc. should be anonymous. Please make sure you do not include your own name or photograph on ANY material that you submit
(e.g. on your questionnaire if you include one or any emails copied into your diary). Put your exam number and the name of your supervisor on the title page.
The School’s policy is to retain copies of dissertations. The Freedom of Information
(Scotland) Act 2002 requires the University to make available to any enquirer information held by the University, unless one of the legislation’s narrowly defined exemptions applies. Exemptions include:

Information provided in confidence (e.g. situations where individuals were interviewed in confidence and are quoted in the dissertation).

Substantial prejudice to commercial interests

Research in progress (most likely to apply where dissertations include information about research findings that have not yet been published but where an intention exists to publish them).
Should you believe that an exemption applies to your dissertation, or if you believe it should not be made available for future sociology honours students to read, you should submit a Public availability of dissertations form (available from the Honours Convenor) with your dissertation. In the event that anyone asks to see your dissertation, we will use this information to determine whether or not it qualifies for a freedom of information exemption and can be withheld.
Finally, feel free to discuss any problems relating to your project with the
Honours Convenor, your Personal Tutor, or the Head of Sociology. Deal with problems while time remains to solve them.
36

Project Presentation
Students may create a Project Presentation based on their Honours Project work to substitute for one semester-length Honours Option, normally an option from the second semester of their Senior Honours year. Each year, a relatively small number of Senior Honours students take this option. The quality of the work produced has been very high, and the feedback from these students very positive. In particular, they appreciate the differences in course structure and acquired skills compared to their other Honours courses. Students opting to do a Project Presentation must register their intention at the same time as they register for Senior Honours optional courses. The same deadline for withdrawing from the course (end of Week 2) applies as for other optional courses. Preparation classes for this option will take place on Wednesdays, 9.00 - 10.50 a.m., weeks 1-11 of the second semester,
Senior Honours. The presentation itself takes place and is assessed in Week 11 of the second semester (i.e. NOT during the examination period).
The Project Presentation will consist of an oral presentation AND a poster presentation.
Oral Presentation: students will be required to give an oral presentation lasting NO
MORE than 12 minutes, which will be followed by 6 minutes of questions and discussion. Students will be expected to augment their presentation with audio-visual aids such as PowerPoint. The assessment of the oral presentation will be based on: the success in conveying the sociological salience of the material presented, including outlining the project itself, reflecting on problems encountered, and possible directions for further investigation; the student’s oral presentation skills and ability to present material concisely; and their ability to respond cogently and succinctly to questioning.
Poster Presentation: students will also be required to produce a poster. As a rough guide, in the last few years poster presentation have been A0 in size (equivalent to
16 A4 sheets), with text supplemented with graphs, charts, tables, diagrams, photographs, cartoons etc. Students display their posters and they will be asked to respond to queries from staff and other students either before or after the oral presentations. The assessment of the poster presentation will be performed by the panel of assessors and based only on the poster itself. Posters produced by students in previous years are available for viewing.
The Project Presentation will be assessed separately from the Project Report and
Diary and will comprise 20 credits of assessment (i.e. equivalent to one Honours option) and will be assessed in week 11 of the second semester, Senior Honours.
They will be assessed by two members of staff, normally not the project’s supervisor(s). The Project Presentations are an important event that (among other things) celebrates our students’ good work. Staff who are not part of the panel of assessors, undergraduates and postgraduates are encouraged to attend and to participate by asking questions. The presentations are usually preceded or followed by a small finger buffet or wine reception.
37

Writing Essays and the Project Report
Long-essays and project reports must be word-processed. There are strict word limits and assignments will not be accepted without a word count on the title page.
By now you will have developed your own way of putting material together and writing but you may still find it useful to consult guides such as Phyllis Crème and
Mary R. Lea, Writing at University (Buckingham: Open University Press, 1997).
However you tackle your work, you must obey certain writing conventions and you must spend time editing your work before submitting it. It is normal to rewrite in order to improve on first drafts (see example on next page), so remember to leave time for this and for shortening to keep within word limits. (Nearly all pieces of writing are improved by the shortening needed to meet word limits). Most published work has gone through several drafts before reaching the printed page. When editing, pay attention to the following considerations:
Introduction: Your work should have an Introduction outlining the topic of what follows, specifying the aims, and indicating and justifying the scope of literature to be covered.
Relevance and Ordering Material: In the main body of the work, ensure that you are addressing the topic at hand and not going off at tangents. The content should follow a logical order that is made clear to the reader.
Sections/Subsections: It is helpful to the reader to divide your work into clearly labelled sections and subsections. This is particularly true for the Project Report, since this is a long piece of work, but is useful in long-essays too. Within the sections, remember to break your work up into paragraphs.
Conclusion: There should always be a conclusion which will normally summarise the main points without introducing new material.
Page numbers: Be sure to get your word processing package to add page numbers.
Spelling, Punctuation and Grammar: Check that your spelling and punctuation are correct and consistent, that your sentences are grammatically correct, and that your meaning is unambiguous and comprehensible. The spell-checker on a wordprocessor can help, but you should be able to identify the four mistakes in the sentences “I borrowed one of my friends book’s” and “its hard to see what it’s point was” ! (There is a useful guide to apostrophes at http://www.apostrophe.org.uk/). If you feel your written English is letting you down, there are resources on the website for the Institute of Academic Development (IAD).
Plain English: Good academic writing may need to use technical terms, but should not include long words for their own sake. Your sentences should not be long and contorted. Don't overuse the passive voice: write "reflects", not "is reflective of". Use of the first person is perfectly permissible: you can write "I conclude that…", not "It is concluded here that…". Cutting out waffle and long-windedness when you edit your draft work will also help you meet word limits.
38

Writing Essays and the Project Report
39

Writing Essays and the Project Report
You must reference properly all your essay work and your project report. Proper referencing is the method of attributing the sources of the comments and ideas that you are presenting, if they are not your own. If you do not reference properly, you may be plagiarising other people’s work, and will be penalised severely: see the section of this Handbook on Avoiding Plagiarism . Full references are not required in exam answers, but you should at least mention the names of the authors you are drawing on. Our preferred style is taken from the journal Sociology
(available electronically through the Library). Check some articles from Sociology for what it looks like in practice.
References in the Text:
The preferred style entails using the author's name, date of publication and page references like this:
'.... MacDougal (1959: 106) reports the same practice in the Hebrides……..'
References in the Bibliography:
All sources referred to in the text must be listed ALPHABETICALLY and
CONSISTENTLY in the bibliography, in a SEPARATE section at the end of your work. The following specimens indicate the mode of citation for journal articles, books and papers in edited books:
Chadwick-Jones, J.M. 1965. 'Italian Workers in a British Factory: A Study of
Informal Selection and Training'. Race 6: 191-8.
Firth, R. 1964. Essays on Social Organization and Values. London: Athlone.
Macrae, S. 1990. ‘Women and Class Analysis’. In J. Clark, C. Modgil, and S.
Modgil (eds.) John H. Goldthorpe: Consensus and Controversy . London:
Falmer.
References from Web:
Increasingly, you may be citing material from the web for references in the text:

If the author of the piece is stated, give their name as usual e.g. (Brown,
2000). If not, give the name of the organization e.g. (The Vegetarian Society,
2000)

The date for the reference in the text is not the date you accessed the site but the date the piece appeared on the website. If this is not stated say “n.d.” as in (The Vegetarian Society, n.d.)
For references in the Bibliography:

List the author of organization first

Then give the year of publication (or put n.d.)

Give the title of the piece in quotation marks
 Then say ‘Available at’ and give the website
 Finally, say ‘[Accessed]’ and give the date accessed within the square bracket, e.g. [Accessed 20 May 2011]
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Writing Essays and the Project Report
 Example: McCartney, P. (2008) ‘Why the Beatles were Better than the
Stones’. Available at https://www.beatlesaregreat.com
[Accessed 10 April
2010]
Footnotes or Endnotes:
If you want to make further points that are not appropriately included in the main text, you may use numbered footnotes (at the bottom of the page) or endnotes (at the end of your long-essay or Project report). Remember: footnotes or endnotes will count in the word limit, so don’t overdo it.
3. Font Size and Line Spacing
Choose a font size and line spacing so that your work is easily legible. Size 11 or 12 font, and double or 1.5 line spacing are generally fine. Make sure there are page numbers on all your pages, except the title sheet.
4. Sexist, Anglocentric and Racist Language
The language we use must fairly reflect what we are writing about, and it is not good practice in academic writing unreflectingly to use terms or expressions that can give offence. The point is not that we wish to enforce “political correctness” in language use - your political views are your own business - but that you use language accurately and are aware of the connotations it may have. If, for example, you write
“the doctor’s attitude to his patients”, readers may assume you are referring only to male doctors. We suggest that you consider the following guidelines:
Sexist Language
In 1979 Sociology, the British Sociological Association's journal, adopted Guidelines
for Avoiding Sexism in Language and Writing. Among these guidelines are the following suggestions:
When reference is to either or both sexes, but not specifically to the male sex, the words 'man' and 'men' should be avoided. There are plenty of alternatives, such as
'person', 'people', 'human beings', 'men and women'. It is unacceptable to use 'man' to mean humanity in general - women constitute over half the world's population.
Avoiding 'he', 'his' and 'him' can be more difficult, since the repeated use of 'he and she', 'his or hers', 'him or her', can be clumsy. But in most cases the plural 'they',
'their', or 'them' can be used instead, as can the convention 's/he'. Several of the more common examples of sexism are given below together with more acceptable, non-sexist formulations:
Sociologists ... they
Ordinary people, people in general
Humanity; human beings; people
Synthetic; artificial; manufactured
Inequality among people
Chairperson/Convenor
Supervisor
The sociologist ... he
The man in the street ...
Mankind
Man-made
The inequality of man
Chairman
Foreman
41

Writing Essays and the Project Report
Anglocentric Language
Many of the sociological sources available to you are culpable of assuming that the
United Kingdom is homogeneous. Please note carefully whether your sources deal with the United Kingdom as a whole, or Great Britain excluding Northern Ireland, or
England and Wales, or Scotland. Also note that the term "British society" fails to recognise the multi-national character of the United Kingdom. Avoid using anglocentric composite terms unless you are referring specifically to England (e.g. in preference to "Anglo-Italian" use "British-Italian").
Racist Language
Sociologists may not always be aware of any racism implied in their work or their use of language, either because they are not familiar with the current debates or because the use of terms varies over time and according to context. The issues are not always clear cut. A general point is that it would be helpful if sociologists could make explicit where possible the ethnicity of the groups to whom they are referring in their research. Just as feminists have indicated that studies of the ‘working-class’ were usually about just the male working class, it is important to be explicit about the fact that they are also usually about the white male working class.
The examples that follow are taken from the British Sociological Association’s
Equality and Diversity Document, ‘Language and the BSA: Ethnicity and Race’ which can be downloaded at: http://www.britsoc.co.uk/equality
Some common issues and pitfalls are as follows:
African-Caribbean: This term is gradually replacing the term Afro-Caribbean to refer to
Caribbean peoples and those of Caribbean origin who are of African descent. It should also be noted that there is now some evidence to suggest that the term should not be hyphenated and that indeed, the differences between such groups may mean the terms should be kept separate.
American: When referring to America it is important to be aware of the fact that there is North
America and South America - not just the USA. Consequently when referring to the USA it is best to be explicit about this.
Asian: Generally refers to people from the Asian sub-continent - namely, India, Pakistan,
Bangladesh and Sri Lanka. However, under some circumstances there may be objections to bracketing together a wide variety of different cultural and ethnic groups often with very different positions within British society. Also, some members of particular ethnic groups may object to being referred to by their "country of origin" when they have been living for several generations in Britain.
Black: Black is a concept that embraces people who experience structural and institutional discrimination because of their skin colour and is often used politically to refer to people of
African, Caribbean and South Asian origin to imply solidarity against racism.
The term originally took on political connotations with the rise of black activism in the USA in the 1960s when it was reclaimed as a source of pride and identity in opposition to the many negative connotations relating to the word "black" in the English language (black leg, black list etc.). In the UK however, there is an on-going debate about the use of this term to define
South Asian peoples because of the existence of diverse South Asian cultural identities.
Some Asian groups in Britain object to the use of the word "black" being applied to them and some would argue that it also confuses a number of ethnic groups which should be treated separately - Pakistanis, Bangladeshis, Indians and so on.
Whilst there are many differences between and within each of the groups, the inclusive term black refers to those who have a shared history of European colonialism, neo-colonialism, imperialism, ethnocentrism and racism. One solution to this is to refer to "black peoples",
"black communities" etc., in the plural to imply that there is a variety of such groups.
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Writing Essays and the Project Report
It is also important to be aware of the fact that in some contexts "black" can also be used in a racist sense. The capitalisation of the letter "B" in the term "Black British", "British Asian" are shifting ground and it should be stressed that social scientists need to be very clear that the use of these terms does not prioritise nor indeed conflate ethnicity and citizenship.
Coloured: This term is regarded as outdated in the UK and should be avoided as it is generally viewed as offensive to many black people. When applied to South Africa, the term reflects issues of ethnic divide and apartheid, and needs to be contextualised and used with specificity.
In the United States of America, the term "people of colour" is often used as a form selfreference for people who suffer from racism and discrimination on the basis of visible skin colour difference to the white anglo-saxon (WASP) political majority population.
Developing nations: This is another term used to refer to non-industrialised or Southern countries. However, it can be seen as prejudicial since there is an implicit comparison with
‘developed’ countries.
Ethnic: Refers to cultural groups of various kinds. Although it is often erroneously used to refer to Black communities only, all people have ethnicity so that white people are also part of particular ethnic groups. To avoid this confusion, it is best to spell out the relevant ethnic groups explicitly, where this is appropriate depends upon the context.
Ethnocentric: This means a tendency to perceive the world from the point of view of one's own culture. Ethnocentrism can lead to racism when applied to issues of race.
Half-Caste: A rather dated racist term which is best avoided.
Host Society : Not a helpful term in many cases since former in-migrants soon become part of a host society. It also implies a false sense of unity in the "host" society and conveys a sense of incomers as being somehow alien. It is preferable to talk of a society receiving migrants.
Immigrants: Under some circumstances people could correctly be described as immigrants - if they are in-migrants from one place to another. However this is not a useful term for referring to ethnic groups which have been in Britain since the early post-war period and in the
British context often has racist overtones, being associated with immigration legislation.
Indian: In a US context this word is often used to refer to indigenous Americans. However, the term is associated with racism and is also confusing since it also describes people from
India. Use native American instead.
Indigenous : Under some circumstances this can be used to describe particular ethnic groups originating and remaining in a particular region. The United Nations uses the idea of
"indigenous groups" to obtain rights for native North Americans, Aborigines and other groups whose situation has suffered from invading colonists. However, in the British context, it is not a helpful term since it would be difficult to identify the indigenous British in this sense.
Minorities : Some prefer "ethnic minorities" although others suggest that this implies that the majority are not ethnic as well and hence recommend the use of the term "minorities". It is also worth noting that groups traditionally defined as ethnic minorities here in the UK are not a minority in Europe nor the world. When addressing a US audience, it is important to take into account the fact that US sociologists use the term not in a numerical sense, but as a minority if they have minimal power.
Minority Ethnic: Minority ethnic is preferred to ethnic minority as everyone belongs to an ethnic group. ‘Minority ethnic’ places the emphasis on the minority status rather than the ethnicity, whereas ethnic minority places the emphasis on the ethnic status of the group.
Native: Native-born is an acceptable term if used to refer to people born in a particular place.
Otherwise it has strong colonialist connotations.
Negroes/Negress: A rather dated term with racist overtones unless used historically. African-
American is preferred in the US.
Non-Industrial: An alternative way of referring to Third World countries, but in fact there are very few non-industrial countries and this terminology is quite outdated.
Non-White: This is not acceptable as it implies that "white" is the generic term for all people.
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Writing Essays and the Project Report
Primitive : This has derogatory overtones and implies an ignorance of the complex nature of many non-industrial societies.
Race: Originally associated with social Darwinism, eugenics and therefore highly pejorative. In a biological sense the word is unhelpful since it does not describe the variety of ethnic groups which sociologists would normally wish to identify. Some have felt that it is necessary to put the word into inverted commas in order to make it clear that these are social distinctions being referred to rather than biological ones and in order to distance themselves from the original meaning of the term.
In the nineteenth century, the concept of "race" was used to argue that there were distinct physical and genetic differences between groups that constituted humankind. It was suggested that these "fixed" biological "differences" were "natural" and evident in skin colour, head shape, facial features, hair type and physique.
This led scientists to assert that there was a racial typology with a hierarchy of "races", and that certain 'races’ were innately superior to others. The lack of scientific evidence for a racial typology led to such theories being discredited.
In contemporary times "race" is seen as a dynamic social, historical and variable category which is constantly recreated and modified through human interaction. Social attitudes to
"race" vary as a way of making sense of the world, their experiences and of organising their lives in terms of it.
Third World: This has become the term used to refer to countries outside the ‘old world’
(Europe) and the ‘new world’ (USA, Australia etc.). This usually implicitly means poor and developing nations. However, some feel that this puts together too many diverse nations and cultures and that it can be prejudicial under some circumstances. North/South may be a better alternative.
Tribe: A rather Victorian term for referring to non-industrial peoples. It often has derogatory overtones.
West Indian: This term is used to refer to people from the West Indian territories, a region which is highly culturally diverse. It has generally been replaced by "African Caribbean" when referring to people of African descent. However, caution must be applied in using this term as it also homogenises distinct groups of Black people.
44

Institute for Academic Development
The Study Development Team at the Institute for Academic Development (IAD) provides resources and workshops aimed at helping all students to enhance their learning skills and develop effective study techniques. Resources and workshops cover a range of topics, such as managing your own learning, reading, note making, essay and report writing, exam preparation and exam techniques.
The study development resources are housed on 'LearnBetter' (undergraduate), part of Learn, the University's virtual learning environment. Follow the link from the IAD
Study Development web page to enrol: www.ed.ac.uk/iad/undergraduates
Workshops are interactive: they will give you the chance to take part in activities, have discussions, exchange strategies, share ideas and ask questions. The schedule is available from the IAD Undergraduate web page (see above).
Workshops are open to all undergraduates but you need to book in advance, using the MyEd booking system. Each workshop opens for booking 2 weeks before the date of the workshop itself. If you book and then cannot attend, please cancel in advance through MyEd so that another student can have your place. (To be fair to all students, anyone who persistently books on workshops and fails to attend may be barred from signing up for future events.)
Study Development Advisors are also available for an individual consultation if you have specific questions about your own approach to studying, working more effectively, strategies for improving your learning and your academic work. Please note, however, that Study Development Advisors are not subject specialists so they cannot comment on the content of your work. They also do not check or proof read students' work.
To make an appointment with a Study Development Advisor, email iad.study@ed.ac.uk
(For support with English Language, you should contact the English Language
Teaching Centre)
45

Avoiding Plagiarism
You must ensure that you understand what the University regards as plagiarism and why the University takes it seriously. All cases of suspected plagiarism or other forms of academic misconduct, will be reported to the College Academic Misconduct
Officer.
You’ll find further information below, and at the following sites: http://www.sps.ed.ac.uk/undergrad/honours/what_is_plagiarism
All material you submit for assessment must be your own work. You can and should draw upon published work, ideas from lectures and class discussions, and (if appropriate) even upon discussions with fellow students, but you must always make clear that you are doing so. Including anyone else’s work (including a fellow student’s work or material from the Web or a published author) in your own without adequate acknowledgement is plagiarism and will be punished severely. For example, to take text verbatim from another source and not place it within quotation marks is plagiarism.
PLAGIARISM IS ACADEMICALLY FRUADULENT AND IS AN OFFENCE
AGAINST UNIVERSITY DISCIPLINE.
Assessed work that contains plagiarised material will normally be awarded a mark of zero, and serious cases of plagiarism will also be reported to the University’s
Discipline Committee. In either case, the actions taken will be noted permanently on the student’s record. If plagiarism is detected after a candidate's graduation, it will still be investigated and dealt with appropriately by the University.
In avoiding plagiarism, four areas require special attention:
1) Copying another student’s work without acknowledgement: this is obviously cheating and will be treated as such (note that someone knowingly allowing his or her work to be copied is also offending). Those few cases of copying we have encountered have been regarded as serious breaches of
University discipline, and dealt with accordingly.
2) Joint projects: while the work in joint projects is co-operative, reports on this work should always be written individually and independently. Where you are drawing upon data collected or analysed by others in your group, be careful to state that this is the case. And take care not to let joint work drift into plagiarism. There have been cases in which students have been severely penalized for deliberately plagiarizing another student’s assignments. Do not make the mistake of believing that this is unlikely to be detected.
3) Exchanging ideas with other students: this is to be encouraged, but if you draw upon someone else’s ideas always say that you are doing so. It is also wise to restrict idea sharing to verbal discussion, particularly when you are working on the same essay topic or exercise. If you read someone else’s essay or exercise, or allow yours to be read, or show him or her statistical work, the risk of drifting into plagiarism is real. In particular, the statistical or computing work for Doing Survey Research exercises must be done individually and independently. Deliberate ly plagiarizing another student’s
46

Avoiding Plagiarism assignments will be severely penalized. Do not make the mistake of believing that this is unlikely to be detected.
Misuse of published work: nearly all the cases of plagiarism we have had to deal with concern lifting portions of text from a published source (including from the Web) without acknowledgement. This is obvious cheating. If you want to quote from a book, article, Website, etc., put the material in quotation marks and state its source. But what if, as will frequently be the case, you want to draw upon published material without directly quoting it? When you do this, you must:
(a) state the source; and
(b) put it into your own words
It is not enough simply to alter a few words, cut some out, and add some: that is still plagiarism.
Here is an actual example, taken from the plagiarism guidelines of the Department of Sociology at Brunel University:
Mike Featherstone, Consumer Culture and Postmodernism (London: Sage, 1991), p. 14:
If from the perspectives of classical economics the object of all production is consumption, with individuals maximizing their satisfactions through purchasing from an ever-expanding range of goods, then from the perspective of some twentieth-century neo-Marxists this development is regarded as producing greater opportunities for controlled and manipulated consumption . The expansion of capitalist production, especially after the boost received from scientific management and ‘Fordism’ around the turn of the century, it is held, necessitated the construction of new markets and the ‘education’ of publics to become consumers through advertising and other media (Ewen, 1976). This approach, traceable back to Lukács’s (1971) Marx-Weber synthesis with his theory of reification, has been developed most prominently in the writings of Horkheimer and Adorno (1972),
Marcuse (1964) and Lefebvre (1971). Horkheimer and Adorno, for example, argue that the same commodity logic and instrumental rationality manifest in the sphere of production is noticeable in the sphere of consumption. Leisure time pursuits, the arts and culture in general become filtered through the culture industry; reception becomes dictated by exchange value as the higher purposes and values of culture succumb to the logic of the product ion process and the market…
Student essay:
From the perspective of some twentieth century neo-Marxists these developments produce greater opportunities for controlled and manipulated consumption. On the one hand critical theorists from the Frankfurt school stress that the same commodity logic and instrumental rationality manifested in the sphere of production is also noticeable in the sphere of consumption. Leisure time pursuits, the arts and culture become filtered through the ‘culture industry’: the mass media and popular culture. (Adorno and
Horkheimer, 1979). Reception becomes dictated by exchange value as the higher purposes and values of culture succumb to the logic of the production process and the market.
As the Senior Tutor in that student’s department comments: “Clearly, this student did not express the idea in their own words; there is no way of knowing whether he or she understood the original. The student was convicted of plagiarism.”
47

Avoiding Plagiarism
The student may not have intended to deceive, but inadvertent plagiarism is still plagiarism, and will be punished as such.
The way to avoid slipping into inadvertent plagiarism is good note-taking .
Either take notes in your own words of the gist of an argument, or carefully copy pertinent extracts verbatim and mark the quotations with inverted commas. In either case, take down the source details: author, title of book or article, publication details
(for a book, place of publication, publisher, date; for a journal, journal title, volume and/or part number, date, page numbers for start and finish of article), and page number(s) of quote or argument summarized. If an idea comes from an unpublished source (such as a lecture or another student) record that in your notes.
If an author you are reading cites or quotes from work that seems relevant to your essay or project, be careful not to pretend that you’ve read that work when you haven’t. Either get hold of the original and read the relevant parts of it, or make clear in your citations that you haven’t. An example of how to do the latter is as follows:
‘What holds individuals together as a “we” can never be completely translated into the logic of meansend calculation’ (Melucci 1992: 244, as quoted by
Barnes 1995: 160).
Include bibliographic entries for both sources , but mark the one you have not read as ‘not seen’. Don’t be tempted to take a risk: published quotations surprisingly often contain small errors that allow a reader to tell that you are not quoting the original.
Examples of ways to acknowledge the work or ideas of other students are as follows:
‘I am grateful to Jane Smith for suggesting the relevance here of rational choice theory’; ‘the data in this table come from questionnaires distributed by all the members of our group; data entry was by John Brown and Anne Cox performed the SPSS analysis’.
Lectures can be cited as (e.g. “lecture by Lynn Jamieson to Intimate Relationships class, 18 October 2010”), and there is no need for a bibliographic entry. Note, though, that especially at honours level, we would normally expect you to consult and cite published sources rather than the lectures. There is no need to cite the textbooks or lectures from which you have learnt standard statistical techniques, or to give sources for widely-known facts: these are taken as common knowledge.
Learning to take notes well, and to acknowledge sources properly, is not merely a matter of avoiding plagiarism and consequent penalties: it is learning an important skill, one that is a vital part of the sub tle ‘moral economy’ of academic life. Appropriate acknowledgement and referencing will be rewarded positively in the marks you get. Staff are here to help you learn that skill. If you have any doubts, for example over when idea exchanging starts to slip into plagiarism, or whether your referencing is adequate, please consult your course teachers or other members of staff.
48

Avoiding Plagiarism
Duplication of Coursework (or 'self-plagiarism')
Students are not allowed to submit the same piece of work for more than one unit of assessment in their programme of study, nor are students allowed to submit for assessment work submitted at another institution. This is not 'plagiarism' in the sense of copying the work of others, but it is academic misconduct nonetheless.
Each piece of writing submitted for assessment should be a substantially original piece of work produced specifically for that unit of assessment.
It may occasionally be appropriate to have quite similar short passages in separate pieces of assessment, conveying more g eneral or ‘background’ points the two pieces have in common, in which case you should do your best to rephrase the material, and limit any verbatim passages to a few sentences (no more than 100 words). Apart from this, students should avoid any duplication of previously submitted coursework.
Instances of self-duplication will be easily identified because electronically submitted coursework is processed through Turnitin (plagiarism detection software).
If it is found that a substantial portion of any assignment duplicates work previously submitted for assessment, the work will be referred to the School
Academic Misconduct Officer, penalties could be imposed on that piece of work, and the student could be subject to disciplinary action.
49

Assessment Procedures
In Sociology 1 and Sociology 2, the emphasis is on grasping and using material that
(with limited exceptions) we largely “pre-package” for you via lectures, WebCT and reading lists. In Honours, you have to go beyond this. What this means in practice varies. No single set of guidelines can cover, for example, statistics exercises, longessays in your optional courses, your project and your exam answers. However, the
School of Social and Political Science grading criteria can be downloaded at: http://www.sps.ed.ac.uk/undergrad/on_course_students/assessment_and_regulation s/marking_descriptors
Our award of a first or upper-second class degree means we are saying that you are capable, if you so choose, of going on to add your own original contributions to sociological knowledge. Only a small number of truly exceptional students genuinely do this during their undergraduate degree (that is the job of the PhD), but to get a good degree you have to demonstrate that you are capable of doing it.
ASSIGNMENTS FOR ASSESSMENT
Please note that the procedures concerning the late submission of Sociology work are set out in detail below in the section SUBMISSION PROCEDURES
Note also that courses taught outwith Sociology follow the procedures and submission dates of those teaching the course.
i) Social Theory is assessed by short exercise and a long-essay . There are heavy penalties for late submission. See the sections of this Handbook on
SUBMISSION PROCEDURES . ii) Designing & Doing Social Research and Doing Survey Research are assessed by exercises and take-home exams throughout each course. THE
FINAL DATES for these are in each of the course handbooks. There are heavy penalties for late submission: these are set out in the section on
Submission Procedures.
In any given option, students will be assessed by two, or at the most three, pieces of work:

25% of the final mark will be based on a short piece of work, such as a 1500 word essay, a take home exam, a course exercise, individual or group presentations, or something comparable to be completed during the
Semester in which the course is taught. Alternatively that 25% might be split into two 12.5% weighted units, such as a 750 word book review, a short exercise, or something comparable. It might also contain an element reflecting the overall quality of participation in the course through presentations, discussions etc.

75% of the final mark will usually be based on either a long (3500-4500 word) essay due at the standard end of semester deadline , or a two-hour exam during the examination period.
50

Assessment Procedures
Please note that this applies only to honours options , and not to the required courses in Designing & Doing Social Research, Doing Survey Research and Social
Theory.

All long-essays for Junior Honours Optional Courses
be submitted by the following days and times:
Semester 1: by 12.00 noon on Monday 9 th December 2013 Week 13
Semester 2: by 12.00 noon on Monday 28 th April 2014 Week 2 of the consolidation and examination period which follows the spring vacation.
See below on SUBMISSION PROCEDURES (including for information on the consequences of missing submission deadlines) and THE LONG-ESSAY.

Examinations:
Some honours options are assessed by examination. It is your responsibility to use MYED (www.myed.ac.uk) to check that you are registered for the correct courses and to check the times and locations of any exams you are required to sit using the on-line examination timetables when these are published. We recommend that you check that your course registrations are correct around the end of week 3 in each semester, and inform your Personal Tutor of any discrepancies. In each exam for a course taught by a member of Sociology you will answer two questions from a choice of six in two hours. (Arrangements for courses taught, for example, in Law may differ). Sociology optional courses are examined immediately after the semester in which they are taken (i.e. in December or in April/May ).
Examinations are marked anonymously and marks must be ratified by the full Board of Examiners. A sample of work is seen by one of the External Examiners.
Remember that you must write legibly in examination scripts. Writing that is difficult to read may have a negative effect on your mark. Shorter, legible answers are better than longer, illegible answers.
Students whose first language is not English are permitted to use a language dictionary during an examination. This must, however, be authorised in advance in writing by the course organiser and this authorisation taken into the examination room. The dictionary must, if necessary, be made available for inspection by the invigilators in the exam room. Electronic dictionaries may not be used.
There are normally no re-sit exams at honours level, so it is especially important that you communicate with your Personal Tutor as soon as possible if you foresee a problem with an exam, or if you encountered difficulties during the exam. If there are legitimate mitigating circumstances these need to be brought to our attention as soon as possible so that they can be considered by the Special Circumstances
Committee (see the section below on Submission Procedures) in advance of the final
Exam Board.
By now you'll have worked out your own revision strategy and exam technique, but you may still find it useful to take a look at guides such as Eileen Tracy, The
Student's Guide to Exam Success (Buckingham: Open University Press, 2002).
51

Assessment Procedures

You will normally take 7 one-semester Sociology Optional Courses over your Junior and Senior Honours years. The Project Presentation can be substituted for one of the 7 courses.

Since each degree curriculum is different, it is your responsibility and yours alone to ensure that you meet the assessment requirements of your degree. You should be aware that some degrees may stipulate different requirements from those which apply to Single Honours Sociology. If you are unclear about these requirements, please contact your Personal Tutor or the Honours Convenor.
The project report and diary are assessed together. The project supervisor is not permitted to assess them and they may be assessed additionally by an External
Examiner. See the section on THE PROJECT for more details.
The assessment of this is described in the section of this Handbook on The Project
Presentation .
At the end of your degree course, the Examiners look at the full range of your assessed work (projects, essays, exam answers and other assignments). It is important to demonstrate the breadth of your reading and learning. Do not duplicate material in different forms of assessment. You will be penalized if you do.
We aim to give you feedback on your essays within three working weeks of the deadline for their submission (i.e. not including vacations). Feedback on your essays will be made available via ELMA. You will be notified by email once your mark and feedback are available. See section under Submission Procedures: ‘To View your
Uploaded Files, Comments, Feedback and Grades’ . It’s important for you to read the feedback, since feedback is also “feedforward”: i.e. learning what was good and not so good about an essay will help your future essays.
Feedback on the Sociology Project will take more than three weeks to become available. Due to the length of the Projects and the desire to avoid interfering with student preparation for The Project Presentation, Project marks and feedback will normally be made available at the end of Semester 2 teaching, i.e. week 12.
52

Assessment Procedures
WORK SUBMITTED IN JUNIOR HONOURS
This will be marked at the end of each semester in Junior Honours. Your overall
Provisional marks for courses in the first semester will normally be made available to you during the second semester and you will be informed by email when they are available. We emphasise strongly that at this stage no work will have been reviewed by the External Examiners and therefore that these marks are subject to change . In
June, marks for courses in both semesters, including any revisions made to first semester course marks, will be uploaded by Registry to MyEd.
Students who obtain fewer than 80 credits in Junior Honours (i.e. do not obtain passes in at least 4 of their 6 units of assessment) OR who do not achieve an overall mean mark of 40% or more across all units of assessment, will not be permitted to proceed to Senior Honours. They may be permitted to return to complete the requirements for a non-Honours qualification.
Honours degrees will be classified according to the mean mark, except where the mark falls on an 8 or a 9 (e.g. 58, 59), which will be regarded as 'borderline'. In such borderline cases, if 50% or more of the marks are in the class above, the student's degree will fall into that higher class.
The mean mark is based on final overall grades (i.e. derived from all assessed work in each course) for all University of Edinburgh courses taken across your 3rd and 4th years. The mean takes account of different course weightings, so your Project grade will be counted twice, as this is a 40 credit course. The same will apply to any other
40 credit courses you take where one grade is given for the entire 40 credits.
NOTE: Students who spend their junior year abroad have their degree calculated solely on the basis of 4th year marks although they are required to pass the courses that they study whilst abroad in order to proceed to Senior
Honours.
The overall mean mark is not rounded up or down. So, if your final mean grade is
57.9%, you will be awarded a 2:2. If, however, your mean grade is ‘borderline’ before rounding (e.g. 58.00%-59.99%) then the resolution described above is applied i.e. if at least half of your course grades fall into the category above the borderline, you will be awarded the higher class of degree. Again, 40 credit courses will be counted double. For example, if your mean mark is 59 but you have achieved a grade 60 or above in at least six 20 credit courses, you would be awarded a 2:1. Note that if the mean does not fall into the borderline category then the overall profile of your marks is not considered.
All marks gained throughout 3rd and 4th years are subject to confirmation and amendment at the final board of examiners at which your final degree will be determined. The examination board may also take into consideration any adverse personal circumstances when determining your final degree (see the section of this handbook on ‘Assessment Procedures’).
53

Submission Procedures
These are submission procedures for ‘Sociology’ courses. You must check procedures for courses outside Sociology with the relevant subject area.
From 2012-13 Sociology Honours courses have used an electronic essay submission, marking and return system. Junior and Senior Honours students will submit an electronic copy of their essay, in normal word processing format, through
ELMA. For information, help and advice on submitting coursework and accessing feedback, please see the ELMA wiki at https://www.wiki.ed.ac.uk/display/SPSITWiki/ELMA
You will not be required to submit paper copies of your essay, and feedback will be provided direct to you through the ELMA system.
We hope that this will make things easier for students, administrative staff and teaching staff, reduce printing costs, and help the University to be more environmentally responsible.
NB: Anonymous Marking: All work is marked anonymously and marks must be ratified by the full Board of Examiners. A sample of work is seen by one of the
External Examiners.
By 12 noon at the very latest on (or preferably before) the appropriate day submit your work via ELMA.
For long-essays and project reports, remember to include the word count.
Always remember that books and computers are in heavy use just prior to deadlines, and it is much safer to hand in work a few days before a deadline rather than running the inevitable risks involved in submitting on the last possible day.
As part of the electronic submission process, you will need to declare that each piece of assessment you submit is your own work.
Unlike coursework in Years 1 and 2, for all Sociology Honours assessment, NO
EXTENSIONS ARE GRANTED WITH RESPECT TO THE SUBMISSION
DEADLINES FOR ANY ASSESSED WORK. Managing deadlines is a basic life-skill that you are expected to have acquired by the time you reach Honours. Timely submission of all assessed items (coursework, essays, project reports, etc.) is a vitally important responsibility at Honours level. Unexcused lateness can put at risk your prospects of proceeding to Senior Honours, and can damage your final degree grade.
If you miss the submission deadline for any piece of assessed work, marks equivalent to half a degree class, i.e. 5 marks, will be deducted for each
54

Submission Procedures working day (i.e. Monday to Friday) that work is late, up to a maximum of five working days (25 marks). Thereafter, an award of 0% will be given. These penalties will be subject to review and possible modification by the Board of
Examiners.
Failure to submit an item of assessed work results in 0% being awarded for that item, with potentially very serious consequences for your overall degree class, or no degree at all. It is therefore in your interest to submit work, even if very late. Of course, as indicated above, penalties for late submission may be applied.
This does not mean that all lateness is automatically penalized. If there are factors beyond your control which make it essential for you to submit work after the deadline you must fill in a ‘Lateness Penalty Waiver’ (LPW) form which will be in a folder outside Room 1.03, CMB) stating the reason for the request.
Before submitting an LPW, please consider carefully whether your circumstances are (or were) significant enough to justify the lateness. Such circumstances should be serious and exceptional (e.g. not a common cold or relationship difficulties – each of these we all encounter from time to time). Computer failures are not regarded as serious difficulties. Always regularly back-up your work so that you have two independent up-to-date copies. DO NOT apply for a lateness penalty waiver on non-legitimate grounds such as having a heavy workload or computer problems.
Students must not contact course organisers if they are unable to make deadlines. Rather you must contact the Student Support Officer, Karen Dargo in Room 1.03.
If you do have legitimate grounds, you should submit requests for LPWs as soon as possible, preferably before the deadline in question. But you should always submit an LPW form when work is late, even if you are unable to submit the form until after the missed deadline:

If you have clear evidence and/or appropriate documentation, and the lateness is under 5 working days, the form can be submitted directly to Karen
Dargo who will sign the form to acknowledge receipt and forward it to your
Personal Tutor and the Examinations Convenor for consideration. Karen may decide your request does not meet the criteria above, refuse to receive the form, and refer you to your Personal Tutor. Please DO NOT ask Karen whether your request is likely to be approved.

All other cases should be referred directly to your Personal Tutor.
Specifically, if there is any possibility that you may be more than five working days late in submitting, or if the reasons for your lateness are not clearly supported by documentation, you MUST discuss the problem and the timing of submission with your Personal Tutor. Take a copy of the LPW form with you when you discuss the matter with your Personal Tutor. If your Personal
Tutor supports your request, s/he will sign the form and forward it to the
Examinations Convenor for consideration.
Please Note: Signing the LPW form by either Karen Dargo or your Personal Tutor only indicates acknowledgment of the request, not the waiving of lateness penalties.
55

Submission Procedures
Final decisions on all marks rest with Examination Boards. You can be reasonably confident, however, that if your request provides good reasons, is well documented and/or is supported by your Personal Tutor, and the degree of lateness is proportionate to the reasons for the delay, then lateness penalties will be lifted.
Illness, bereavement and other serious personal circumstances can affect the quality or prompt submission of your assessed work.
If you are facing circumstances that are seriously affecting your work, you should inform your SSO or Personal Tutor as soon as possible , and discuss with her or him whether it is appropriate for a Special Circumstances form to be completed. If it is, your Personal Tutor will guide you on the most appropriate form of evidence in your particular case. Remember: when corresponding with your Personal Tutor, be as specific as possible about which pieces of assessment you believe may have been affected by your adverse circumstances. You and your Personal Tutor should complete the Special Circumstances form and your Personal Tutor will forward it to the School’s Special Circumstances Committee (SCC) for consideration. Your
Personal Tutor will also notify the Examinations Convenor of these extenuating circumstances.
Medical, non-medical or compassionate special circumstances, affecting any formal examination or other assessed work, must be notified in writing AND be supported by a written medical certificate or other appropriate evidence.
The documentation must arrive in time to be considered by the Special
Circumstances Committee. It should be done no later than two working days after your last assessment , be that either examination or coursework, and earlier if that is possible. All documentation relating to the special circumstances must be clearly dated.
Boards of Examiners will, in exceptional circumstances, take into account special circumstances submitted after the date of the Special Circumstances Committee if there is a demonstrated reason why the information could not be submitted before the deadline.
Note: With regard to illness or injury, it is not always possible to obtain medical letters or certificates for ailments which are not chronic or enduring. GPs are busy people and understandably prefer that you ‘self-certify’ for problems which last no more than a working week. However, if medical problems are serious enough to delay submission of assessed work we expect that they are also serious enough for you to consult your GP, and you should inform us of the date and time of this visit should we require confirmation from your doctor.
In such circumstances it is also essential that you explain your circumstances to your
Personal Tutor, preferably in person. Lateness penalties are unlikely to be waived if you claim illness but consult neither your GP nor your Personal Tutor.
56

Submission Procedures
IT IS YOUR RESPONSIBILITY TO ENSURE THAT ANY SPECIAL
CIRCUMSTANCES ARE REPORTED TO THE BOARD OF EXAMINERS ON TIME,
INCLUDING ALL RELEVANT DOCUMENTARY EVIDENCE SUCH AS MEDICAL
CERTIFICATES, OR – IF THESE ARE NOT APPLICABLE – STATEMENTS IN
SUPPORT OF YOUR SPECIAL CIRCUMSTANCES, e.g. FROM GPS, PARENTS
OR GUARDIANS.
57

Members of Teaching Staff
The Administrative Secretary and Student Support Officer is Karen Dargo, Room
1.03, 1 st Floor, Chrystal Macmillan Building, Tel: 0131 651 1306, E-mail
Karen.Dargo@ed.ac.uk
BANCROFT, Angus: Room 6.23, 6 th Floor Chrystal Macmillan Building. Tel: 0131
650 6642. E-mail: angus.bancroft@ed.ac.uk
Research interests: Drugs, alcohol, smoking and intoxication; addiction; big data and social media; health and medicine; human trafficking; ethnicity. Research in progress: pre-drinking and Twitter; a video ethnography of intoxication rituals; human trafficking in Europe; Gypsy-traveller health.
Selected publications: ‘Drinking with and without fun: female students’ accounts of predrinking and club drinking’, Sociological Research Online, 17, 4, 7, http://www.socresonline.org.uk/17/4/7.html
, 2012; Dead White Men and Other
Important People: Sociology’s Big Ideas (with Ralph Fevre)
, Palgrave 2010. Drugs,
Intoxication and Society , Polity Press, 2009. Roma and Gypsy-Travellers in Europe:
Modernity, Race, Space and Exclusion , Ashgate Press. 2005.
BOND, Ross: Room 5.08, 5 th Floor, Chrystal Macmillan Building. Tel: 0131 650
3919. E-mail: R.J.Bond@ed.ac.uk
Research interests: Identity – especially national/regional/ethnic identities and their interaction; nationalism; Scottish society and politics; migration; higher education.
Work in progress: national identities and ethnic/religious minorities in Britain and
Scotland; public attitudes to homosexuality in Scotland
Selected publications: Ross Bond (2011) ‘The National Identities of Minorities in
Scotland: Anticipating the 2011 Census’, Scottish Affairs , 75. Ross Bond, Katharine
Charsley and Sue Grundy (2010) ‘An Audible Minority: migration, settlement and identity among English g raduates in Scotland’, Journal of Ethnic and Migration
Studies , 36 (3). Ross Bond and Michael Rosie (2010) ‘National Identities and
Attitudes to Constitutional Change in Post-Devolution UK: a four territories comparison’, Regional and Federal Studies , 20 ( 1). Ross Bond (2009) ‘Political
Attitudes and National Identities in Scotland and England’ in Frank Bechhofer and
David McCrone (eds.) National Identity, Nationalism and Constitutional Change ,
Basingstoke: Palgrave Macmillan. Ross Bond, Katharine Charsley and Sue Grundy
(2008) ‘Scottish Graduate Migration and Retention: a case study of the University of
Edinburgh 2000 cohort’, Scottish Affairs , 63.
Ross Bond (2006) ‘Belonging and
Becoming: National Identity and Exclusion’, Sociology , 40 (4). Ross Bond and
M ichael Rosie (2006) ‘Routes into Scottishness?’, in Catherine Bromley et al (eds.)
Has Devolution Delivered?
, Edinburgh: Edinburgh University Press.
58

Members of Teaching Staff
BROWNLIE, Julie: Room 3.03, 3 rd Floor, 56 George Square. Tel: 0131 651 3917
Email: Julie.Brownlie@ed.ac.uk
Research interests: Personal lives, families and household practices; emotions
(including interdisciplinary debates; emotions culture; professionalisation of emotional lives and researching emotions); researching and conceptualising reflexivity, trust, vulnerability and reciprocity; sociology of the body; qualitative methodologies.
Work in progress:
A book for Palgrave - The Reckoning of Relationships
The Liveable Lives' project (for the Joseph Rowntree Foundation): a study of everyday practices and understandings of kindness, risk and trust
Selected publications: Brownlie, J. (2012) Male suicide in mid-life: linking private troubles and large social processes in C. Wyllie, S.Platt et al. Men, Suicide and
Society. Why Disadvantaged Men in Midlife Die By Suicide . Samaritans UK;
Brownlie, J. (2011) Being there: multidimensionality, reflexivity and the study of emotional lives The British Journal of Sociology 62(3):462-481; Brownlie, J and
Sheach Leith, V. (2011) Social bundles: Thinking through the infant body Childhood
18(2):196210; Anderson, S. and Brownlie, J. (2011) ˜Build it and they will come?
Understanding public views of emotions talk and the talking therapies British Journal of Guidance & Counselling 39 (1): 53-66; Brownlie, J. (2010) '"Not going there":
Limits to the professionalisation of our emotional lives' Sociology of Health and
Illness 33 No. 1 pp. 130 144; Brownlie, J. (2009) 'Researching not playing in the public sphere' Sociology 43(40):69971; Brownlie, J. (2009) ˜Age of grief in a time of talk Sociological Research Online , 14, 5 http://www.socresonline.org.uk/14/5/22.html;
Brownlie, J. Greene, A. and Howson, A.(eds) (2008) Researching Trust and Health
Routledge: New York
CAMPAGNOLO, Gian Marco : Science, Technology and Innovation Studies, Room
2.02, 2nd floor, Old Surgeons' Hall, High School Yards. Tel: 0131 651 4273. E-mail: g.campagnolo@ed.ac.uk
Principal interests: social analysis of IT markets, commodification of engineering expertise (system engineering, business intelligence), ethnomethodology.
Work in progress: Campagnolo, G. M., "The role of management consultants in long-term ERP customization trajectories: a case from the Italian Local
Government." Submitted to Financial Accountability and Management in November
2010. Decision expected in May 2011; Viscusi, G., Campagnolo, G.M., Curzi, Y.
Phenomenology, Organizational Politics and IT Design: The Social Study of
Information Systems (IGI Global, Hersey, PA). To be published in 2011.
Selected publications: Campagnolo, G. M. and Fele, G. (2010) "From specifications to specific vagueness: how enterprise software mediates relations in engineering practices", Engineering Studies, 2: 3, 221 - 243. Liberman, K., Fele, G.,
D'Andrea, V., Campagnolo, G.M., Curzi, Y., Viscusi, G., (2009), Phenomenology and the Social Study of Information Systems: Conversations with Kenneth
Liberman, Quaderni di Sociologia, n.46, Department of Sociology and Social
Research, University of Trento. ISSN 1828 - 955 X
59

Members of Teaching Staff
CASTLE, David
: Science, Technology and Innovation Studies, Old Surgeons’ Hall,
High School Yards. Tel 0131 650 2449. Email: david.castle@ed.ac.uk
Research interests : Innovation in life science and biotechnology, regulation and governance, intellectual property and knowledge management, science and technology policy, innovation policy, food security, biodiversity.
Work in progress : Handbook of Agricultural Biotechnology edited by Stuart Smyth,
Peter W.B. Phillips and David Castle. Edward Elgar.
Selected Publications : Weir M, Morin K, Ries NM and D Castle. 2010. Canadian healthcare professionals’ knowledge, attitudes and perceptions of nutrigenomics.
British Journal of Nutrition, 104:1112-19.
Castle D, Phillips PWB, Brown A., Culver K, Castrataro D, Bubela T, Harmon S,
Dutfield G, and P Barclay. 2010. Knowledge management and the contextualization of intellectual property rights in innovation systems. SCRIPT-ed: A Journal of Law,
Technology and Society, 7:32-50.
Castle D (ed.). 2009. The Role of Intellectual Property Rights in Biotechnology
Innovation. Northampton MA: Edward Elgar.
Culver K and D Castle (eds.). 2008. Aquaculture, Innovation and Social
Transformation. Dordrecht: Springer.
CROW, Graham: Room 2.04. 56 George Square.
Tel: 0131 651 1575.
Email: Graham.Crow@ed.ac.uk
Research interests: Sociology of communities, sociology of families, households and domestic life, comparative, historical and theoretical sociology, research methods and methodological innovation, research ethics, interdisciplinarity
Work in progress: A book reviewing the methodological foundations of community studies; several projects funded under the ‘connected communities’ programme; the nature and course of methodological innovation; the democratization of social research.
Selected publications: Community Life (with Allan) (Harvester Wheatsheaf 1994;
Comparative Sociology and Social Theory (Palgrave Macmillan 1997); Social
Solidarities (Open University Press 2002); The Art of Sociological Argument
(Palgrave Macmillan 2005); Stepfamilies (with Allan and Hawker) (Palgrave
Macmillan 2011); ‘Research ethics and data quality: the implications of informed consent’ (with Wiles, Heath and Charles) International Journal of Social Research
Methodology 9(2), 2006. ‘Innovation in qualitative research methods’, Qualitative
Research 11(5), 2011; ‘Working with material from the Sheppey archive’,
International Journal of Social Research Methodology 15(4), 2012.
60

Members of Teaching Staff
DARMON, Isabelle: Room 6.27, 6 th Floor, Chrystal Macmillan Building. Tel: 0131
651 1574. Email: Isabelle.Darmon@ed.ac.uk
Research interests: Contemporary dynamics of capitalism and their human, social and environmental implications. Sociology of food and sustainability. Sociology of the arts and music. Max Weber and Georg Simmel. International comparisons.
Work in progress: I am currently completing four articles based on my comparative research on eating habits and change in France and the UK, with Alan Warde
(University of Manchester). Coordination of a special issue on Cross-national comparison in food studies (with Alan Warde, to be submitted to The Sociological
Review ). Coordination of a special issue of Max Weber Studies o n ‘Thinking the present with Max Weber -
The press, the journalist and public opinion’ (December
2013), with Carlos Frade (University of Salford).
Selected publications:
(2013) ‘Weber on music: Approaching music as a dynamic domain of action and experienc e’, CRESC Working Papers 123 [to be published in Cultural Sociology
(special issue on 'The Social Space of Music' 2014)]. (with C. Frade) (2012) ‘Beneath and Beyond the Fragments: The Charms of Simmel’s Philosophical Path for
Contemporary Subjectivities’ Theory Culture & Society 29 (7-8): 197-217. (2011) ‘No
“new spirit”? Max Weber’s account of the dynamic of contemporary capitalism through “pure adaptation” and the shaping of adequate subjects.’ Max Weber
Studies 11 (2): 193216. (with C. Perez) (2011) ‘“Conduct of conduct” or the shaping of “adequate dispositions”? Labour market and career guidance in four European countries’, Critical Social Policy 31 (1): 77101. (2009) ‘Extended review of Joachim
Radkau, Max Weber: A Biography’, The Sociological Review 57(3): 530-6. (with C.
Frade) (2005) ‘New modes of business organization and precarious employment: towards the recommodification of labour?’, Journal of European Social Policy 15 (2):
141-155.
GAYLE, Vernon: Room 6.29, 6 th Floor, Chrystal Macmillan Building. Tel: 0131 650
4069.
E-mail: Vernon.Gayle@ed.ac.uk
Research Interests: Sociology of youth, youth transitions, education, and social stratification. Migration, fertility, technology and e-social science. The analysis of large-scale and complex social surveys. Statistical modelling and longitudinal data analysis. Communicating statistical results and the public understanding of social statistics.
Selected Publications: Lambert, P., Connelly, R., Blackburn, B. and Gayle, V.
(eds) (2012) Social Stratification:Trends and Processes , Surrey, Ashgate. Brown, D.,
O’Reilly, D., Gayle, V., Macintyre, S., Benzeval, M. and Leyland, A. (2012) ‘Sociodemographic and health characteristics of individuals left behind in deprived areas in
Scotland’, Health and Place , 18, pp.400-440. Boyle, P., Feng, Z. and Gayle, V.
(2009) ‘A New Look at Family Migration and Women’s Employment Status’, Journal of Marriage and Family, 71, pp. 417-431. Turner, S., Alborz, A. and Gayle, V. (2008)
‘Predictors of depressive symptoms among young people with Down’s syndrome’,
Journal of Intellectual Disability Research , 52(5), pp. 380-392. Boyle, P., Kulu, H.,
Cooke, T., Gayle, V. and Mulder, C. (2008) ‘The Effects of Moving on Union
Dissolution’,
Demography, 45(1), pp. 209-22. Lowe, J. and Gayle, V. (2010)
‘Towards a new definition of professionalism for college leaders: a Scottish
61

Members of Teaching Staff perspective’, Management in Education, 24(4), pp.159-165. McClung, M. and Gayle,
V. (2010) ‘Exploring the care effects of multiple factors on the educational achievement of children looked after at home and away from home: an investigation of two Scottish local authorities’, Children and Family Social Work , 15(4), pp. 409-
431. Tan, K. L. L., Lambert, P. S., Turner, K. J., Blum, J., Gayle,V., Jones, S.B.,
Sin nott, R.O., and Warner, G. (2009) ‘Enabling Quantitative Data Analysis through e-
Infrastructures’, Social Science Computing Review, 27(4). Gayle, V., Playford, C. and Lambert P. (2008) ‘Scottish social survey data, past present and future – Does
Scotland n eed its own data strategy?’, Radical Statistics , 97, pp. 82-97. Gayle, V.,
Boyle, P., Flowerdew, R. and Cullis, A. (2008) ‘Exploring the relationship between family migration and social stratification through the investigation of women’s labour market expe riences in contemporary Britain’, International Journal of Sociology and
Social Policy (Special Issue). Lambert, P., Tan, L., Prandy, K., Gayle, V., Turner, K. and Bergman, M. (2008) ‘The importance of specificity in occupation-based social classification ’, International Journal of Sociology and Social Policy (Special Issue) , 28
(5/6), pp. 179-192 .
Gayle, V. and Lambert, P. (2007) “Using Quasi-variance to
Communicate Sociological Results from Statistical Models”, Sociology , 41, pp. 1191-
1207.
GORRINGE, Hugo: Room 3.04, 3 rd Floor, 56 George Square. Tel: 0131 650 3940.
E-mail: Hugo.Gorringe@ed.ac.uk
Research interests: Culture, power and politics, especially the study of social movements, caste and civil society in South Asia. My main research to date focuses on the role of social movements in the democratisation of Indian democracy - dealing with questions of identity politics, spatial patterns of domination and resistance, social movement organisation, the gendered nature of social movement activity and the institutionalisation of successful movements. Since 2005, Michael Rosie and I have been working on transnational global protest and policing, centred on the G8 in
Scotland.
Selection publications: On Caste and Dalit Politics: Untouchable Citizens: The
Dalit Panthers and the Democratisation of Tamilnadu New Delhi, Sage: 2005. ‘“You
Build Your House, we’ll build ours”: The Attractions and Pitfalls of Identity Politics’.
Social Identities , 11(6): 2005. ‘Banal Violence? The Everyday Underpinnings of
Collective Violence’. Identities 13(2): 2006. (With I. Rafanell): ‘The Embodiment of
Caste’. Sociology 41(1): pp97114: 2007. ‘The Caste of the Nation’. Contributions to
Indian Sociology 42(1): 2010. ‘Resounding Rhetoric, Retreating rebels: The use and
Im pact of Militant Speeches in Tamil Dalit Movements’. Contemporary South Asia
18(3): 2010. ‘Beyond “Dull and Sterile Routines”? Dalits Organizing for Social
Change in Tamil Nadu’, Cultural Dynamics 22(2): 2010. (With Rafanell, I)
‘Consenting to Domination? Theorising Power, Agency and Embodiment with reference to Caste’, Sociological Review 58(4): 2010.
On Protest Policing in the UK : All with M. Rosie: ‘“Pants to Poverty”? Making Poverty
History, Edinburgh 2005’. Sociological Research Online , 11 (1): 2006200 8. ‘It’s a long Way to Auchterarder’, British Journal of Sociology 59(2) 2008. ‘The Polis of
Global Protest’, Current Sociology 56(5) 2008. ‘The anarchists’ world cup’: respectable protest and media panics’, Social Movement Studies 8(1): 2009. ‘What a diff erence a death makes’, Sociological Research Online 14(5): 2009. ‘ The “Scottish”
Approach? The discursive construction of a national police force ’ , The Sociological
Review 58 (1): 2010.
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Members of Teaching Staff
GOVINDA, Radhika: Room 6.21, 6 th Floor, Chrystal Macmillan Building. Tel: 0131
650 3906. E-mail: Radhika.Govinda@ed.ac.uk
Research interests: women’s and social movements; identity politics; gender and development; postcolonial state and civil society; local governance and grassroots democracy; gender in peri-urban spaces; study of South Asian societies – my research so far has focused on gender politics at the intersections of movements for subaltern assertion, religious nationalism, and development in a neo-liberal era, examining in particular questions of mobilization and organisation of women, their multiple and intersecting identities – gender, caste, class, religion and region, their presence and representation in development policies and practice, and changes in the dominant gendered social relations, in both rural and urban spaces in South
Asia, especially India.
Work in progress: developing a project on gender politics of changing spaces, identities and livelihoods in Delhi, India; also preparing manuscript for a book on
NGO activism, gender and politics in Uttar Pradesh, India, examining NGO-led women’s activism in the backdrop of Dalit (ex-untouchable) assertion, Hindu nationalist politics and neo-liberal state policies in the northern Indian state of Uttar
Pradesh.
Selected publications: ‘On Whose Behalf? Women’s Activism and Identity Politics in Contemporary Uttar Pradesh’, (Forthcoming), in R. Jeffery, J. Lerche and C.
Jeffrey (eds.), Uttar Pradesh: Development Failure and Identity Politics , New Delhi:
Sage, 2013. ‘“Didi are you Hindu?” Politics of Secularism in Women’s Activism in
India’, Modern Asian Studies, 47(2): 612-51, 2013 . ‘Introduction’, with K. Jandhyala and V. Ramachandran, in V. Ramachandran and K. Jandhyala (eds.), Cartographies of Empowerment: The Story of Mahila Samakhya, 1988-2006 , New Delhi, Zubaan,
2012. ‘Mapping “Gender Evaluation” in South Asia’, Indian Journal of Gender Studies
19 (2): 187209: 2012. ‘In the Name of ‘Poor and Marginalised’? Politics of NGO
Activism with Dalit Women in Rural North India’, Journal of South Asian
Development , 4 (1): 2009. ‘Re-inventing Dalit Women’s Identity? Dynamics of Social
Activism and Electoral Politics in Rural North India’,
Contemporary South Asia
(BASAS 5 th Annual Issue), 16 (4): 2008. ‘Politics of the Marginalized: Dalits in
Women’s Activism in India’, invited article, Gender and Development , 13 (2): 2006.
HADDOW, Gill: Science, Technology and Innovation Studies, ESRC INNOGEN
Centre, Old Surgeons' Hall, High School Yards. Tel: 0131 650 2389. E-mail: gill.haddow@ed.ec.uk
Research interests: scientific and medical technologies such as organ transplantation, genetics and xenotransplantation; governance and public engagement of NEST (new and emerging science and technology); genetic databases; human enhancement; research methods and design.
Work in progress: Exploring recovering cancer patient views of in-vivo biosensors; asking how ‘rare’ rare diseases are; considering brains and brain donation; reviewing
‘ex-vivo’ transplants (face and hands) and the sociology of enhancement; continuing work on animalhuman cybrids; comparing the ‘geneticisation’ of identity with increasing reliance on GWAS (genome wide association studies)..
Selected publications: . We only did it because he asked us: Gendered accounts of participation in a population genetic data collection. Social Science & Medicine ,
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Members of Teaching Staff
69(7), 1010-1017: 2009. With Bruce, A., Calvert, J., Harmon, S., & Marsden, W.
(2010). Not “human” enough to be human but not “animal” enough to be animal – the case of the HFEA, cybrids and xenotransplantation New Genetics and Society ,
29(1), 317: 2010. With Bruce, A., Sathanandam, S., & Wyatt, J.C. ‘Nothing is really safe’: a focus group study on the processes of anonymising and sharing of health data for research purposes. Journal of Evaulation in Clinical Practice (2010). With
Cunningham-Burley, S., & Murray, L. (2011). Can the governance of a population genetic data bank effect recruitment? Evidence from the public consultation of
Generation Scotland. Public Understanding of Science , 20(1), 117-129: 2011. The
Phenomenology of Death, Embodiment and Organ Transplantation . Sociol Health &
Illness, 27(1), 92-113: 2005. Because you're worth it? The Taking and Selling of
Transplantable Organs. Journal of Medical Ethics, 32, 324-328: 2006.
HAGGETT, Claire: Room 5.07, 5 th Floor, Chrystal Macmillan Building. Tel: 0131
650 3916. Email: claire.haggett@ed.ac.uk
Research interests: Sustainable development, and understanding sustainable practices and behaviour; social responses to renewable energy, focusing on the impact of process and policy, and the role of public involvement and engagement; domestic practices around energy use and sustainability, and engagement with energy technologies; local place attachment, and contrasting lay and expert values of environment and landscape; use and practical applicability of discourse analysis and participatory appraisal.
Work in progress: Exploring the social experience of noise from wind farms; developing marine energy and creating energy communities; land use designation and change; microgeneration of domestic energy.
Selected publications:
O'Keeffe, A., and Haggett, C. (2012) 'An investigation into the potential barriers facing the development of offshore wind energy in Scotland: case study of the Firth of Forth wind farm', Renewable and Sustainable Energy Reviews, 16, 65: 3711-
3721; Haggett, C. (2011) ‘Public perceptions of offshore wind energy’ Energy Policy,
39, 2: 503-510; Haggett, C. (2011) ‘Understanding people’s experience of noise from wind farms’, invited chapter in Cowell, R., Strachan, P. and Warren, C. (eds) Wind
Power, Governance and Society: Lessons for Future Sustainable Energy,
Basingstoke: Palgrave; Haggett, C. (2010) Discourses of Risk: Responsibility and the Construction of Blame, Lambert: Berlin; Haggett, C. (2010) ‘Why not Nimby? The empirical evidence on public responses to wind farms’, Ethics, Place, and
Environment 13 (3):313-316.
; Haggett, C. (2009) ‘Implications of alternative mitigation respon ses: renewable energy’, chapter 26 in Handbook of Climate Change and Society,
London: Routledge; Haggett, C. (2009) ‘Public engagement in planning for renewable energy’, in S. Davoudi and J. Crawford (eds.) Planning for Climate
Change , London: Earthscan; Haggett. C. (2009) The principles, procedures, and pitfalls of public engagement in decision-making about renewable energy' in P.
Devine-Wright (ed.) Renewable Energy and the Public , London: Earthscan; Haggett,
C. (2008) ‘Over the sea and far away? A consideration of the planning, politics, and public perceptions of offshore wind farms’, Journal of Environmental Policy and
Planning , 10, 3, 289 – 306.
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Members of Teaching Staff
HEARN, Jonathan: Room 1.04, 58 George Square. Tel: 0131 650 4242.
E-mail: J.Hearn@ed.ac.uk
On Research Leave 2013-2014
Research interests: The theorisation of power; social evolution and change; nationalism and national identity; the sociology and history of liberal society; the evolution of modern competition.
Work in progress: The history of the concept of competition, its ritualisation and role in legitimating power in liberal forms of society. An ethnographic/historical study of a Scottish bank in the years prior to the banking crisis of 2008.
Selected publications: Theorizing Power , Palgrave 2012; Rethinking Nationalism: a critical introduction , Palgrave, 2006; Claiming Scotland: National Identity and Liberal
Culture
, Edinburgh University Press, 2000; ‘Competition as ritual and the legitimation of the liberal nationstate’ in Forging the Nation: Performance and Ritual in the
(Re)production of Nations . E. Woods and R. Tsang (eds), Routledge, 2013;
‘Nationalism, Biography and the Ecology of Identity’, Humanities Research , 19(1): 5-
22, 2013; ‘The Strength of Weak Legitimacy: a cultural analysis of legitimacy in capitalist, liberal, democratic nationstates’, Journal of Political Power 4(2), 2011;
'Global Crisis, National Blame', In Nations and Globalisation: Conflicting or
Complimentary?, D. Halikiopoulou and S. Vasilopoulou, eds, Routledge, 2011; 'The
Origins of Modern Nationalism in the North Atlantic Interaction Sphere', Sociological
Research Online 14:5, 2009; ‘Small Fortunes: Nationalism, Capitalism and Changing
Identities’, In National Identity, Nationalism and Constitutional Change, F. Bechhofer and D. McCrone, eds, Palgrave, 2009; 'What's Wrong with Domination?', Journal of
Power 1(1), 2008. 'National identity: banal, personal and embedded', Nations and
Nationalism 13(4), 2007.
HENRY, John: Science, Technology and Innovation Studies, Chisholm House, High
School Yards. Tel: 0131 650 4262. E-mail: john.henry@ed.ac.uk
Research Interests: History and historical sociology of scientific knowledge, from the Renaissance to the Enlightenment. The relationship between philosophy, religion, magic, and science from the Middle Ages to the Eighteenth Century. The relationship between science and religion from the Middle Ages to the present. Ideas on the human body, the human soul, and the relationship between them, from the
Middle Ages to the Enlightenment. The concept of Laws of Nature. National Styles in
Science. Secularization.
Selected Publications: The Scientific Revolution and the Origins of Modern Science
(Palgrave, 1997, 2 nd Edition, 2002, 3 rd Edition, 2008); John Fernel’s On the Hidden
Causes of Things: Forms, Souls and Occult Diseases in Renaissance Medicine , with
John M. Forrester (Brill, 2005); “The fragmentation of Renaissance Occultism and the Decline of Magic”, History of Science , 46 (2008), pp. 1-48; “Isaac Newton: ciencia y religión en la unidad de su pensamiento”,
Estudios de Filosofia , 38 (2008), pp. 69-101; “Religion and the Scientific Revolution”, in Peter Harrison (ed.), The
Cambridge Companion to Science and Religion (Cambridge: Cambridge University
Press, 2010), pp. 39-58;
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Members of Teaching Staff
HOLMES , Mary: Room 6.30, 6 th Floor, Chrystal Macmillan Building. Tel: 0131 651
3140. E-mail: Mary.Holmes@ed.ac.uk
Research interests: Intimacy and relationships, gendered sexuality, political engagement and dissatisfaction, social movements, and migration and mobility at national and transnational levels.
Work in progress: A book on Distance Relationships for Palgrave Macmillan is almost finished. Two other books are in progress, one on Internet Dating (with Chris
Beasley) for Routledge and the other on Sociology for Optimists with Sage .
I am hoping to do some work on letters in the digital age.
Selected publications: Heterosexuality in Theory and Practice , (with Chris Beasley and Heather Brook, Routledge, 2012); ‘Emotional reflexivity in contemporary friendships: Understanding it using El ias and Facebook etiquette’ 2011 Sociological
Research Online . <http://www.socresonline.org.uk/16/1/11.html>
‘The emotionalization of reflexivity’ 2010 Sociology 44(1): 139154; ‘Intimacy, distance relationships, and emotional care’ 2010 Recherches Sociologiques et
Anthropologiques 41(1): 105-23; Gender and Everyday Life (Routledge, 2009); What is Gender? Sociological Approaches (Sage, 2007); ‘An equal distance?
Individualisation, gender and intimacy in distance relati onships’ 2004 The
Sociological Review 52(2): 180-200.
JAMIESON, Lynn: Room 5.04, 5 th Floor, Chrystal Macmillan Building. Tel: 0131
650 4002. E-mail: L.Jamieson@ed.ac.uk
Research interests : personal life and intimate relationships; life course; Scottish oral history; identity issues including European identity; 'sexual' assault.
Work in progress : Co-director of Centre for Research on Families and
Relationships ( www.crfr.ac.uk
). Writing a book based on a study of people living alone at ages more conventionally associated with being partnered (with Roona
Simpson). Project on the impact of economic recession and sense of global risks on approaches to partnering and parenting with the Centre for Population Change.
Selected publications: Country Bairns: Scottish Rural Childhood 1900-1930 (with
Toynbee, Edinburgh University Press, 1992); Sex Crimes on Trial: The Uses of
Sexual Evidence in Scottish Courts (with Brown and Burman, Edinburgh University
Press 1993); Intimacy: Personal Relationships in Modern Societies (Polity, 1998);
Families and the State: Changing Relationships (edited with Sarah Cunningham-
Burley, Palgrave, 2003).
“Fertility and Social Change: the Neglected Contribution of Men’s Approaches to
Becoming Partners and Parents” Sociological Review 2010, 58, 3, 463-485,
Jamieson, Backett Milburn, Simpson, Wasoff;
‘Solo-Living, Demographic and Family
Change: The Need to Know More About Men’ Sociological Research Online 2009,
14, 2/3; ‘Changing Intimacy in the Twentieth Century: Seeking and Forming Couple
Relationship’ in Abrams L. and Brown C. (eds) A History of Everyday Life in
Twentieth Century Scotland Edinburgh University Press, 2010, 76-102; ‘Obligatory friends, surrogate kin: some questions for mentoring’ Youth and Policy 2008, 99. 55-
66; "European Identities: From absent-minded citizens to passionate Europeans?",
Sociology , 2007, 663-680, 2007. with Grundy;
"Friends, Neighbours and Distant Partners: Extending or Decentring Family
Relationships?" with Morgan, Crow, Allan, Sociological Research Online , 11, 2006.
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Members of Teaching Staff
JEFFERY, Patricia: Room 5.12. 5 th Floor, Chrystal Macmillan Building. Tel: 0131
650 3984. E-mail: P.Jeffery@ ed.ac.uk.
Research interests : Gender and Development (especially childbearing, women's reproductive rights, social demography in South Asia); Indian society (gender and communal politics, education and the reproduction of inequality).
Work in progress: Social demography, health and childbearing in Uttar Pradesh; the local state in South Asia; educational outcomes for the poor and inequality in
South Asia, misuse of pharmaceuticals in South Asia.
Selected publications : Migrants and Refugees: Muslim and Christian Pakistani
Families in Bristol (Cambridge University Press, Cambridge, 1976/2010); Frogs in a
Well: Indian Women in Purdah (Manohar, New Delhi, 1979/2000); first-authored books: Labour Pains and Labour Power: Women and Childbearing in India (Zed
Books, London & Manohar, New Delhi, 1989); Don't Marry me to a Plowman!
Women's Everyday Lives in Rural North India (Westview Press, Boulder, 1996);
Confronting Saffron Demography: Religion, Fertility and Women’s Status in India
(Three Essays, New Delhi, 2006); (co-authored with Craig Jeffrey and Roger Jeffery)
Degrees without Freedom? Education, Masculinities and Unemployment in north
India (Stanford University Press, Stanford, 2008); (co-edited with Amrita Basu)
Appropriating Gender: Women’s Activism and Politicized Religion in South Asia
(Routledge, New York, 1998); (co-edited with Radhika Chopra) Educational Regimes in Contemporary India (Sage, New Delhi, 2005); recent first authored articles include:
“Disputing Contraception: Muslim reform, secular change and fertility”,
Modern Asian
Studies, 42, 2/3: 519-548, 2008; “‘Only when the boat has started sinking’: a maternal death in rural north India” Social Science and Medicine 71 (10): 1711-1718,
2010; “Underserved and Overdosed? Muslims and the Pulse Polio Initiative in rural north India”, Contemporary South Asia , 19 (2): 117-135, 2011; “Leading by
Example? Women madrasah teachers in rural north India” pp. 195-216 in Masooda
Bano and Hilary Kalmbach (eds): Women, Leadership and Mosques: Changes in
Contemporary Islamic Authority (Leiden/Boston: Brill, 2012); (co-authored with Petra
Brhlikova, et al.) “Intrapartum oxytocin (mis)use in South Asia”, Journal of Health
Studies 2 (1, 2, & 3), 33-50, 2009, http://jhs.co.in/articles/showArticle.aspx?aid=46 ;
(co-authore d with E.M. Taylor et al.) “The Impact of Official Development Aid on
Maternal and Reproductive Health Outcomes: A Systematic Review.” PLoS ONE
8(2): e56271. doi:10.1371/journal.pone.0056271, 2013.
JEFFERY, Roger: Room 2.09, 7 Buccleuch Place. Tel: 0131 650 3976.
E-mail: R.Jeffery@ed.ac.uk.
On leave 2013-2014
Research interests: The sociology of South Asia, with special reference to health and illness, pharmaceuticals and clinical research; marginalisation and social exclusion; social demography; agrarian change; education and inequality.
Work in progress: Clinical research trials in India, Nepal and Sri Lanka; appropriate access to pharmaceuticals in Uganda, South Africa and India; Lower-caste political movements in India (with Hugo Gorringe).
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Members of Teaching Staff
Selected publications: (co-edited with Craig Jeffrey and Jens Lerche),
Development Failure and Identity Politics in Uttar Pradesh , (Sage, Forthcoming);
‘Authorship in multi-disciplinary, multi-national North-South research projects: Issues of equity, cap acity and accountability’ Compare (In press); (with Feyza Bhatti),
'Health and Fertility outcomes of education for poor women in Pakistan',
Comparative Education, ( 2012) 44 (2): 149166; (with Petra Brhlikova et al), ‘Trust and the Regulation of Pharmaceut icals: South Asia in a Globalised World’,
Globalisation and Health (2011) 7 (10); (with Patricia Jeffery & Craig Jeffrey), ‘Are
Rich Rural Jats Middle Class?’ In Rakha Ray & Amita Baviskar (Eds.), Elite and
Everyman: The Cultural Politics of the Indian Middle Classes (Routledge, 2011);
(with Nidhi Singal) ‘Inclusive Education in India: The Struggle for Quality in
Consonance with Equity’, in A. J. Artiles et al (eds.), Inclusive Education: Examining
Equity on Five Continents , pp. 161-183 (Harvard Education Press, 2011); (co-edited with Anthony Heath) Change and Diversity: Economics, Politics and Society in
Contemporary India , (Oxford University Press, 2010);
KEMP, Steve: Room 5.09, 5 th Floor, Chrystal Macmillan Building. Tel: 0131 650
3895.
E-mail: S.Kemp@ed.ac.uk
On sabbatical 2 nd semester 2013-2014
Research interests: Issues of progress in social scientific knowledge, risk and expert knowledge, the relationship between theory and research, theories of mess and complexity, social scientific theories o f ‘interests’.
Work in progress: Explorations of the significance of anomalies and contradictions in social science
Selected publications: ‘Questioning Contingency in Social Life: Roles, Agreement and Agency’ with John Holmwood, 2012, Journal for the Theory of Social Behaviour
(online first); ‘Interests and Structure in Dualist Social Theory: A Critical Appraisal of
Archer’s Theoretical and Empirical Arguments’, 2011, Philosophy of the Social
Sciences (online first); ‘Unpredictability and non-linearity in Complexity Theory: A
Critical Appraisal’, 2009, Emergence: Complexity and Organization, Vol. 11 No. 1
2009 pp. 84-93.
‘Saving the Strong Programme? A Critique of David Bloor’s Recent
Work’, 2005, Studies in History and Philosophy of Science , Vol. 36, No. 4, pp. 707-
720
KENNEDY, James: Room 6.28, 6 th Floor, Chrystal Macmillan Building. Tel: 0131
650 4250. E-mail: J.Kennedy@ed.ac.uk
Research interests: comparative/historical sociology; political sociology; nationalism and national identity; civil society and democratization, Scotland; Québec/Canada.
Work in progress: comparative historical sociology of American foreign policy and ethnonational settlements in East Central Europe (with Liliana Riga); comparative sociology of sub-state illiberal nationalisms; sociology of theories of nationalism.
Selected publications: Liberal Nationalisms: Empire, State and Civil Society in
Scotland and Quebec (McGill Queens University Press, 2013); ‘To Build a Notion:
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Members of Teaching Staff
US State Department Expertise and Postwar Settlements in 20 th century East Central
Europe’ (with L. Riga) Sociological Research Online 18(2) 2013; ‘A Liberal Route from Homogeneity? US Policymakers and the Liberalization of Ethnic Nationalists in
Bosnia’s Dayton Accords’ (with L. Riga) Nationalism and Ethnic Politics 19(2) 2013;
‘‘Putting Cruelty First’: Interpreting War Crimes as Human Right Atrocities in US
Policy in Bosnia and Herzegovina’ (L. Riga) Sociology 46(5) 2012; ‘Tolerant majorities, loyal minorities and ‘ethnic reversals’: constructing minority rights at
Versailles 1919’ (with L. Riga),
Nations and Nationalism 15(3) 2009.
MACINNES, John: Room 5.05, 5 th Floor, Chrystal Macmillan Building. Tel: 0131
651 3867. E-mail: John.Macinnes@ed.ac.uk.
Not available 2013-2014
Research interests: Relationship between sociology and demography; demographic roots of gender change; work-family relationships; nationalism and
'identity' in Spain and Britain.
Work in progress: The global reproductive revolution, and the gender consequences of declining mortality and fertility; the relationship between demography and sociology; comparative analysis of state, civil society and national
'identity' in Spain, Britain and the European Union; time use analysis as a sociological tool.
Selected publications: ‘Spain: Continuity and change in precarious employment’ in
Leah Vosko, Ian Campbell and Martha Macdonald (eds) Gender and the Contours of
Precarious Employment , Taylor and Francis, pp. 159176. ‘Work-life balance: three terms in search of a definitio n’ in C. Warhurst, D. R. Eikhof & A. Haunschild (eds)
Work Less, Live More? A Critical Analysis of the Work-Life Boundary . London:
Palgrave, pp. 44-61. ‘Population’ in B. Turner (ed) Handbook of Globalisation .
Palgrave (with J. Pérez Díaz). 2009 ‘The Reproductive Revolution’ Sociological
Review 57(2) 262-284. (with J. Pérez Díaz). ‘Demography’ in Bryan S Turner (ed)
The New Blackwell Companion to Social Theory , pp. 428-450. Oxford: Wiley-
Blackwell. (with J. Pérez Díaz). ‘La tercera revolución de la modernidad: la reproductiva’ Revista Española de Investigaciones Sociológicas , 122: 89-118. (with
J. Pérez Díaz). ‘Work, Well-being and the Double Burden’ in Family Formation and
Family Dilemmas in Contemporary Europe Gøsta Esping-Andersen (Ed), Fundación
BBVA: Bilbao, (with T. Nazio);
‘Where is the British National Press?’
British Journal of Sociology, 58(2) 185-206, (with M. J. Rosie, P. Petersoo, S. Condor & J.
Kennedy); ‘‘Low’ fertility and population replacement in Scotland’ Population, Space and Place , 13(1): 221, (with J. Pérez Díaz);; ‘Castells’ Catalan Routes: nationalism and the sociology of identity’ British Journal of Sociology 57(4) 677698; ‘Work-life balance in Europe: a response to the baby bust or reward for the baby boomers?’
European Societies 8 (2); ‘Mediating Which Nation(s)?: Citizenship and National
Identities In The ‘British' Press’’, Social Semiotics , 16 (2): 327-344 (with M. Rosie, S.
Condor, P. Petersoo & J. Kennedy).
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Members of Teaching Staff
MACKENZIE, Donald: Room 6.26, 6 th Floor, Chrystal Macmillan Building. Tel: 0131
650 3980. E-mail: D.MacKenzie@ed.ac.uk
Research interests : Sociology and social history of science and technology, with a current focus on applying perspectives from those fields to financial markets and the emerging markets in greenhouse-gas emissions permits. Previous projects have included research applying technology-studies perspectives to the elimination of nuclear weapons and work on social processes in the development and assessment of "safe" computer systems.
Selected publications: Statistics in Britain, 1865-1930: the Social Construction of
Scientific Knowledge (Edinburgh University Press 1981); The Social Shaping of
Technology , co-edited with Judy Wajcman (Open University Press, 1985; 2 nd Edition,
1999); Inventing Accuracy: A Historical Sociology of Nuclear Missile Guidance (MIT
Press, 1990); Knowing Machines: Essays on Technical Change (MIT Press, 1996);
Mechanizing Proof: Computing, Risk, Trust (MIT Press, 2001); An Engine, not a
Camera: How Financial Models Shape Markets (MIT Press, 2006); Do Economists
Make Markets: On the Performativity of Economics , co-edited with Fabian Muniesa and Lucia Siu (Princeton, 2007); Material Markets: How Economic Agents are
Constructed (Oxford University Press, 2009). For current work, http://www.sps.ed.ac.uk/staff/mackenzie.html
ORTON-JOHNSON, Kate : Room 6.25, 6 th Floor, Chrystal Macmillan Building. Tel:
0131 651 1230. Email: K.Orton-Johnson@ed.ac.uk
Research interests : Cultures of technology and technologies of culture. Sociology of new media and technology, Internet research & Innovative/online methodologies,
Cultures of learning and of technology use in Higher Education. Sociology of leisure and leisure technologies.
Selected publications: (2013) Rethinking Sociology in the Digital Age (Palgrave
Macmillan) (edited with Prior, N) (2012) Knit, purl, upload: digital mediations of craft Leisure Studies [online early edition available here ] (2011) Social research methods and open educational resources [available here ] (with Fairweather, I.) C-
SAP (Higher Education Academy's Centre for Sociology, Anthropology and Politics)
Discovering Collections of Social Science Open Educational Resources. (2010)
Ethics in online research; evaluating the ESRC Framework for Research Ethics categorisation of risk . Sociological Research Online 14(4) (2009) 'I've stuck to the path I'm afraid' Exploring student non-use of blended learning . The British Journal of
Educational Technology. Volume 40, Number 5, pp 837-847 (11) (2008) 'Give me a website and I'll wipe out a rainforest'. Student constructions of Technology and learning.
The International Journal of Learning. Volume 14 Issue 12 pp 161-166
(2007) The Online Student: Lurking, Chatting, Flaming and Joking.
Sociological
Research Online (shortlisted for the 2008 Sage Prize for Innovation and Excellence)
12(6) (2006) 'Using the Internet' (with Nina Wakeford and Katrina Jungnickel) in
Gilbert (ed) From Postgraduate to Social Scientist: A Guide to Key Skills. London
Sage.
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Members of Teaching Staff
PRIOR, Nick: Room 6.20, 6 th Floor, Chrystal Macmillan Building. Tel: 0131 650
3991. E-mail: n.prior@ed.ac.uk. Current Head of Sociology
Research Interests: Sociology of art and culture, popular music, urban sociology, digital technologies, museums, contemporary social/cultural theory, the work of
Pierre Bourdieu.
Work in progress: new media, digital culture, music technology.
Selected publications: Digital Sociology (Palgrave, 2012), co-edited with Kate
Orton-Johnson; ”Speed, Rhythm and Time-space: Museums and Cities”, Space and
Culture, 14.3, 2011: 197-
213. ”Critique and Renewal in the Sociology of Music:
Bourdieu and Beyond”, Cultural Sociology , 5:1, 2011: 121138. ”The Rise of the New
Amateurs: Popular Music, Digital Technology and the Fate of Cultural Production”, in
Culture: A Sociological Handbook , John R. Hall, Laura Grindstaff and Ming-cheng Lo
(eds), Routledge, 2010. “Software Sequencers and Cyborg Singers: Popular Music in the Digital Hypermodern”, New Formations , 66, Spring 2009; “Putting a Glitch in the Field: Bourd ieu, Actor Network Theory and Contemporary Music”, Cultural
Sociology , 2: 3, 2008; “OK Computer: Mobility, Software and the Laptop Musician”,
Information, Communication and Society , 11: 7, 2008.
RAFFEL, Stanley: 7/8 Buccleuch Place. Tel: 0131 650 3994.
E-mail: Stanley.Raffel@ed.ac.uk. Honorary Fellow
Research interests : Self-reflection, theories of justice, sociology of language, social interaction, postmodernism; contemporary theory; aesthetic reasoning
Selected publications : On the Beginning of Social Inquiry (with Peter McHugh, Alan
Blum and Dan Foss Routledge, 1974 'On Generosity', History of the Human
Sciences , 14(4) November 2001; Habermas, Lyotard, and the Concept of Justice ,
Macmillan 1992; ‘Imagination’, Human Studies , 27, 2004.’Peter McHugh’s Late
Work’ Human Studies, 33 2010‘’Assessing a Revolution: Baudrillard, Unproductive
Expenditure, and the Legacy of the 1960’s’ Cultural Politics Vol 6, no.3, 2010 ‘The
Everyday Life of the Self: Reworking Early Goffman’, Journal of Classical Theory
2012 ‘Birth and the End of Absolutes’ in Grenzer, Elke and Plecash, Jan Of
Indeterminate Birth Intellect Books, forthcoming, 2012
RIGA, Liliana: Room: Room 6.24, 6 th Floor, Chrystal Macmillan Building. Tel: 0131
651 1853. E-mail: l.riga@ed.ac.uk
Research interests: Race and ethnicity; sociology of assimilation; American ethnic/race relations; ethnic conflict and ethnic cleansing/genocide; ethnic displacement (refugees/IDPs); political sociology; comparative historical sociology
Work in progress: Grant proposal on ethnic displacement and post-ethnic cleansing reconstruction; book on The Americanization Movement in Contexts, 1890-
1924 and book with J. Kennedy, Universalizing Diverse Democracy. American
Liberalism and Postwar Settlements in 20 th
Century East Central Europe
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Members of Teaching Staff
Selected publications: The Bolsheviks and the Russian Empire (New York:
Cambridge University Press, 2012); (forthcoming, October 2012) “‘Putting cruelty first’: interpreting war crimes as human rights atrocities in US policy in Bosnia and
Herzegovina” (with J. Kennedy) (Oct 2012) Sociology (forthcoming, 2013) “Ethnic cleansing” Chapter in International Encyclopaedia of the Social and Behavioural
Sciences (IESBS) 2 nd Edition, Oxford: Elsevier; ‘Tolerant majorities, loyal minorities an d ‘ethnic reversals’: theorizing the construction of minority rights at Versailles
1919’ (with J. Kennedy) Nations and Nationalism 15(3) 2009: 461482; ‘The Ethnic
Roots of Class Universalism: Rethinking the ‘Russian’ Revolutionary Elite’ The
American Journal of Sociology 114(3) 2008: 649-705, awarded Honorable Mention in
2009 for Best Article in Comparative Historical Sociology from the American
Sociological Association
ROSIE, Michael : Room 3.02, 3 rd Floor, 56 George Square. Tel: 0131 651 1651.
E-mail: m.j.rosie@ed.ac.uk
Research interests: Political and historical sociology; Scottish society and politics; religious identity in modern 'secular' societies; nationalism, national and local identities; religion and political behaviour; the politics of prejudice; the sociology of political protest.
Work in progress: the 2014 Scottish Referendum; comparative analyses of national identities in the UK; religiosity, irreligion and ‘social values'; protests and protest policing.
Selected publications:
'Immigration, Nationalism and Political Parties in Scotland' (with Eve Hepburn), in
Hepburn & Zapata-Barrero (eds), The Politics of Immigration in Multi-level States:
Governance and Political Parties , Palgrave, 2014; 'Outside the Hothouse:
Perspectives Beyond the Old Firm', in Flint & Kelly (eds), Bigotry, Football and
Scotland , EUP, 2013; '"We will facilitate your protest": Experiments with Liaison
Policing' (with Hugo Gorringe), Policing: A Journal of Policy and Practice , 2013; 'Who
Are You? National Identity and Contemporary Return Migrants in Scotland' in
Varricchio (ed), Back to Caledonia: Scottish Return Migration , John Donald, 2012;
'Areas cannot be selective: Caithness and the Gaelic Road-Sign Saga', Scottish
Affairs 80, 2012.
STANLEY, Liz: Room 6.22, 6 th Floor, Chrystal Macmillan Building. Tel 0131 651
3139. Email: liz.stanley@ed.ac.uk
Current Research - ESRC Professorial Fellowship 2013-2016 : I hold a 3 year
ESRC Professorial Fellowship on ‘Whites Writing Whiteness’. The project at the core of this is concerned with how social change over a long period of time can be mapped and analysed. The focus is on South Africa over the period from the 1770s to the 1970s, and changing ideas, mores and social prac tices concerning ‘race’ and ethnicity. The data-source is composed by letters, diaries and other auto/biographical writings located in South African family archives written over the 200 year timeperiod being investigated. The research explores how ‘whiteness’ and its presumed
Others was re/configured over this lengthy period, through carrying out a Qualitative
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Members of Teaching Staff
Longitudinal Research (QLR) investigation of how and in what ways social change happens at a micro-social level, and whether and to what extent the micro-social interfaces with macrolevel ‘Big Changes’.
Previous Research – Olive Schreiner Letters Online : Funded by the ESRC, this research project was concerned with (a) transcribing and publishing the letters of the feminist writer and social theorist Olive Schreiner – see Olive Schreiner Letters
Online at www.oliveschreiner.org
; and (b) research and theorising the content of
Schreiner’s letters and also their form and so contributing to theorising the epistolary genre.
Research interests: Sociological theory; feminist theory & methodology; historical sociology; sociology’s construction of ‘canonical knowledge’ & radical alternatives to this; memory and commemoration; using ‘documents of life’, including letters & correspondences, in sociological research; the ‘narrative turn’ & its consequences.
Selected publications: Indicative publications include: (eds, 2014) The World’s
Great Problem: Olive Schreiner’s South African Letters
Cape Town: Van Riebeeck
Society (with Andrea Salter); (ed, 2013) Documents of Life Revisited (Farnham:
Ashgate); (2012) “Simone de Beauvoir’s ‘The Useless Mouths’”, Translated &
Introduced by Liz Stanley & Catherine Naji in Simone de Beauvoir’s Literary Writings
(vol 2 of the comple te Beauvoir) Illinois University Press; (2012) “‘I just express my views & leave them to work’: Olive Schreiner as a feminist protagonist in a masculine political landscape with figures and letters” Gender and History 24:3, pp.677-700
(with Helen Dampier); (2011) “The domestication of death: The sequestration thesis and domestic figuration” Sociology 45,6, 94762 (with Sue Wise); (2010) “Olive
Schreiner globalising social inquiry: a feminist analytics of globalization” (with Helen
Dampier and Andrea Salter) Sociological Review 58: 6567; (2008) “It has always known and we have always been other: Knowing capitalism and the ‘coming crisis’ of
Sociology”
Sociological Review 56: 535-51.
STURDY, Steve: Science, Technology and Innovation Studies, Room: 3.09, St
John's Land, Moray House, Tel: 0131 651 4747. E-mail: S.Sturdy@ed.ac.uk
Head of Science, Technology and Innovation Studies
Principal interests: History of 19th- and 20th-century medicine and medical science, especially the relationship between knowledge, practice and policy. Work in progress: The politics of genomic medicine 1980-2010; the role of scientific expertise in the development of medical policy in Britain, 1900-1920; the development of scientific medicine in the Edinburgh medical school, 1900-1930.
Selected publications: R. Cooter, M. Harrison and S. Sturdy (eds.); War, Medicine and Modernity (Stroud: Sutton Publishing, 1998); 'Science, scientific management and the transformation of medicine in Britain c.1870-1950', History of Science , vol.
36 (1998) (with Roger Cooter); R. Cooter, M. Harrison and S. Sturdy (eds.) Medicine and Modern Warfare (Amsterdam: Rodopi. 1999); Medicine, Health and the Public
Sphere in Britain 1600-2000 (London: Routledge, 2002) (ed); Steve Sturdy,
“Knowing cases: biomedicine in Edinburgh, 1887-1920”, Social Studies of Science ,
37 (2007), 659689; Steve Sturdy, “Looking for trouble: medical science and clinical practice in the historiography of modern medicine”, Social History of Medicine , in press.
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Members of Teaching Staff
VIRY, Gil: Room 2.03, 58 George Square. Tel: 0131 651 5768. E-mail:
Gil.Viry@ed.ac.uk
Research interests: The links between spatial mobility and family, personal and family networks, spatial mobility over the life course, spatiality of the family, social network analysis, quantitative methods in social sciences. At the University of
Edinburgh, Gil is currently working on two large collaborative research projects: (1) the second wave of the survey ‘Job Mobilities and Family Lives in Europe’ about the interactions between jobrelated spatial mobility and the private sphere; (2) ‘Social
Capital and Family Processes As Predictors of Stepfamily Outcomes’ exploring the spatiality and relational dynamics of stepfamilies in Switzerland. Gil’s research at the
University of Edinburgh falls more particularly into two areas: (1) ways individual practices of spatial mobility are experienced over the family life course; (2) changes in family networks in relation to spatial mobility trajectories.
Selection publications: Viry, G., Vincent-Geslin, S. (2013). Under which conditions can intensive commuting be a way of life? In: C. Aybek, J. Huinink, R. Muttarak
(eds.) Spatial Mobility, Migration, and Family Dynamics. Dordrecht: Springer. Viry, G.
(2012). Residential mobility and the spatial dispersion of personal networks: effects on social support. Social Networks
(see full text: http://dx.doi.org/10.1016/j.socnet.2011.07.003
). Viry, G. Widmer, E. D.
Kaufmann, V. (2010). Does it matter for us that my partner or I commute? Zeitschrift für Familienforschung, 22. Jahrg., Heft 2, pp. 149-170. Viry, G. Hoffmeister, H.
Widmer, E. D. (2010). Early life course relocation: Effects on motility, mobility, and social Integration. In: Collet,B. Schneider, N. Mobile Living across Europe, Volume II.
Causes and consequences of job-related spatial mobility in cross-national perspective. Leverkusen-Opladen: Barbara Budrich.
WEBB, Janette: Institute of Governance, S2, Chisholm House, High School Yards.
Tel: 0131 650 3987. E-mail: Jan.Webb@ed.ac.uk
Research interests : Economic sociology, markets and organisations; social divisions, inequality and social conflict. Current work: organisations and identities; organisational responses to climate change in public and private sectors; gender relations and occupations.
Selected publications : 'Seduced or Sceptical Consumers? Organised Action and the Case of Fair Trade Coffee', Sociological Research Online , 12, 3, 2007 www.socresonline.org.uk/12/3/5.html http://www.socresonline.org.uk/12/3/5.html
Organisations, Identities and the Self , Palgrave, 2006. ‘Organisations, self-identities and the new economy’, Sociology , 38, 2004. The Changing Politics of Gender
Equality in Britain , Palgrave (edited with Breitenbach,E, Brown,A, and Mackay,F),
2002.
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Members of Teaching Staff
WILLIAMS, Robin: Science, Technology and Innovation Studies, Room 2.10 Old
Surgeons' Hall, High School Yards. Tel: 0131 650 6386/7. E-mail:
Robin.Williams@ed.ac.uk
Director of the Institute for the Study of Science, Technology and Innovation
Principal interests: I have wide-ranging interests in the sociology of technology. I am keen to advance understanding of the social shaping of technology, combining conceptual advances and detailed empirical studies to capture the dynamics of innovation particularly in relation to issues such as expertise formation, promissory work and the new knowledge infrastructures of technological change. My personal research has focused upon the influence of technical specialists, decision makers and users in shaping the development, implementation and use of information and communication technologies (ICTs) across various settings including i) the biographies of packaged software, ii) ICT standardisation and innovation, iii) wireless/mobile and future internet technologies, iv) information infrastructures v) ehealth, and vi) e-science/ e-research – linked to the social informatics cluster at
Edinburgh. A growing research strand on innovation in Life Science Technologies and its anticipatory governance (as Innogen Co-
Director) informs an interest in ‘new and emerging science and technology’ (Genomics, Bioinformatics and
Nanotechnologies).
Selected publications: As well as over 70 articles, my books and edited collections include: Software and Organisations: The Biography of the Enterprise-Wide System - Or how SAP Conquered the World , (2009 with Neil Pollock), Social Learning in
Technological Innovation: Experimenting with Information and Communication
Technologies , (2005 with James Stewart, Roger Slack), Shaping Technology, Guiding
Policy: Concepts, Spaces and Tools , (2002 edited with Knut H. Sørensen), Exploring
Expertise: Issues and Perspectives , (1998, edited with Wendy Faulkner and James
Fleck), The Social Shaping of Information Superhighways: European and American
Roads to the Information Society , (1997 edited with Herbert Kubicek and Bill Dutton),
Expertise and Innovation: Information Technology Strategies in the Financial Services
Sector, (1995 with Robin Fincham et al.)
WOODMAN, Sophia: Room 2.03, 58 George Square. Tel : 0131 651 4745
E-mail : Sophia.Woodman@ed.ac.uk
Research interests : Citizenship, human rights and social movements in contemporary China; political sociology and social movements, particularly transnational movements; constitutionalism, law, politics and governance in modern
China; gender and the state; asymmetry and formal autonomy in state systems; migration and translocality.
Work in progress : Local citizenship and socialized governance: a new framework for citizenship in contemporary China; internal migration and citizenship in China; local citizenship in regional autonomy systems.
Selected publications : Ghai, Y. and Woodman, S (eds). 2013. Practising Selfgovernment: A Comparative Study of Autonomous Regions . Cambridge: Cambridge
University Press; Woodman, S., and Ghai, Y. 2013. Comparative perspectives on institutional frameworks for autonomy. In Practising Self-government ; Potter, P. and
Woodman, S. 2012. Boundaries of tolerance: Charter 08 and debates over political reform. In Liu Xiaobo, Charter ’08 and the Challenges of Political Reform in China, edited by JeanPhilippe Béja, Hualing Fu and Eva Pils. Hong Kong University Press;
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Members of Teaching Staff
Woodman, S. 2012. Market logics, gender discrimination and economic liberalization in China. In Gender Dimensions of Coordinated Compliance with Trade and Human
Rights: Conference Proceedings , edited by Pitman B. Potter and Heather Gibb.
North South Institute, Ottawa; Woodman, S. 2011. Law, translation and voice: the transformation of a struggle for social justice in a Chinese village. Critical Asian
Studies 43, 2: 185-210; Ghai, Y., Woodman, S., and Loper, K. 2010. Is there space for “genuine autonomy” for Tibetan areas in the PRC’s system of Nationalities
Regional Autonomy? International Journal of Minority and Group Rights , Vol. 17:
137-186; Ghai, Y. and Woodman, S. 2009. Unused powers: autonomy legislation in the PRC. Pacific Affairs 82, 1: 29-46.
YEARLEY, Steve:
Genomics Forum, St John’s Land.
Tel 0131 651 4747. Email Steve.Yearley@ed.ac.uk.
Research interests : My main interests are a) in the sociology of environmental issues and of the environmental movement and b) in the sociology of science and expertise. I have a particular fascination for areas where these themes overlap, for example in studies of public controversies over the desirability of GM food and crops, and in debates over the 'reality' of global warming. I am also involved in research on public engagement in environmental policy issues and have recently started a collaborative project on public engagement with biodiversity in European zoos and, through the Genomics Forum, have interests in sociological studies of the new life sciences, genomics and the human genome.
Selected publications : Making Sense of Science: Understanding the Social Study of Science , London: Sage, 2005; The SAGE Dictionary of Sociology (with Steve
Bruce), London: Sage, 2006; Cultures of Environmentalism: Empirical Studies in
Environmental Sociology , Basingstoke: Palgrave-Macmillan, 2009.
.
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Career Options
– What next after Graduation
Career Options - What next after Graduation?
Considering your honours course options? Graduation may seem a long way off, but now is also a good time to start thinking about what you want to do after university- and what you can do now to help you get there.
Maybe you are already considering moving into employment, undertaking further study, finding an internship, travelling, volunteering, starting your own business or something else entirely! You might have some firm ideas at this point or no ideas whatsoever.
Making informed decisions about your future takes time and effort but your Careers
Service is here to support you through the process, whatever stage you are at. To dispel a few myths: you do not need to know what you want to do to use the service and we do not deal solely with graduate training schemes; in fact, you may be surprised at just how much we cover:

Full range of talks and workshops - and look out for the range of careers fairs - from the ‘More than Profit’ fair to graduate recruitment fairs, virtual fairs and post graduate fairs!

Campus visits from a wide range of employers

Information on 1000+ careers online and in our centre

Individual guidance interviews - impartial, confidential discussions which focus on you

Daily (during semester time) drop-in sessions for quick queries, no appointment needed

Quick careers coaching at Chrystal Macmillan - look out for the email!

Feedback on CVs and application forms
 ‘Mock’ interviews - a chance to practise your skills and get feedback

SAGE database of semester-time, vacation time, one-off, voluntary and graduate vacancies in the UK and overseas

Talks on postgraduate study, here and in the USA

Information on the destinations of previous Sociology graduates
For more details on the above, and everything else we do, check out our website www.ed.ac.uk/careers or feel free to come and browse round the centre on the third floor of the Main Library Building. There is a lot of support available to you so make sure you take full advantage!
Career Planning Session : Wednesday 20 November 2013, 2pm, Staff Common
Room
I look forward to meeting many of you at the above presentation and over the course of your studies. Best wishes for the coming year,
Kay Barbour
Careers Adviser, Social and Political Science
Email: Kay.Barbour@ed.ac.uk
Tel: 0131 650 4670
Tel: 0131 650 4670
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What you need to do by when
One of the transferable skills you are learning is time management! Plan ahead to avoid bottlenecks when several pieces of work need handed in.
SINGLE HONOURS IN SOCIOLOGY: Deadlines in Senior Honours may change.
You will be notified of any such changes. Remember that deadlines for assessed work for courses taught outwith Sociology may differ.
First Semester
Week 2
Week 5 or 7
9th December 2013
9 th -20 th December 2013
Second Semester
Week 1
(of Senior Honours)
Week 2
(of Junior Honours)
Deadline for withdrawal from optional courses is Friday
Submit short course assessment (check course manual)
Submit essays for examination
Examinations
Submit final Project Report for examination*
Register Project** by end of Week 2
Week 2
Week 5 or 7
Week 12
Week 12
Week 12
28 th April 2014
Deadline for withdrawal from optional courses is Friday
Submit short course assessment (check course manual)
Submit Project research proposal to your supervisor**
Complete ethical audit for Project**
Joint Honours Students must commit to the Sociology Project or withdraw**
Submit essays for examination
Examinations period will be 28 th April – 23 rd May 2014
*Senior Honours Only
**Junior Honours Only
The dates and deadlines given for Single Honours also apply to Joint and ‘With’ degrees, but only for courses and Projects within Sociology. Remember that deadlines for assessed work for courses taught outwith Sociology may differ.
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