An investigator at a crime scene An investigator at a crime scene

Available with:

  • Foundation Year

Course Summary

Criminology at Chester prepares you for a career in one of the largest growing areas of employment as you explore the relationship between society, the individual, crime, harm, punishment, victimisation, rights, and justice. 

We explore the relationship between criminological theories and criminal justice policies and practices. On this dynamic and diverse transdisciplinary course, you will gain an understanding of a range of Psychological and Sociological perspectives on society's current key challenges, such as social inequality, and crime, harm and justice case studies that occur nationally and internationally. 

Through our wide-ranging backgrounds and expertise, and in ensuring a rich interdisciplinary approach, we work to expand your criminological and victimological imagination. You can tailor your study to reflect your interests and develop areas of specialism. We encourage you to engage in independent learning and thought, and we equip you with the skills needed to find, retrieve and analyse an array of materials such as expert-led research, public and voluntary sector reports, personal testimonies, and documentaries. 

Tutors are experienced and dedicated researchers and educators with sector experience and developed links with criminal justice agencies including youth justice service and local constabularies, local authorities and community and voluntary sector groups, ensuring that your learning is underpinned by real world knowledge and experience. Our knowledge, experience and networks ensure that your learning is underpinned by real-world developments and links with agencies provide opportunities for you to experience guest lectures by experts, and gain specialist placements and voluntary experience. 

Why you'll Love it


What You'llStudy

Module content:

  • Reading and writing critically.
  • Constructing and evaluating an argument.
  • Note-taking techniques for reading and listening.
  • Understanding plagiarism and academic integrity.
  • Introduction to reflective practice.
  • Preparing for, and delivering, powerpoint presentations.
  • Referencing and citation.
  • Summarising and paraphrasing written sources.
  • Literature searching.
  • Report writing.
  • The culture and expectations of higher education.
  • The assessment process including the role of assessment criteria and feedback.
  • The nature of research journal publishing.

Whilst much of the content above is generic, students will be encouraged to situate skills within the context of the undergraduate discipline they are entering, which leads to some variation in emphasis for certain skills.


Module aims:

1.To raise awareness of the range of study skills required for successful higher education studies, including the process of academic writing, reading strategies, seminar skills, organisation of time and materials, planning for and meeting deadlines, understanding and responding to feedback.

2. To introduce students to concepts such as plagiarism, academic integrity and appropriate use of artificial intelligence tools.

3. To facilitate an effective transition into higher education by exploring, and providing guidance in, the key elements of successful undergraduate studentship including students' understanding of taking responsibility for their own learning.

4. To teach students how to undertake a literature, visual or data review for their discipline and be able to differentiate between a valid, reliable source and an unsubstantiated or irrelevant source.  

Module content:

  • Research and planning skills.
  • Becoming familiar with topics that comprise their undergraduate degree subject.
  • Developing a knowledge base for a discipline of study.
  • Identifying areas of interest.
  • Application and development of critical analytical skills.
  • Development of self-directed study.
  • Use of learning resources.

Module aims:

1. To develop students' skills in planning and writing an essay.

2. To familiarise students with the process of tutor supervision for a written piece of work.

3. To give students an opportunity to focus on a topic within their undergraduate degree subject.

4. To write a piece of work that allows the student to broaden and deepen knowledge on a topic of their choice.

5. To prepare and deliver an academic poster presentation outlining the student's research topic.

Module content:

  • Society, social structures and socialisation 
  • Social scientific ideas, theories and ‘lenses’ on society 
  • Social scientific research and basic research methods  
  • Digitalisation of society, smartphone technology and social media platforms 
  • Consumerism and consumer culture – definitions, impacts and debates 
  • Inequalities related to gender, social class, ‘race’ and ethnicity, and LGBTQ+ communities 
  • Social issues and problems related to knife crime, riots and uprisings, prostitution and sex work   
  • Social justice, power and movements for social change

Module aims:

1. To examine contemporary society from some key perspectives of social science.

2. To introduce students to research in the social sciences.

3. To introduce students to contemporary themes and issues in the social sciences.

 

Module content:

 

  • Introduction to fundamental principles and basic structure of the English Legal System
  • Sources of law
  • Key legal personnel
  • Concepts of criminal law and the Criminal Justice System
  • Principles of the Tort of negligence and bringing an action in a civil court

Module aims:

 

  1. To introduce students to the fundamental principles and basic structure of the English Legal System
  2. To enable students to develop awareness of key principles, legal institutions and areas of law in the English Legal System
  3. To gain an understanding of the role of legal personnel
  4. To develop basic knowledge of areas of legal learning, namely criminal law and the law of negligence
  5. To begin to develop key skills in the context of legal research, critical evaluation and legal problem solving

Module content:

How do we define a crime? How do we understand what causes crime? How does criminal behaviour affect individuals and society as a whole and how does society respond to criminal behaviour?

This module introduces students to fundamental debates surrounding the questions above, and more. Indicative content includes: 

  • The meaning and scope of criminology
  • Defining and measuring crime
  • The effects of crime
  • Explanations for and causes of crime
  • Responses to crime and the role and functions of the Criminal Justice System

Module aims:

This module has been designed with the specific aim of enabling students to understand criminology in a realistic and contextualised manner.  By the end of the module students will be able to answer key questions about what is meant by crime and will appreciate trends in criminal behaviour and who criminals are.   Students will have an overview of the criminological theories and the question of why people commit crime. Students will understand criminology to be a scientific form of study which cuts across the disciplines of sociology, psychology and law.  Students will be able to analyse social, philosophical and legal issues relating to crime, criminal justice and social policies.

Module content:

  • An introduction to creative and critical thinking concepts
  • Considering credibility; belief and truth
  • Identifying how language is used for persuasion
  • Identifying how image is used for persuasion
  • Recognising how media is used for manipulation
  • An introduction to advertising and marketing techniques
  • Representation and misrepresentation of data
  • Applying critical thinking skills to contemporary media and technology

 


Module aims:

1. To introduce approaches to analytical and critical thinking.

2. To develop an understanding of critical thinking when applied to language, image, traditional and online media.

 

You will enhance your understanding of key ideas about how crime and deviants are understood and responded to by criminologists, psychologists and sociologists, the criminal justice system and wider society. Key areas include youth justice and knife crime, forensic psychology and domestic violence, as well as crime histories, terrorism and dark tourism.

Module content:

This module introduces students to the complex interrelationships between media, representation and society. As Stuart Hall argues, mediated forms of representation are not simply depictions of reality, they are constitutive of social meaning and reality. The module offers students:

  • An introduction to academic theories and concepts of representation;
  • An introduction to the relationship between media representation and power, and an understanding of the role that media representation plays in shaping social issues and inequalities;
  • A consideration of how media shapes social identities, perceptions and realities in ways that go beyond simplistic models of media ‘effects’.

The module offers case studies of representations generated across a range of media sites, including television, film, literature, advertising, online news and magazines, YouTube, and social media. Students are given the opportunity to analyse the role of representation in relation to a range of contemporary social issues. The module also encourages students in the development of key study skills commensurate with Level 4, such as critical skills, independent research skills and academic writing skills. 

Indicative content

Part one of the module focuses on key academic works by media theorists such as Stuart Hall, Richard Dyer, bell hooks, Rosalind Gill, Andy Medhurst, Imogen Tyler, and Roger Silverstone. Indicative topics covered include:

  • What is representation?
  • Why does it matter?
  • Audiences
  • Othering
  • Stereotypes and comedy
  • Objectification and commodification
  • Representing ‘reality’
  • Self-representation.

The second half of the module explores in detail the role of media representation in shaping social issues, examining how media representation can be used to construct, heighten, or potentially resist forms of social inequality. Indicative topics may include:

  • Welfare and poverty
  • Body image
  • Screen violence 
  • Immigration
  • Sex and relationships

Module aims:

The module aims to:

  1. Introduce the complex interrelationships between media, representation and society;
  2. Explain academic theories, concepts and contemporary debates related to media, representation and society;
  3. Enable understanding and appropriate employment of specialist academic terminology;
  4. Facilitate independent analysis of the role of representation in relation to a range of contemporary social issues.
  5. Develop awareness of how specific representations are located within frameworks of power and social inequality.

Module content:

The content of this module fulfils two functions. First, to introduce students to the breadth of criminological scholarship, providing a pathway into the discipline by identifying and exploring key debates and ideas. These will include such issues as the nature of 'crime', its distribution and patterning, major conceptual paradigms, the effects of crime as well as a range of criminal justice challenges such as victimisation. 

In addition, the module also places an emphasis on developing academic and transferable skills, encouraging students to develop beyond the preceding sections of the education system by placing an emphasis on the requirements of independent learning and practical means of getting the most out of higher education. In so doing, it also encourages students to reflect upon how their developing academic skills might transfer over into purposeful and rewarding forms of employment. 


Module aims:

Foundations in Criminology and Criminal Justice is a core module on the level 4 programme in criminology. It is intended to give students a comprehensive introduction to the key issues and debates in criminology that they will develop in levels 5 and 6 of their degree. Students will consider how crime is constructed, perceived and responded to within society. They will explore the interrelationships between crime, social problems and their context. The module is designed to provide students with a basic understanding of subject knowledge and to develop a range of key skills, including research, scholarship and academic practices, thus enabling students to identify, summarise and comment upon a variety of subject matters in a criminological manner, and to organise and articulate ideas and arguments. This module also requires students to consider their own academic and professional skills, and how (and in what ways) this will/can be developed.

Module content:

This module offers a critical excursion of theory, legislation, policy and practice in the domain of contemporary youth justice.

Broadly, this module introduces and develops learner’s thinking around themes of: 

  • A historical mapping to determine the antecedents of contemporary youth justice approaches.
  • A critical investigation into the social construction of ‘children’ and ‘youth’ and an interrogation of knowledge claims made about young people and crime (e.g. constructions and reconstructions of 'youth cultures' and crime, young people and ‘gangs’). 
  • An analysis of theories and perspectives such as ‘developmental’ and ‘life course’ perspectives, ‘positivist’ approaches, ‘radical’ and ‘realist’ perspectives and ‘(sub)-cultural’ theory.
  • An evaluation of young people within the criminal justice system as both offenders and victims of crime.
  • A critical exploration of contemporary policy and legislation (e.g. Crime and Disorder Act 1998).
  • An in-depth appreciation of youth justice work, the activities of criminal justice professionals and the wider children’s workforce.

Specifically, this module deals with:

  • An introduction to criminological explanations of youth offending and victimisation
  • Current legislation and policy climate
  • Measuring youth offending
  • Challenging the criminalisation of young people and critically reviewing alternative approaches and discourses of ‘youth crime’.
  • Policing young people
  • Prosecuting young people
    (Police, CPS, Courts, Panels)
  • Custody and Young People
  • Community Punishments and Young People
  • Young People and Restorative Justice
  • Intervention Projects and Programmes

Module aims:

This module provides students with a critical insight into criminal justice and societal responses to children and young people in conflict with the law. The subject of young people and deviance is one which frequently attracts substantial public, political and media attention and so this module aims to provide students with the key skills to develop an alternative assessment of the ‘youth crime problem’.

Students will engage with relevant theoretical and conceptual underpinnings in their assessment of approaches and responses to youth crime and offending as well as the policy and practice implications (e.g. welfare, justice, punitiveness, diversion, prevention).

Module content:

Underlying the module is an exploration of the role of policing within liberal democratic society. It will critically analyse the developments in policing and the police and detail the complex policy environment, theories and research on police and policing. This analysis will continue and evaluate policing institutions and operations in the UK and elsewhere with reference to their legal, political, social and cultural implications.


Module aims:

The study of policing has become one of the most contested and debated areas of criminology This module evaluates the historical, comparative, and contemporary development and nature of policing within a broader understanding of the socioeconomic, cultural, and political changes of the last half-century. It provides an assessment of historical and comparative perspectives; dissects and reflects upon the politics of the police, critically reviews areas of doing policing, and explores contemporary debates. 

Within the module, students explore the role of the police and contemporary policing in society and its impacts. This will be reviewed within the context of the emergence, development, and contemporary transformation of policing in regional, national and international settings. We will evaluate the aims, functions, models, and cultures of contemporary policing, the marketisation of policing services, police powers, and accountability. The relationship between law, governance/regulation, and social order will also be explored. Major developments in contemporary policing will be appraised and students will evaluate future prospects for policing modern society. 

Module content:

This module engages students in socio-structural debates around the history and development of crime, harm and justice in the western world. It spans the last 2000 years, looking back to Roman Britain, through the 'Dark Ages' and the medieval period into the beginnings of western modernity, the age of European Empires and the development of liberal democracy and/or capitalism. 

In the process, students will explore the relationship between crime, justice and society through ideas like social contract theory, the changing form and nature of crime during the long run of western history, the obsolescence and emergence of crime forms, the connections between crime and social structure (politics, economy, culture), comparisons with other parts of the world, the concomitant development of judicial/penal systems and the parallel development of criminological scholarship.


Module aims:

The module is designed to aid level 4 students in developing their subject affiliation by focusing on the history and development of crime and justice. The approach taken by the module allows students to explore the connections between socio-historical structures and the sequential emergence and obsolescence of different forms of criminal offending and of judicial processes. These connections will encourage students to demonstrate an understanding of social, political and economic history, inducting them into the structural debates at the heart of their chosen discipline. 

In the process, students will practice skills vital to success throughout the long run of the programme by undertaking critical evaluation of diverse sources, engaging in historical debates about the nature and origins of crime and justice and exploring the influence of key historical figures.

Module content:

This module is intended to provide level 4 students with an introduction to Forensic Psychology & Criminal Justice. In this module, you will gain further knowledge about how criminologists theorise crime, who commits crimes, and how. This module scrutinises how investigative methods have evolved and influence the detection and management of criminality alongside courtroom procedures and ethics. Forensic psychology brings a heavy psychological application to criminology as we consider topics such as the influence fear of crime has on the general populace, prisoner mental health, prison-based therapeutic communities as a form of rehabilitative treatment, and the trustworthiness of memory recall in eyewitness testimonies. 


Module aims:

This module critically engages learners in the study of forensic psychology and criminal justice through an in-depth appreciation of custodial and community sanctions. In doing so, the contemporary academic, political, legislative and policy contexts of criminal behaviour, forensic assessment, the psychology of law enforcement and the legal system, correctional psychology, victimology, and ethical treatment are investigated in this module. Each of these aspects are investigated through a critical academic lens that aims to scrutinise our understanding, investigation, and management of criminality.

In Year 2, you will explore the relationship between the state, corporate crime, genocide, and human rights; dangerous, risk, psychiatry and mental health; and harm and victimisation. You will also have opportunities for work placements and study abroad to enhance your career readiness.

Module content:

Part A:      

Preparation for Experiential Overseas Learning will take place at the university of Chester during level 5 and will include:  

  • The multiple facets of Global citizenship
  • Ethical engagement and practice
  • Cross-cultural issues and sensitivity
  • Intercultural communication

Theories, models and strategies of learning

  • Theories and models Intercultural competence
  • Theories and models of Integration and Multiculturalism
  • Critical thinking skills and models of Reflection
  • Experiential learning models
  • Self-directed experiential learning

Personal and placement-related skills

  • Enhanced independence
  • Improved command of multicultural behaviour
  • Increased knowledge and confidence in their individual facets of personal identity
  • Effective time management and organisational skills
  • Project management – working away from University and independent study
  • Self-management and personal development
  • Team building and team work

Part B:            Overseas

Students will engage in experiential learning activities overseas for at least 150 hours 


Module aims:

The purpose of this module is to enhance students’ prospects of completing an overseas placement to the best of their ability consequently it aims to:

  • To equip participants with appropriate knowledge and skills to study or work in a different cultural, linguistic and/or social environment; enhancing ethical, cultural and intercultural awareness.
  • To enhance students understanding of the ethical issues related to living and working abroad.
  • To increase students Global Citizenship skills
  • To provide an opportunity for students to reflect critically on their experience of living and learning within an unfamiliar culture, to their 'home' culture or ethnic group.

To challenge students to learn about themselves as global citizens in terms of life skills, career choices and academic development outside the classroom.

Module content:

Preparation for the year abroad will take place in Chester during level 5 and will include:

  • Cross-cultural issues and sensitivity
  • Host-country orientation, study methods– economic, political and social reality of the country
  • Orientation specific to exchange – health, education, gender issues
  • The United Nations Sustainable Development Goals
  • Practical matters relating to living and studying in the wider world

Theories, models and strategies of learning

  • Critical thinking skills, experiential learning       and models of reflection

Personal and placement-related transversal skills

  • Effective self-motivation and independent resourcefulness
  • Effective time management and organisational skills
  • Project management – working away from University and independent study
  • Self-management and personal development

Whilst abroad:

Students will undertake study at one of UoC’s partner universities; it is expected that students will choose a series of modules at the university abroad, which equal a full-time study load. This must be agreed by the host institution and the International Tutor. Students must supply details of their courses/modules on a learning agreement within 4 weeks of arrival at the host university, note students who fail to supply this within 4 weeks may have the opportunity withdrawn.


Module aims:

  1. To experience academic life in country outside of the EU, enhancing cultural and intercultural awareness and increasing transversal skills.
  2. To reflect on the impact of the experience in their destination on one’s own personal, academic and professional development.
  3. To engage with the experience of study at a partner university to gain extensive first-hand knowledge and understanding of the relevant society from the perspective of the resident.
  4. To further develop independent learning techniques.
  5. To foster critical evaluation.

Module content:

  • Foundations of research - ontology, epistemology, methodology
  • Philosophy of the Social Sciences - Positivist, Interpretivist and Critical Philosophy.
  • Methodology of the Social Sciences - Qualitative, Quantitative and Participatory Action methodologies.
  • Ethics of the Social Sciences.
  • Research Design in the Social Sciences - developing research questions; objectives, aims and hypotheses, literature review, sampling, correlation.
  • Research Methods in the Social Sciences - archives, documents, surveys, observation, focus groups, interviews, ethnography, visual methods, evaluation research, PAR, dialogue.
  • Analysis - statistics; contextual, content, narrative and discourse analysis; triangulation; implementation.
  • Writing and dissemination of research.

Module aims:

This module is designed:

  • To introduce students in the Social and Political Sciences to the foundations of social scientific enquiry.
  • To enable such students to distinguish between, and to apply, a variety of ontological, epistemological and methodological approaches.
  • To enable students to assess the strengths, weaknesses and 'fitness for purpose' of research methodologies and methods.
  • To enable students to understand the significance of, and to choose between, the methods of the social sciences in a variety of contexts.
  • To make students aware of the significance of ethical practice when planning and conducting research.
  • To enable students to choose between different forms of research analysis.
  • To enable students to critique research and to select different forms of research design.

 

Module content:

  • Classical & Positivist Criminology 
  • Biological  Criminology 
  • Chicago School and Environmental Theory 
  • Anomie and Strain Theory 
  • Subcultural Theory 
  • Labelling Theory 
  • Realist Perspectives 
  • Gendered Criminology 
  • Cultural Criminology
  • Peace-making Criminology 
  • Public Criminology 
  • Zemiology and Social Harm 
  • Contemporary Developments in Criminology

Module aims:

This core module is designed to develop discipline-specific abilities in the competent use of criminological theory and concepts to understand crime, victimisation and responses to crime and deviance.  It is intended to:

  • Provide students with a comprehensive grounding in the varieties of criminological theory.
  • Familiarise them with the different assumptions, explanations and proposed solutions embedded within these theories.
  • Sensitise students to the importance of the social contexts in which theories are produced.

The module is also designed to develop students learning about 'crime' and 'criminal justice', in that they are not fixed and settled entities but complex and shifting processes whose different characteristics are revealed (and concealed) when viewed through the lenses of different theories. 

Module content:

  • Crime, harm, and victimisation
  • Victimology, victims and zemiology (the study of social harms)
  • Non-conventional forms of crime and harm including crimes and harms that go beyond traditional frameworks
  • Crimes and harm committed by the powerful
  • Regulatory frameworks, criminal justice, social justice and injustice
  • Resistance and redress

Module aims:

  • To explore non-conventional victims and victimisation.
  • To examine harm and victimisation beyond traditional frameworks.
  • To investigate crime and harm committed by the powerful.
  • To introduce students to victimology and zemiology.
  • To examine regulatory frameworks and to assess the extent to which they deliver criminal and/or social justice.
  • To acknowledge and understand resistance and redress.

Module content:

This module develops students’ abilities to critically analyse state crime and mechanisms for the resistance of state crime through engagement with leading criminological and sociological theoretical ideas in this field and historical and contemporary case studies. Drawing on theories from agnotology, cultural studies, and studies of survivor testimonies, the module gives attention to strategies for informing public sense-making to motivate active consent, acquiescence and resistance. It gives focus to mechanisms for the resistance of state crime including international responses such as humanitarian law and mechanisms of transitional justice, activism by non-government organisations, public social science and civil activism. Students will be supported with the application of theories to a range historic and contemporary state crime resistance movements. Academic skill development will be embedded throughout the module with activities focussed upon skills such as effective reading and note taking, developing an argument, group working and creative thinking.


Module aims:

To examine definitions of state crime, and the various forms of state crime 

To explore the extent to which the prevalence of state crime can be captured 

To utilise relevant studies from a range of disciplines to understand sense making in relation to conflict through a criminological lens 

To develop an understanding of a range of key mechanisms for resisting state crime and evaluate their abilities to achieve justice and change. 

To study a range of historical and contemporary cases utilising key theories 

Module content:

This module critically examines the convergence of mental health and criminal justice policy, legislation, systems and practice. In doing so, this module will outline the ethical, practical and legal issues when assessing, treating and managing offenders with mental illnesses or disorders in the criminal justice and psychiatric systems - examining issues such as 'consent', 'capacity', 'responsibility' and 'treatability'. Furthermore, this module will deliver key historical and contemporary debates in the areas of: 

  • Theoretical and conceptual frameworks of risk, dangerousness, 'dangerous classes', social change and modern society.
  • Outline key definitions (social, psychological and psychiatric perspectives) and the contexts in which these definitions emerge (historical, social and economic).
  • Political decision making in the context of offender management and public protection.
  • Mental illness/disorder, diversion and the criminal justice process
  • Media representations and influences.
  • Differentiated approaches to offenders and offender groups on the basis of ‘protected’ characteristics.

Module aims:

The module is designed to develop level 4 criminological understandings by focusing on the contribution of medical and scientific expertise in the management of offenders. The approach taken in this module will allow for the mapping of theory, policy and practice in the area of public protection and offender management beyond the conventional criminal justice process. Such links will allow students to demonstrate a critical approach to data and evidence, consider issues of diversity and equality and enable them to begin to develop a mastery of complex skills and concepts in the subjects studied in preparation for level 6. The legitimacy of approaches to control so-called ‘dangerous’ or 'high-risk' offenders will be a central theme here, and indeed the rights and liberties of those subject to sanctions will be considered. Theoretical, ethical and practical debates (e.g. ‘patient’ versus ‘offender’, ‘care’ versus ‘control’) will feature throughout this module set against a backcloth of social change and developing knowledges.

Module content:

Pre-placement:

  • Structured approaches to researching, selecting and securing a suitable work placement relevant to the student’s interests and career aspirations*.
  • Writing an effective CV. Constructing a letter of application.*
  • Interview skills.*

 *Note: Students are required to undertake these pre-placement tasks during term 1 level 5, as part of the placement acquisition process and will be supported by the Work Based Learning team and the Careers and Employability department.

 Induction Programme and Placement:

  • The organisational context: research-informed analysis of the placement organisation’s aims, structure, culture.
  • Self- assessment of needs: identification of the range of transferable skills, competencies and attitudes employees need and employers expect graduates to possess. (Employability Skills: e.g. verbal and written communication, analytical / problem solving capabilities; self-management; team working behaviours; negotiation skills; influencing people; positive attitude, resilience, building rapport).
  • Devising a strategy for integrating into the workplace and work based teams
  • Completion of online assignment tasks covering sourcing and obtaining placement; health and safety procedures in general; general workplace integrity; placement requirements. 

During and post-placement: Learning effectively in and from the workplace:- 

  • Devising and implementing strategies to improve own approach and performance
  • Critical analysis/evaluation of approach to skill development and performance in the workplace;
  • Influencing the Placement Provider’s appraisal;
  • Devising an action plan to develop gaps in transferable skills based on the placement experiences;

Module aims:

This module aims to enhance students’ prospects of gaining graduate level employment through engagement with a University approved work placement**, which will enable them to:

  • Develop their understanding of workplace practice and lifelong learning;
  • Enhance their work readiness and employability prospects through development of transferable skills;
  • Take responsibility for their own learning and acquisition of workplace employability skills;
  • Articulate, in writing, their employability skills.

In Year 3, you will critically analyse crimes and harms against the environment and wildlife; capital punishment; risk and harm reduction, and media representations of crime. You also have the opportunity to undertake a dissertation.

Module content:

This module explores the role that social scientists can play in communicating and raising awareness of key contemporary sociological, criminological and zemiological issues to the wider public. Students are encouraged to consider the role of social science beyond the university, and its potential to engage the public and contribute to social change.  

Attention is given to the role of power in how claim-makers can influence the framing of social issues as legitimate or illegitimate, and the differential levels of importance ascribed to issues pertaining to social and criminal (in)justice. This will be explored by considering narratives, debates and responses to key contemporary social issues. 

Within the module, students will also engage in discussion regarding the challenges associated with a move towards a more ‘public social science’ and will consider the arguments for making social science research more accessible to those outside of academia. They explore perspectives on social scientists’ social and political responsibilities to engage with, co-learn and educate wider communities. Students will critically consider their own roles and responsibilities as potentially informed advocates for progressive change on key social and political issues, on behalf of and in collaboration with marginalised groups. Through formative activities and summative assessments, they enhance their skills in communicating knowledge and alternative ideas to a range of audiences in an accessible way. 

The module is designed to develop students’ key skills as they assess contemporary and future aspects of sociology and criminology. The module will also help to develop students' critical thinking, as it will encourage them to consider complex and nuanced issues and debates, implications for social justice, and the potential for positive social change. Communication skills are also integral to the module, as students will be required to present academic ideas to different audiences.  


Module aims:

  • To encourage understanding of ‘public social science’ and its potential value in engaging with wider audiences to inform public narratives and promote positive social change. 
  • To help students develop a critical understanding of the role of power in determining how contemporary and emerging social issues and inequalities are framed and responded to within policy, media and public discourse. 
  • To encourage an appreciation of the interdisciplinary relationship between sociological and criminological issues. 
  • Explore the future of ‘public social science’ and the role that social science can have in engaging with wider audiences to inform and promote social justice narratives

Module content:

Content will vary according to individual dissertation proposals


Module aims:

The Dissertation is designed to provide an opportunity for sustained and independent study in the final year of social science programmes. It intends to develop knowledge of, and critical insight into, a topic of the student's choice within the subject area under study. Students are enabled to undertake first-hand enquiry and encouraged to develop an analytical and reflective approach to the subject identified for study. The module aims to encourage the articulation of a critically informed perspective on the subject being studied. It also intends to enable the production of a coherent document of rigorous academic standards.

Module content:

This module will enable students to focus upon representations of crime in diverse cultural forms. The module will advance student’s knowledge and capacity to analytically consider ‘the politics’ regarding crime production and reception across a multitude of platforms. Supplying students registered upon the module with the skills to critically contemplate criminal representations found embedded throughout practice and debate thematic issues uncovered with their peers 

The main themes of this module include – among others: 

  • Crime and harm in the media, 
  • Crime (non-)fiction, 
  • Crime and social divisions, 
  • Crime and digital/technology, 
  • Representations of the criminal justice system, criminal events, offenders and victims.

Module aims:

The module aims to: 

Enable students to understand the significance of popular cultural representations of crime and criminal justice. By the end of this module, students should be able to deconstruct and critically analyse a wide range of criminal representations. Students will explore historical, geographical, social and political contexts of criminal representations. As well as develop the skills necessary to apply criminological and victimological theories and concepts to criminal representations.

Module content:

This module will enable students to critically analyse and evaluate theoretical and philosophical justifications of punishment together with political ideology that impact upon penal policy and practice. In addition, this module will locate this analysis in an appreciation of the consistencies, contradictions and conflicts that relate not only to theoretical discussion but to the less abstract level of policy formulation and actual penal practice. Considerations of class, gender and ethnicity constitute key aspects of the conceptual framework and the principles of ‘security, control and justice’ are critically examined in the operational context. A critical assessment of the ethos of incarceration will be a major theme of this module. 

The main themes of this module include – among others:  

  • Philosophical and theoretical understandings of punishments, 
  • Policy developments in penal practice, 
  • The wider instrumental role of prison in the criminal justice process, 
  • Determining contexts and punishments; gender, race, age, class, disability, 
  • Comparative penologies and penal abolitionism.

Module aims:

This module aims to: 

Develop a student’s critical knowledge of penological research, through debate and exploration of punishment and its justifications in a wider societal context. Students will analyse the links between crime and its control, building a critical understanding of penal policy formation, implementation and practice. Critical knowledge of contemporary penal policy and practice using comparative contexts will be developed and allow students to locate major perspectives and paradigms in the sociology of punishment. With connections made between social theory, critical analysis, and political debates regarding the development of penological knowledge. Finally, the module content will enable students to approach the subject of punishments using skills that appreciate the structural contexts of gender, race, class, age, and disability, inclusive of their impact on community and custodial punishments.

Module content:

This module is intended for students with an interest in death penalty in particular and  international justice and injustice more broadly. Accordingly, it is organised around two related areas.

The first half of the module explores the philosophical, political, legal and cultural contexts within which the death penalty either survives or is abolished. This exploration is organised around three themes: 1) The place of the death penalty in the philosophy and sociology of punishment. 2) The current state of play on the death penalty worldwide and the rise of abolitionist politics (especially in the European context). 3) Current debates/controversies surrounding the application of the death penalty in the United States through relevant criminological/legal literature and cases of established or suspected miscarriages of justice.

The second half of the module explores the relationship between criminalisation, marginalisation and state-sanctioned ‘social death’ in an international context. Lectures will be organised as a series of case studies focused on differential disavowed and rightless populations, exploring barriers to legal compliance and civic life. Students will be encouraged to develop a critical understanding of related issues in their historical, geographical and political contexts.

 


Module aims:

This module aims to explore international justice and injustice in general, and the death penalty as a form of injustice in particular. Focus is given to understanding the social, political, and historical processes behind such injustice. The module provides an overview of the current scope and use of capital punishment around the law and the influence of international law and the human rights movement. It provides a framework for a comparative study of the policies of abolition in national and transnational penal policies. Attention is given to a range of key issues including arbitrariness, discrimination, and marginalisation of miscarriages of justice. Students will develop a critical understanding of the concept of social death and critically explore processes of marginalisation and criminalisation in an international context.

Module content:

This module is a critical course concerned with risk behaviours and characteristics in addition to harm reduction strategies. Local, national and international case studies are used to illustrate the conceptual, legal and practical issues surrounding harm reduction approaches. Additionally, the critical discourse surrounding the impact of stigma and marginalisation is discussed throughout the module and students are encouraged to consider how interdisciplinary approaches can be used to improve wellbeing outcomes and reduce risk and vulnerability. The module draws upon criminological, zemiological and public health literature as well as examples of policy and legislation which are applied to debates surrounding harm reduction.


Module aims:

  • To critically consider the social, political and legal context of harm reduction.
  • To develop a critical understanding of the interrelationships between social harm and injustice, well-being and stigma.
  • Examine societal responses and debates concerned with a range of harm reduction and risk case studies.
  • Develop an understanding of experiences of marginalised and vulnerable groups and critically reflect on broader social and political discourses that link to risk.

Module content:

This module reflects the disciplinary expansion of criminology into the field of environmental and animal harms. Green Criminology can be described as the process of considering such crimes and harms using criminological perspectives. In keeping with the underpinning ethos of the University of Chester Criminology programme, this module too is driven by a harm perspective rather than potentially narrow and legalistic definitions of crime. Taking this approach proves valuable in determining the nature and character of harms to the environment and animal species of the planet. 

A central aim of the module will be to examine how, and in what ways, such harmful activities occur, whether they are treated as criminal activity, how those in powerful positions may be implicit in the commissioning of these harms/crimes. Indicative content includes:

  • Theories and perspectives in Green Criminology
  • History and development
  • Mechanisms of control, regulation and/or punishment
  • Animal rights and ecological justice
  • Social movements and ‘green’ activism
  • Environmental victimology and ‘eco-justice
  • Prevention, legislating and policing environmental harm
  • Media framing
  • Researching environmental harms

Module aims:

This module aims to encourage students to think laterally beyond narrow legal definitions of crime in the context of the environment and animal victims of harm. The issues of crimes and harmful behaviours perpetrated by powerful individuals, governments or corporations will be a central theme of this module as will be an appreciation of the devastation and impact of these activities. The module will draw upon a series of case study examples to articulate the dominant themes of green criminology.

BSc (Hons) Criminology

Criminology

Who you'll Learn from

Dr Holly White

Head of Social and Political Science; Co-Programme Leader, Criminology
Dr Holly White

Dr Jayne Price

Co-Programme Leader, Criminology; Senior Lecturer
Dr Jayne Price

Simone Hatchard

Lecturer, Criminology
A dark grey silhouette on a light grey background

Paul French

Lecturer, Criminology
Paul French

Dr Kim Ross

Senior Lecturer, Criminology
Dr Kim Ross

Dr Wayne Campbell

Senior Lecturer, Criminology
Dr Wayne Campbell

Lecturer in Criminology
A dark grey silhouette on a light grey background

How you'll Learn

Criminology at Chester is taught in small group seminars with an emphasis on building trusted relationships with tutors and peers that facilitate a positive and supportive learning environment for you to grow your knowledge and skills. There are also opportunities for you to develop your digital literacy through online sessions and independent learning tasks. Our modules run over the full academic year and each module is worth 20 credits. You will take six modules per year. 

Assessments place emphasis on real-world scenarios and practical skill development with assessments fostering skills that are highly valuable for graduate careers. Examples of assessments include inquiry submissions, a podcast transcript, storyboard, poster, presentations, and essays. The University has a wide range of support available to help you excel in new and diverse forms of assessment. 

Beyond the Classroom

On this course, you have the opportunity to spend five weeks working for a host organisation via our innovative Work Based Learning module. You’ll have the chance to test-drive a future career, boost your CV and gain real work experience. 

Our Experiential Overseas Learning module offers a unique opportunity to participate in a short-term placement around the world.

Entry Requirements

112 UCAS Points

UCAS Tariff

112 points

GCE A Level

Typical offer – BCC-BBC

BTEC

BTEC Extended Diploma: DMM

International Baccalaureate

26 points

Irish / Scottish Highers

Irish Highers: H3 H3 H3 H3 H4

Scottish Highers: BBBB

Access requirements

Access to HE Diploma, to include 45 credits at level 3, of which 30 must be at Merit or above

T Level

T Level  - Merit

OCR Cambridge Technicals

OCR Extended Diploma: DMM

Extra Information

Welsh Baccalaureate Advanced and A level General Studies will be recognised in our offer.  We will also consider a combination of A Levels and BTECs/OCRs. 

Students from countries outside the UK are expected to have entry qualifications roughly equivalent to UK A Level for undergraduate study and British Bachelor's degree (or equivalent) for postgraduate study. To help you to interpret these equivalents, please click on your country of residence to see the corresponding entry qualifications, along with information about your local representatives, events, information and contacts.

We accept a wide range of qualifications and consider all applications individually on merit. We may also consider appropriate work experience.

For more information on our entry requirements, please visit International Entry Requirements

72 UCAS Points

UCAS Tariff

72 points

GCE A level

72 UCAS points from GCE A Levels to include grade D in at least one subject.

BTEC

BTEC Extended Diploma: MMP

International Baccalaureate

24 points

Irish / Scottish Highers

Irish Highers: H4 H4 H4 H4 H4

Scottish Highers: CCDD

Access requirements

Access to HE Diploma – Pass overall

T Level

T Level: Pass (D or E on the core)

OCR Cambridge Technicals

OCR Extended Diploma: MMP

Extra Information

Welsh Baccalaureate Advanced and A level General Studies will be recognised in our offer.  We will also consider a combination of A Levels and BTECs/OCRs. If you are a mature student (21 or over) and have been out of education for a while or do not have experience or qualifications at Level 3 (equivalent to A Levels), then our Foundation Year courses will help you to develop the skills and knowledge you will need to succeed in your chosen degree. 

Where you'll study Exton Park, Chester

Fees and Funding

£9,250 per year (2024/25)

Our full-time undergraduate tuition fees for Home students entering University in 2024/25 are £9,250 a year, or £1,540 per 20-credit module for part-time study.

The University may increase these fees at the start of each subsequent year of your course in line with inflation at that time, as measured by the Retail Price Index. These fee levels and increases are subject to any necessary government, and other regulatory, approvals.

Students from the UK, Isle of Man, Guernsey, Jersey and the Republic of Ireland are treated as Home students for tuition fee purposes.

Following the UK’s exit from the EU, students from countries in the European Economic Area and the EU starting in or after the 2021/22 academic year will pay International Tuition Fees.

Students who have been granted Settled Status may be eligible for Home Fee Status and if eligible will be able to apply for Tuition Fee Loans and Maintenance Loans.

Students who have been granted Pre-settled Status may be eligible for Home Fee Status and if eligible will be able to apply for Tuition Fee Loans.

£13,950 per year (2024/25)

The tuition fees for international students studying Undergraduate programmes in 2024/25 are £13,950. 

This fee is set for each year of study. All undergraduate students are eligible for international and merit-based scholarships which are applicable to each year of study.  

For more information, go to our International Fees, Scholarship and Finance section.

Irish Nationals living in the UK or ROI are treated as Home students for Tuition Fee Purposes. 

Your course will involve additional costs not covered by your tuition fees. This may include books, printing, photocopying, educational stationery and related materials, specialist clothing, travel to placements, optional field trips and software. Compulsory field trips are covered by your tuition fees. 

If you are living away from home during your time at university, you will need to cover costs such as accommodation, food, travel and bills. 

Your Future Career

Job Prospects

Criminology graduates will possess a vast range of skills and expertise that are highly applicable to roles in public, private and charitable sectors. Graduates of criminology are often employed in criminal justice agencies, third-sector organisations that work with vulnerable individuals and groups; policy and analyst roles for public service agencies and private companies and further study including taught postgraduate and doctoral programmes. 

Careers service

The University has an award-winning Careers and Employability service which provides a variety of employability-enhancing experiences; through the curriculum, through employer contact, tailored group sessions, individual information, advice and guidance.

Careers and Employability aims to deliver a service which is inclusive, impartial, welcoming, informed and tailored to your personal goals and aspirations, to enable you to develop as an individual and contribute to the business and community in which you will live and work.

We are here to help you plan your future, make the most of your time at University and to enhance your employability. We provide access to part-time jobs, extra-curricular employability-enhancing workshops and offer practical one-to-one help with career planning, including help with CVs, applications and mock interviews. We also deliver group sessions on career planning within each course and we have a wide range of extensive information covering graduate jobs and postgraduate study.