Man in blue and white plaid dress shirt holding microphone man in blue and white plaid dress shirt holding microphone

Available with:

  • Foundation Year


Course Summary

Through studying Sociology at Chester, you will be given the skills and support you need in order to develop a ‘sociological imagination’ of your own. You will be introduced to cutting-edge research and theoretical perspectives that will help you to challenge dominant understandings of social problems, issues and debates.

Our teaching team has a wide range of backgrounds and experience. Modules are written by staff in line with their research interests and include areas such as inequality and the welfare state, race and racism, gender identity and the body, globalization, sustainability, protest and social change. How is ‘globalisation’ reshaping the world we live in? What are the major social divisions and conflicts affecting society today? How does the mass media influence our perception of these conflicts and divisions? These are just some of the questions that you will be asked to think about while studying Sociology at Chester.


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:

  • 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:

  • 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:

  • 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:

  • The 'global student' and the ‘global graduate’
  • Introduction to theories of globalization
  • Perspectives on economic, political and cultural globalization
  • Globalized media, the internet & digital tech.
  • Global economy & transnational corporations
  • International organisations & social movements
  • Migration, multiculturalism and interculturalism
  • Introduction to decolonisation & education
  • International security and security issues
  • Introduction to international relations theory

Module aims:

1. To explore issues of global significance.

2. To develop and apply skills in critical thinking, research and communication and apply these to debates within the module's topics.

3. To deconstruct and reconstruct arguments by researching global issues.

4. To develop an awareness of global justice debates.

Module content:

  • The 'global student' and the ‘global graduate’
  • Introduction to theories of globalization
  • Perspectives on economic, political and cultural globalization
  • Globalized media, the internet & digital tech.
  • Global economy & transnational corporations
  • International organisations & social movements
  • Migration, multiculturalism and interculturalism
  • Introduction to decolonisation & education
  • International security and security issues
  • Introduction to international relations theory

Module aims:

1. To explore issues of global significance.

2. To develop and apply skills in critical thinking, research and communication and apply these to debates within the module's topics.

3. To deconstruct and reconstruct arguments by researching global issues.

4. To develop an awareness of global justice debates.

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:

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.

 

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.

 

Year 1 explores the relationship between the individual and society through introducing key theories.

Module content:

The following list is only indicative and will be annually updated according to changing requirements.

  • What is theory
  • Whose knowledge counts?
  • What role did modernity and colonialism play in the development of sociology 
  • Conflict theories
  • Functionalism
  • Bureaucracy, rationalisation and McDonaldisation
  • Symbolic Interactionism
  • Individualisation and Risk Society
  • Theorising inequalities
  • Postmodernity 

Module aims:

Rationale: The module is designed to provide an introduction to some of the key theoretical and methodological perspectives central to Sociology. The analysis of these perspectives will be related to contemporary times and events and explored to develop an understanding of the practical utility of “Sociological Imagination” to approach the study of society. The emphasis throughout will be on how “Sociological Imagination” provides a critical and analytical tool to interpret social phenomena and challenge dominant or conventional understanding of them.

Aims:

  1. To provide a basic understanding of the perspectives which are central to contemporary sociology.

  2.  To facilitate application of these perspectives to the study of the social structure of the contemporary world.

  3. To make evident the role of modernity and colonialism in the development of sociology as a discipline and how this legacy is dealt with in sociology today.

Module content:

The following list is only indicative and will be annually updated according to changing requirements.

  • What is theory
  • Whose knowledge counts?
  • What role did modernity and colonialism play in the development of sociology 
  • Conflict theories
  • Functionalism
  • Bureaucracy, rationalisation and McDonaldisation
  • Symbolic Interactionism
  • Individualisation and Risk Society
  • Theorising inequalities
  • Postmodernity 

Module aims:

Rationale: The module is designed to provide an introduction to some of the key theoretical and methodological perspectives central to Sociology. The analysis of these perspectives will be related to contemporary times and events and explored to develop an understanding of the practical utility of “Sociological Imagination” to approach the study of society. The emphasis throughout will be on how “Sociological Imagination” provides a critical and analytical tool to interpret social phenomena and challenge dominant or conventional understanding of them.

Aims:

  1. To provide a basic understanding of the perspectives which are central to contemporary sociology.

  2.  To facilitate application of these perspectives to the study of the social structure of the contemporary world.

  3. To make evident the role of modernity and colonialism in the development of sociology as a discipline and how this legacy is dealt with in sociology today.

Module content:

The module provides students with a grounding in basic concepts in sociology and demonstrates the breadth of sociological investigation in contemporary society. These content-oriented elements are combined with the simultaneous development of the necessary practical and academic skills in order that students can themselves engage with the sociological understanding of the relationship between self and society.

Block 1 Introductory themes

  • What is Social Science?
  • What does social science do, and how does it do it?
  • Social identities - individual and collective
  • Social divisions - diversity and inequality

  Block 2 Thematic Applications of Social Science (illustrative content only)

  • Education
  • Work and Leisure
  • Consumption
  • Body, Health and Medicine
  • Culture, Knowledge and Belief
  • Impairment, normalcy and disability
  • Cities and Communities
  • Sociology and Sustainability debates
  • Power and protest

  The following study skills sessions are embedded within the module, commencing at week 1

  • Study skills audit
  • Reading
  • Information retrieval
  • Note taking
  • Essay planning
  • Essay writing
  • Referencing

Module aims:

The module is designed to give students a broad thematic introduction to key problems and issues in understanding contemporary society, whilst simultaneously building the study skills necessary for HE. Thus it provides a necessary basis for moving on to levels five and six. The content corresponds to the thematic and topical approaches within the subject benchmarking and introduces students to the potential breadth of the discipline, whilst providing an understanding of the particular qualities of the programme. Practical study skills sessions are embedded within the lecture series. The module provides a platform for all Social Science students to build upon and to understand the application of social scientific principles to particular cases, concepts and events, anticipating the development of more independent analysis, particularly in relation to third year dissertations.

Module content:

The module provides students with a grounding in basic concepts in sociology and demonstrates the breadth of sociological investigation in contemporary society. These content-oriented elements are combined with the simultaneous development of the necessary practical and academic skills in order that students can themselves engage with the sociological understanding of the relationship between self and society.

Block 1 Introductory themes

  • What is Social Science?
  • What does social science do, and how does it do it?
  • Social identities - individual and collective
  • Social divisions - diversity and inequality

  Block 2 Thematic Applications of Social Science (illustrative content only)

  • Education
  • Work and Leisure
  • Consumption
  • Body, Health and Medicine
  • Culture, Knowledge and Belief
  • Impairment, normalcy and disability
  • Cities and Communities
  • Sociology and Sustainability debates
  • Power and protest

  The following study skills sessions are embedded within the module, commencing at week 1

  • Study skills audit
  • Reading
  • Information retrieval
  • Note taking
  • Essay planning
  • Essay writing
  • Referencing

Module aims:

The module is designed to give students a broad thematic introduction to key problems and issues in understanding contemporary society, whilst simultaneously building the study skills necessary for HE. Thus it provides a necessary basis for moving on to levels five and six. The content corresponds to the thematic and topical approaches within the subject benchmarking and introduces students to the potential breadth of the discipline, whilst providing an understanding of the particular qualities of the programme. Practical study skills sessions are embedded within the lecture series. The module provides a platform for all Social Science students to build upon and to understand the application of social scientific principles to particular cases, concepts and events, anticipating the development of more independent analysis, particularly in relation to third year dissertations.

Module content:

Block 1: Origins and underpinning ideas

  • Emergence of Industrial Society
  • Political Discourse
  • Welfare and Inequality
  • Components of Welfare: Housing, Health, Education and Labour
  • Liberal Solutions
  • Public health, Private concerns
  • Women, Children and Work
  • Philanthropy
  • The War Economy and Welfare
  • The Beginnings of State Intervention

Block 2: Late 20th century

  • Formation of the Welfare State 
  • Welfare state and limitations of State provision
  • Breakdown of consensus
  • Privatisation and Free Market solutions
  • The search for a 'third way'

[N.b. these themes are broadly indicative of module lecture content]


Module aims:

This module is a core module in the Sociology programme. It provides an historical background to the development of the welfare state, including its foundation and subsequent development under the market rationale. The module introduces a broad-based theoretical framework, which prepares students for more specialised study in subsequent years of the course.

  • To locate the development of social policy within the context of major social, economic and political changes occurring during the nineteenth, twentieth and early twenty-first centuries. 
  • To introduce the main traditions of sociological thought influencing the development of social policy during this period. 
  • To develop a basic understanding of a range of theoretical perspectives drawn from sociology and politics. 
  • To apply these theoretical perspectives in the critical analysis of historical welfare policy developments.
  • To examine the changing role of the state in welfare policy and provision.

Module content:

Block 1: Origins and underpinning ideas

  • Emergence of Industrial Society
  • Political Discourse
  • Welfare and Inequality
  • Components of Welfare: Housing, Health, Education and Labour
  • Liberal Solutions
  • Public health, Private concerns
  • Women, Children and Work
  • Philanthropy
  • The War Economy and Welfare
  • The Beginnings of State Intervention

Block 2: Late 20th century

  • Formation of the Welfare State 
  • Welfare state and limitations of State provision
  • Breakdown of consensus
  • Privatisation and Free Market solutions
  • The search for a 'third way'

[N.b. these themes are broadly indicative of module lecture content]


Module aims:

This module is a core module in the Sociology programme. It provides an historical background to the development of the welfare state, including its foundation and subsequent development under the market rationale. The module introduces a broad-based theoretical framework, which prepares students for more specialised study in subsequent years of the course.

  • To locate the development of social policy within the context of major social, economic and political changes occurring during the nineteenth, twentieth and early twenty-first centuries. 
  • To introduce the main traditions of sociological thought influencing the development of social policy during this period. 
  • To develop a basic understanding of a range of theoretical perspectives drawn from sociology and politics. 
  • To apply these theoretical perspectives in the critical analysis of historical welfare policy developments.
  • To examine the changing role of the state in welfare policy and provision.

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:

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:

This module is designed to provide an introduction to international political sociology, i.e. the study of the social organization of power from an international perspective. Taking late 20th century discussions of 'globalisation' as a point of departure, students are introduced to the different ways in which contemporary social change has been conceptualised in international political sociology, with a key focus on transformations in the organisation of power and the structuring of global inequalities. Substantive topics illustrative of module content include historical globalizations, economic integration and political organisation, information and communications revolutions, advances in transportation technologies and cultural hybridisation, alongside other relevant case studies in the organisation and contestation of power and inequality from a global perspective.


Module aims:

The aim of this module is to enable students to reflect on and discuss questions of social change and the organization of power outside the 'national' frame of reference that has historically provided the context for much social science. As such, the module aims to:

  • Introduce the basic premises and key concerns of international political sociology
  • Reflect on the relationship between history, political geography and knowledge
  • Facilitate critical reflection on the patterning of global inequalities and the social organization of power
  • Enable the development of research, writing and analytical skills commensurate with level 4 study

Module content:

This module is designed to provide an introduction to international political sociology, i.e. the study of the social organization of power from an international perspective. Taking late 20th century discussions of 'globalisation' as a point of departure, students are introduced to the different ways in which contemporary social change has been conceptualised in international political sociology, with a key focus on transformations in the organisation of power and the structuring of global inequalities. Substantive topics illustrative of module content include historical globalizations, economic integration and political organisation, information and communications revolutions, advances in transportation technologies and cultural hybridisation, alongside other relevant case studies in the organisation and contestation of power and inequality from a global perspective.


Module aims:

The aim of this module is to enable students to reflect on and discuss questions of social change and the organization of power outside the 'national' frame of reference that has historically provided the context for much social science. As such, the module aims to:

  • Introduce the basic premises and key concerns of international political sociology
  • Reflect on the relationship between history, political geography and knowledge
  • Facilitate critical reflection on the patterning of global inequalities and the social organization of power
  • Enable the development of research, writing and analytical skills commensurate with level 4 study

Module content:

This module is designed to introduce students to the concepts, theories, and practices of globalisation through an internationalized overview of world political, cultural, social, and economic history, and to refocus contemporary debates on globalisation to the edges of the world system. This provides a critical approach to understanding globalisation as an historical process, and not a relatively new phenomenon. The module will introduce students to critical analysis of key phases in the evolution of world history in how human development over time has contributed to broader societal change through the discovery of new improving technologies on the one hand but has been a highly uneven process characterised by the unequal distribution of power, violence, discrimination and oppression on the other. The module questions Western and universalized approaches to understanding globalization through an examination of Eastern and Southern-led processes and experiences. It provides an historical and contextually driven approach to contemporary questions surrounding issues of underdevelopment and global inequality, key features in understanding politics and international relations. Students will gain an understanding of global forces that are historically inscribed and approach globalisation through multiple lenses and perspectives. Content will include:

  • Key theories of globalisation – World systems theory, dependency theory, and the use of multiple and layered international relations theories to understand globalisation
  • Three key approaches to globalisation: Hyper-globalists, integrationists, transformationalists, regionalists
  • World economic history: colonialism, colours and early capital
  • Silk routes, fur trade, slave trade and early global transformation: Who paid for industrialisation?
  • Industrialisation and deindustrialisation: the start of the ‘Great divide’
  • South Pacific encounters with globalisation: the persistence of the gift in Polynesian globalisation
  • Chinese globalisation: Confucian, communism, and copper
  • Indigenous peoples in global perspective: On the margins of the world system
  • South Asian forces of globalisation: sweatshops of the world or manufacturing centre of the world?
  • Latin American perspectives on globalisation: coffee, Chavez and communism
  • International institutions, governance and globalisation

Module aims:

The aims of the module are to:

  • Introduce students to the political, social, cultural, and economic historical events and processes that structure and characterize contemporary globalization and global relationships.
  • Embed an internationalized, contextually, and historically rooted understanding of the world in approaches to thinking about multiple perspectives and theories in politics and international relations.
  • Stimulate students to critically reflect on the complexity of global relationships.
  • Facilitate an understanding of the changing nature of international relations over time.
  • Enable the development of research, writing, analytical and reflective skills commensurate with level 4 study.

Module content:

This module is designed to introduce students to the concepts, theories, and practices of globalisation through an internationalized overview of world political, cultural, social, and economic history, and to refocus contemporary debates on globalisation to the edges of the world system. This provides a critical approach to understanding globalisation as an historical process, and not a relatively new phenomenon. The module will introduce students to critical analysis of key phases in the evolution of world history in how human development over time has contributed to broader societal change through the discovery of new improving technologies on the one hand but has been a highly uneven process characterised by the unequal distribution of power, violence, discrimination and oppression on the other. The module questions Western and universalized approaches to understanding globalization through an examination of Eastern and Southern-led processes and experiences. It provides an historical and contextually driven approach to contemporary questions surrounding issues of underdevelopment and global inequality, key features in understanding politics and international relations. Students will gain an understanding of global forces that are historically inscribed and approach globalisation through multiple lenses and perspectives. Content will include:

  • Key theories of globalisation – World systems theory, dependency theory, and the use of multiple and layered international relations theories to understand globalisation
  • Three key approaches to globalisation: Hyper-globalists, integrationists, transformationalists, regionalists
  • World economic history: colonialism, colours and early capital
  • Silk routes, fur trade, slave trade and early global transformation: Who paid for industrialisation?
  • Industrialisation and deindustrialisation: the start of the ‘Great divide’
  • South Pacific encounters with globalisation: the persistence of the gift in Polynesian globalisation
  • Chinese globalisation: Confucian, communism, and copper
  • Indigenous peoples in global perspective: On the margins of the world system
  • South Asian forces of globalisation: sweatshops of the world or manufacturing centre of the world?
  • Latin American perspectives on globalisation: coffee, Chavez and communism
  • International institutions, governance and globalisation

Module aims:

The aims of the module are to:

  • Introduce students to the political, social, cultural, and economic historical events and processes that structure and characterize contemporary globalization and global relationships.
  • Embed an internationalized, contextually, and historically rooted understanding of the world in approaches to thinking about multiple perspectives and theories in politics and international relations.
  • Stimulate students to critically reflect on the complexity of global relationships.
  • Facilitate an understanding of the changing nature of international relations over time.
  • Enable the development of research, writing, analytical and reflective skills commensurate with level 4 study.

Year 2 brings in an ‘applied’ emphasis. You will explore the diverse research methods utilised by sociologists to help them better understand society.

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:

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:

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:

  • 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:

This module explores the significance of race in the making of the modern world. The module begins by covering the development of modern ideas and theories of race, reading these against the social changes associated with processes of nation-state formation, colonialism, industrialisation and the transition to capitalism. The second half of the module explores issues in the politics of race today. Perspectives from critical race theory, sociology, political theory, history, anthropology and political economy are drawn upon in order to interrogate and problematize transformations in racial thinking and racial politics in the modern world. Illustrative module content includes:

  • Modernity, enlightenment, and race
  • Whiteness
  • Nations, nationalism, and race
  • Theories of race and racism
  • Intersections of race, class, and gender
  • Human rights, citizenship, and race
  • Borders and migration
  • State racism and popular racism
  • The post-racial
  • Anti-racism and social movements

Module aims:

The aim of this module is to enable students to reflect critically on the role which race has played, and continues to play, in the shaping of the modern world. As such the module aims to:

  • Introduce students to the critical study of race and racism
  • Facilitate critical reflection on the relationship between the social changes associated with modernity and the development of modern ideas of race and racial practices
  • Critically analyse contemporary transformations in the politics of race and racism
  • Enable the development of research, writing and analytical skills commensurate with level 5 study

Module content:

This module explores the significance of race in the making of the modern world. The module begins by covering the development of modern ideas and theories of race, reading these against the social changes associated with processes of nation-state formation, colonialism, industrialisation and the transition to capitalism. The second half of the module explores issues in the politics of race today. Perspectives from critical race theory, sociology, political theory, history, anthropology and political economy are drawn upon in order to interrogate and problematize transformations in racial thinking and racial politics in the modern world. Illustrative module content includes:

  • Modernity, enlightenment, and race
  • Whiteness
  • Nations, nationalism, and race
  • Theories of race and racism
  • Intersections of race, class, and gender
  • Human rights, citizenship, and race
  • Borders and migration
  • State racism and popular racism
  • The post-racial
  • Anti-racism and social movements

Module aims:

The aim of this module is to enable students to reflect critically on the role which race has played, and continues to play, in the shaping of the modern world. As such the module aims to:

  • Introduce students to the critical study of race and racism
  • Facilitate critical reflection on the relationship between the social changes associated with modernity and the development of modern ideas of race and racial practices
  • Critically analyse contemporary transformations in the politics of race and racism
  • Enable the development of research, writing and analytical skills commensurate with level 5 study

Module content:

This module equips students with the theoretical tools to critically analyse the political, social and cultural construction of the body. Focusing on the body as both a product of culture, and a material, lived reality, the module gives students the tools to apply sociological theories of embodiment to a range of contemporary bodily experiences and practices.

The module gives students an understanding of how bodies are understood, categorised and regulated in contemporary Western societies, and how power operates through such processes. It begins by putting Western constructions of the body in context, with reference to classical philosophical ideas of embodiment, and their influence on the biomedical model of health. The module then illuminates the emergence of the body as an object of increasing sociological study and debate since the late 20th Century, particularly the notion of the body as a social and cultural construct. This provides the theoretical foundations for critically interrogating the categorisation and regulation of bodies, with reference to literature and topics including gendered, racialised and disabled bodies. This enables an understanding of how power operates through processes of bodily regulation and categorisation.

The second term focuses more specifically on various contemporary bodily practices and experiences in our neoliberal consumer culture, and how ‘ideal’ bodies/ bodily practices are produced (and/or resisted) through digital and media culture. This includes exploration of topics such as diet and fitness culture, the beauty industry, cosmetic surgery, reproductive bodies and sex education. In doing so, the module encourages students to critically interrogate notions of bodily autonomy, agency and self-discipline, using theory. For each topic covered, students are encouraged to apply key concepts from the academic literature to their own relevant examples and analyses of contemporary representations and discourses of the body. The module enables students to critically engage with issues that are relevant to their own embodied experiences, and to the lived realities of bodies in society today.


Module aims:

  • To give an overview of how the body has been understood and debated as a social construct in classical and contemporary sociological theory.
  • To explore the many ways in which power is enacted in and through bodies through forms of social regulation and categorisation.
  • To critically interrogate notions of bodily choice, agency, self-discipline.
  • To examine the ways in which bodily autonomy and self-determination are unequally distributed according to power, and to understand feminist approaches to sexual and reproductive rights and justice.

Module content:

This module equips students with the theoretical tools to critically analyse the political, social and cultural construction of the body. Focusing on the body as both a product of culture, and a material, lived reality, the module gives students the tools to apply sociological theories of embodiment to a range of contemporary bodily experiences and practices.

The module gives students an understanding of how bodies are understood, categorised and regulated in contemporary Western societies, and how power operates through such processes. It begins by putting Western constructions of the body in context, with reference to classical philosophical ideas of embodiment, and their influence on the biomedical model of health. The module then illuminates the emergence of the body as an object of increasing sociological study and debate since the late 20th Century, particularly the notion of the body as a social and cultural construct. This provides the theoretical foundations for critically interrogating the categorisation and regulation of bodies, with reference to literature and topics including gendered, racialised and disabled bodies. This enables an understanding of how power operates through processes of bodily regulation and categorisation.

The second term focuses more specifically on various contemporary bodily practices and experiences in our neoliberal consumer culture, and how ‘ideal’ bodies/ bodily practices are produced (and/or resisted) through digital and media culture. This includes exploration of topics such as diet and fitness culture, the beauty industry, cosmetic surgery, reproductive bodies and sex education. In doing so, the module encourages students to critically interrogate notions of bodily autonomy, agency and self-discipline, using theory. For each topic covered, students are encouraged to apply key concepts from the academic literature to their own relevant examples and analyses of contemporary representations and discourses of the body. The module enables students to critically engage with issues that are relevant to their own embodied experiences, and to the lived realities of bodies in society today.


Module aims:

  • To give an overview of how the body has been understood and debated as a social construct in classical and contemporary sociological theory.
  • To explore the many ways in which power is enacted in and through bodies through forms of social regulation and categorisation.
  • To critically interrogate notions of bodily choice, agency, self-discipline.
  • To examine the ways in which bodily autonomy and self-determination are unequally distributed according to power, and to understand feminist approaches to sexual and reproductive rights and justice.

Module content:

This module builds upon knowledge and understanding about sociological theory obtained to date. Key to the module is theoretically informed debate on contemporary social issues, applying theory to 'real life' situations. 

The approach to theory in this module is explicitly anti-canonical, which means it aims to encourage thinking theoretically and working with concepts/problems, rather than learning theologically about sociological thinkers, even if they are made a little more diverse than before. Theory here is understood as

1) a language for making sense of social reality that has some rules and procedures (but which are not fixed).

2) Theory is also a practice: it is about engaging with the concepts in the language of theory and applying them to 'real life' situations.

Indicative content includes:

Block One: theoretical and applied groundings

  • What is Social Theory
  • Ways of using theory
  • Applied theories
  • Critical theory

Block two: Theorising contemporary social issues

Themes explored may include topical issues such as:

  • Mobilities
  • Globalisation
  • Status and social class
  • Decolonisation

Module aims:

To provide an overview of debates within social theory and how they relate to wider social issues beyond the sociology classroom, in order to prepare students for a wide variety of roles after graduation.

To develop the students' capacity for critical thinking, to be able to articulate such thinking and to reflect critically on real world issues.

To enable students to understand how theory relates to research and to be able to apply and develop theories within their own research.

Module content:

This module builds upon knowledge and understanding about sociological theory obtained to date. Key to the module is theoretically informed debate on contemporary social issues, applying theory to 'real life' situations. 

The approach to theory in this module is explicitly anti-canonical, which means it aims to encourage thinking theoretically and working with concepts/problems, rather than learning theologically about sociological thinkers, even if they are made a little more diverse than before. Theory here is understood as

1) a language for making sense of social reality that has some rules and procedures (but which are not fixed).

2) Theory is also a practice: it is about engaging with the concepts in the language of theory and applying them to 'real life' situations.

Indicative content includes:

Block One: theoretical and applied groundings

  • What is Social Theory
  • Ways of using theory
  • Applied theories
  • Critical theory

Block two: Theorising contemporary social issues

Themes explored may include topical issues such as:

  • Mobilities
  • Globalisation
  • Status and social class
  • Decolonisation

Module aims:

To provide an overview of debates within social theory and how they relate to wider social issues beyond the sociology classroom, in order to prepare students for a wide variety of roles after graduation.

To develop the students' capacity for critical thinking, to be able to articulate such thinking and to reflect critically on real world issues.

To enable students to understand how theory relates to research and to be able to apply and develop theories within their own research.

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:

  • 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:

At its heart this is a political theory module. It draws on some of the dominant ideas that have flowed through Western political philosophy; namely concepts like human nature, the social contract, power, rights, freedom, justice, obligation, and the redistribution of wealth.

The module approaches these diverse themes by considering the dynamic relationship between the individual and the state. It is a relationship that is contingent on time and place and, for the purpose of this module, is articulated through changing understandings of citizenship, liberty and freedom. Following the introductory sessions, which explore some of the fundamental concepts listed above, two principle methods are used to explore these themes.  

First, the emergence and impact of modern thought on the relationship between government and the citizen is explored. This section traces the movement from autocracy through to civic republicanism and liberal individualism.  Radical traditions, offering alternative visions of the individual and the state, are then traced. The middle ground of compromise, between conservative and radical traditions (concepts like the welfare state and democratic socialism), is examined. Where this middle ground now sits in respect to the dominance of neoliberalism is a question students will be asked to grapple with. The final element of the historical study concerns the emergence of both 'right' and 'left' nationalisms; that the state and the citizen are constructs that cannot escape the notion of community.

Second, the module focuses on reform and revolution. Indeed, it is the tension between the two that poses the most interesting questions. Illustrations are taken from a wide range of historical and contemporary events. The important element, however, is that in each instance the relationship between individual and state has been challenged and subject to some level of change. On the revolutionary front, examples range from large-scale ‘traditional’ revolutions, right down to citizen- directed change via various means of direct action. The module concludes by looking at reformist approaches to transformation through welfare programmes, social inclusion and models of participatory democracy.  

 


Module aims:

The aims of the module are to: 

  • Develop a sophisticated and nuanced understanding of the role and importance of political theory.
  • Build on a student’s understanding of core political ideas, practices and institutions acquired in Level 4 through developing their capacity to think critically and independently about contemporary developments in state governance.
  • Embed the concept of citizenship within shifting historical, social-economic and technology-communication contexts and trends.
  • Develop an appreciation for the tension between reform and revolution, linking theoretical traditions with historical events.
  • Explore competing concepts of political emancipation and how they relate to differing theoretical and historical contexts.

Module content:

At its heart this is a political theory module. It draws on some of the dominant ideas that have flowed through Western political philosophy; namely concepts like human nature, the social contract, power, rights, freedom, justice, obligation, and the redistribution of wealth.

The module approaches these diverse themes by considering the dynamic relationship between the individual and the state. It is a relationship that is contingent on time and place and, for the purpose of this module, is articulated through changing understandings of citizenship, liberty and freedom. Following the introductory sessions, which explore some of the fundamental concepts listed above, two principle methods are used to explore these themes.  

First, the emergence and impact of modern thought on the relationship between government and the citizen is explored. This section traces the movement from autocracy through to civic republicanism and liberal individualism.  Radical traditions, offering alternative visions of the individual and the state, are then traced. The middle ground of compromise, between conservative and radical traditions (concepts like the welfare state and democratic socialism), is examined. Where this middle ground now sits in respect to the dominance of neoliberalism is a question students will be asked to grapple with. The final element of the historical study concerns the emergence of both 'right' and 'left' nationalisms; that the state and the citizen are constructs that cannot escape the notion of community.

Second, the module focuses on reform and revolution. Indeed, it is the tension between the two that poses the most interesting questions. Illustrations are taken from a wide range of historical and contemporary events. The important element, however, is that in each instance the relationship between individual and state has been challenged and subject to some level of change. On the revolutionary front, examples range from large-scale ‘traditional’ revolutions, right down to citizen- directed change via various means of direct action. The module concludes by looking at reformist approaches to transformation through welfare programmes, social inclusion and models of participatory democracy.  

 


Module aims:

The aims of the module are to: 

  • Develop a sophisticated and nuanced understanding of the role and importance of political theory.
  • Build on a student’s understanding of core political ideas, practices and institutions acquired in Level 4 through developing their capacity to think critically and independently about contemporary developments in state governance.
  • Embed the concept of citizenship within shifting historical, social-economic and technology-communication contexts and trends.
  • Develop an appreciation for the tension between reform and revolution, linking theoretical traditions with historical events.
  • Explore competing concepts of political emancipation and how they relate to differing theoretical and historical contexts.

Module content:

This module develops critical engagement with international affairs by drawing together the multiple theoretical lenses of international relations with the practice in global politics, enabling a deeper consideration of how the world might be understood, explained (and possibly transformed). The core issues, concepts and theories of the discipline are approached through a series of questions. These questions are used to draw out many other challenging and complex questions and perspectives about global politics, to examine the historical context in which they are located, to consider the broader assumptions that underlie them and the theoretical approaches that structure the many possible responses. In so doing, students are encouraged to think about why the question is important, who is affected and how, and what is at stake in global politics and international relations. Indicative content includes:

  • Perspectives on the creation of the discipline of International Relations.
  • Realism and Neo-Realism; Liberalism and Neo-Liberalism.
  • Critical Theory; Marxism and Gramscianism; Constructuctivism; Feminist international relations; post-structuralism; and Postcolonialism.
  • Key questions include: How do we begin to think about the world? How might we conceptualise the world? How might we critique the world? Does the nation-state work? Is democracy a good idea? Does colonialism belong to the past? Why does violence exist? Can we move beyond conflict? What happens if we don't take nature for granted? Can we save the planet? Why are some people better off than others? How is the world divided economically? Who has rights, and what rights do they have? Why is people's movement restricted? Why does gender inequality exist? What can we do to change the world?
  • The state of the discipline of global politics and international relations.

 

 


Module aims:

This module aims to:

  • Introduce students to the methodological and theoretical foundations for the study of Global Politics and International Relations.
  • Enable students to apply theories and concepts to historical and current global events, from multiple world perspectives.
  • Develop the capacity of students to formulate theoretically sound arguments and to critically engage with the subject content.

Module content:

This module develops critical engagement with international affairs by drawing together the multiple theoretical lenses of international relations with the practice in global politics, enabling a deeper consideration of how the world might be understood, explained (and possibly transformed). The core issues, concepts and theories of the discipline are approached through a series of questions. These questions are used to draw out many other challenging and complex questions and perspectives about global politics, to examine the historical context in which they are located, to consider the broader assumptions that underlie them and the theoretical approaches that structure the many possible responses. In so doing, students are encouraged to think about why the question is important, who is affected and how, and what is at stake in global politics and international relations. Indicative content includes:

  • Perspectives on the creation of the discipline of International Relations.
  • Realism and Neo-Realism; Liberalism and Neo-Liberalism.
  • Critical Theory; Marxism and Gramscianism; Constructuctivism; Feminist international relations; post-structuralism; and Postcolonialism.
  • Key questions include: How do we begin to think about the world? How might we conceptualise the world? How might we critique the world? Does the nation-state work? Is democracy a good idea? Does colonialism belong to the past? Why does violence exist? Can we move beyond conflict? What happens if we don't take nature for granted? Can we save the planet? Why are some people better off than others? How is the world divided economically? Who has rights, and what rights do they have? Why is people's movement restricted? Why does gender inequality exist? What can we do to change the world?
  • The state of the discipline of global politics and international relations.

 

 


Module aims:

This module aims to:

  • Introduce students to the methodological and theoretical foundations for the study of Global Politics and International Relations.
  • Enable students to apply theories and concepts to historical and current global events, from multiple world perspectives.
  • Develop the capacity of students to formulate theoretically sound arguments and to critically engage with the subject content.

Module content:

This module provides an understanding of the sub-discipline of public policy in political science by drawing connections between public policy theory and practice. Students will learn how to make links between public policy theory and its application in practice in a given state, through substantive case studies that are woven through the module relating to the theory. This module enables students to critically understand the different theories and models of public policy making, management, and analysis; provides effective tools and skills for employability; and illuminates the way in which governments decide upon, create and deliver the policies that impact people as well as the contestations around them. 

Indicative content includes:

  • Theories and models of public policy-making
  • Tools and skills in the practice of public policy
  • Evidence-based public policy
  • The public policy context
  • Agenda-setting and issue identification in public policy
  • Public policy cycles and processes
  • Public policy formulation and decision-making
  • Public policy actors, including the public service or bureaucracy, in public policy
  • Public policy analysis
  • Public policy implementation
  • Public policy monitoring and evaluation
  • New public management
  • Comparative public policy

Module aims:

  • Introduce the theoretical foundations for the study of public policy
  • Develop awareness of the policy process and complexities of policy-making
  • Evaluate contemporary public policy issues and identify practical solutions to policy problems
  • Facilitate the development of public policy-related employability skills

Module content:

This module provides an understanding of the sub-discipline of public policy in political science by drawing connections between public policy theory and practice. Students will learn how to make links between public policy theory and its application in practice in a given state, through substantive case studies that are woven through the module relating to the theory. This module enables students to critically understand the different theories and models of public policy making, management, and analysis; provides effective tools and skills for employability; and illuminates the way in which governments decide upon, create and deliver the policies that impact people as well as the contestations around them. 

Indicative content includes:

  • Theories and models of public policy-making
  • Tools and skills in the practice of public policy
  • Evidence-based public policy
  • The public policy context
  • Agenda-setting and issue identification in public policy
  • Public policy cycles and processes
  • Public policy formulation and decision-making
  • Public policy actors, including the public service or bureaucracy, in public policy
  • Public policy analysis
  • Public policy implementation
  • Public policy monitoring and evaluation
  • New public management
  • Comparative public policy

Module aims:

  • Introduce the theoretical foundations for the study of public policy
  • Develop awareness of the policy process and complexities of policy-making
  • Evaluate contemporary public policy issues and identify practical solutions to policy problems
  • Facilitate the development of public policy-related employability skills

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.

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, modules engage with questions of contemporary social change and uncertainty. This year also includes a supervised but student-led dissertation project.

Module content:

This module is designed to enable students to identify and critically evaluate the nature of sociological knowledge and facilitates informed debate around what and why Sociologists do what they do. It builds upon knowledge and understanding about sociological theory obtained to date and further explores the concepts of epistemology and ontology.  Theoretically informed debate on key contemporary social issues will be facilitated. Illustrative content includes:

Block One: theoretical and philosophical groundings

  • What is Social Theory
  • Philosophical underpinnings
  • Development of social theories
  • Critical theory

Block two: Contemporary social issues

Themes explored may include:

  • Mobilities
  • Globalisation
  • Health Inequalities

Module aims:

Advanced Social Theory will primarily explore the competing philosophical assumptions about society and the social world that underpin the different approaches to social scientific knowledge. The material throughout will allow the opportunity to reflect upon what we are doing as sociologists, and how that relates to the wider concerns we might have as citizens of the societies we study. The module will end by examining a selection of key contemporary sociological issues. 

  • To investigate the scientific status of social science
  • To provide an overview of major debates within social theory and how they relate to wider social issues and debates about the possibilities for a public sociology.
  • To enable an understanding in detail of selected key sociological theories and an appreciation of the issues and tensions surrounding these theories
  • To develop the students' capacity for critical thinking and to be able to articulate such thinking

 

Module content:

This module is designed to enable students to identify and critically evaluate the nature of sociological knowledge and facilitates informed debate around what and why Sociologists do what they do. It builds upon knowledge and understanding about sociological theory obtained to date and further explores the concepts of epistemology and ontology.  Theoretically informed debate on key contemporary social issues will be facilitated. Illustrative content includes:

Block One: theoretical and philosophical groundings

  • What is Social Theory
  • Philosophical underpinnings
  • Development of social theories
  • Critical theory

Block two: Contemporary social issues

Themes explored may include:

  • Mobilities
  • Globalisation
  • Health Inequalities

Module aims:

Advanced Social Theory will primarily explore the competing philosophical assumptions about society and the social world that underpin the different approaches to social scientific knowledge. The material throughout will allow the opportunity to reflect upon what we are doing as sociologists, and how that relates to the wider concerns we might have as citizens of the societies we study. The module will end by examining a selection of key contemporary sociological issues. 

  • To investigate the scientific status of social science
  • To provide an overview of major debates within social theory and how they relate to wider social issues and debates about the possibilities for a public sociology.
  • To enable an understanding in detail of selected key sociological theories and an appreciation of the issues and tensions surrounding these theories
  • To develop the students' capacity for critical thinking and to be able to articulate such thinking

 

Module content:

The module covers the broad field of social movement studies as a means of understanding processes of social change. It develops skills of individual research topic development and negotiation as a means to defining assessment tasks.

The content is divided between core content, introducing the key ideas and theoretical concepts, and acase studies to demonstrate the application of those ideas in practice. Together these enable students to define and undertake their own assessment task.

Core concepts

Introducing social movement theories; Mechanisms of social change; Social changes and historical contexts 

Case studies (indicative only)

Occupy; Alter-globalization movements; Arab spring; Women's movement, Gay and lesbian movement 


Module aims:

The aims of the module are twofold. Firstly, it introduces students to the mechanisms through which social and political change are made. These build on themes introduced at levels four and five, specifically the understanding of structure, agency and inequality. Second, the negotiated title assessment develops decision making and negotiation skills, alongside the capacity for independent study.

Module content:

The module covers the broad field of social movement studies as a means of understanding processes of social change. It develops skills of individual research topic development and negotiation as a means to defining assessment tasks.

The content is divided between core content, introducing the key ideas and theoretical concepts, and acase studies to demonstrate the application of those ideas in practice. Together these enable students to define and undertake their own assessment task.

Core concepts

Introducing social movement theories; Mechanisms of social change; Social changes and historical contexts 

Case studies (indicative only)

Occupy; Alter-globalization movements; Arab spring; Women's movement, Gay and lesbian movement 


Module aims:

The aims of the module are twofold. Firstly, it introduces students to the mechanisms through which social and political change are made. These build on themes introduced at levels four and five, specifically the understanding of structure, agency and inequality. Second, the negotiated title assessment develops decision making and negotiation skills, alongside the capacity for independent study.

Module content:

What is the role of ‘sociology’ beyond the University? This module aims to introduce students to the debates surrounding public sociology: sociology that aims to extend beyond the lecture theatre, library, and academic literature and into the social world in range of different ways. You will be encouraged to question the possibilities and challenges for sociologists to be part of a 'double conversation' with the public that can contribute to social change. Where do sociological theory and ideas come from, what and who are they for, and, most importantly, what can they do?

The module will explore the ways that sociologists have approached public sociology. It will look at the institutional structures for public sociology, casting a critical eye on structures of funding, impact, and policy. Students will explore current sociological research and its role in social change and policy across a range of sectors. We will consider the key social challenges and issues facing public sociologists today. The module will also have a focus on your life after University, asking you to consider your responsibilities and opportunities in taking your sociological imagination out into the world as a sociology graduate. Reflecting this, the module assessments will test a range of skills beyond the academic essay.


Module aims:

The aim of the module is to facilitate a critical exploration of the possibilities and challenges for sociologists to be part of social change and dialogue. Building on the theoretical ideas encountered at levels 4 and 5, it will give students the skills to identify and conceptualize the critical function of social and political theory in analysing contemporary social problems and debates, and advancing solutions and strategies to address social problems and inequalities. The module aims to equip students with practical employability skills such as writing for a purpose, planning and budgeting for an event, engaging the public, and communicating ideas using visual and verbal communication. It also aims to give students a reflexive critical insight into the roles and responsibilities of sociological thinkers in society within and beyond the university.

Module content:

What is the role of ‘sociology’ beyond the University? This module aims to introduce students to the debates surrounding public sociology: sociology that aims to extend beyond the lecture theatre, library, and academic literature and into the social world in range of different ways. You will be encouraged to question the possibilities and challenges for sociologists to be part of a 'double conversation' with the public that can contribute to social change. Where do sociological theory and ideas come from, what and who are they for, and, most importantly, what can they do?

The module will explore the ways that sociologists have approached public sociology. It will look at the institutional structures for public sociology, casting a critical eye on structures of funding, impact, and policy. Students will explore current sociological research and its role in social change and policy across a range of sectors. We will consider the key social challenges and issues facing public sociologists today. The module will also have a focus on your life after University, asking you to consider your responsibilities and opportunities in taking your sociological imagination out into the world as a sociology graduate. Reflecting this, the module assessments will test a range of skills beyond the academic essay.


Module aims:

The aim of the module is to facilitate a critical exploration of the possibilities and challenges for sociologists to be part of social change and dialogue. Building on the theoretical ideas encountered at levels 4 and 5, it will give students the skills to identify and conceptualize the critical function of social and political theory in analysing contemporary social problems and debates, and advancing solutions and strategies to address social problems and inequalities. The module aims to equip students with practical employability skills such as writing for a purpose, planning and budgeting for an event, engaging the public, and communicating ideas using visual and verbal communication. It also aims to give students a reflexive critical insight into the roles and responsibilities of sociological thinkers in society within and beyond the university.

Module content:

This module introduces students to the sociology of consumption and encourages critical consideration of the rise and continued predominance of consumer culture in our everyday lives, and its implications.

The module situates mass consumption historically, tracing expansion of the consumer society in Western capitalist economies during the twentieth century, and exploring the impacts of subsequent developments, such as globalisation, neoliberalism and technological advancements. It introduces students to various theoretical approaches within the sociology of consumer culture. This includes critical theory, contrasted with more symbolic approaches to consumption (Veblen’s concept of conspicuous consumption, postmodern perspectives, and Bourdieu’s ideas on class and taste).

The module then encourages students to engage with theories and debates surrounding key topics within the sociology of consumption, including advertising, consumer sites, spaces and experiences, brands, identity, social exclusion, credit and debt, fast fashion, consumer resistance and sustainable consumption, and happiness and satisfaction. Students are encouraged to apply their own critical reflections, observations and experiences in their evaluation of each of the topics covered. Students are encouraged to critically consider the wider implications of the prominence of consumer culture, globally, environmentally, socially and individually.

Throughout the module, students are encouraged to reflect upon the significance of consumerism in everyday life, and the level of agency consumers have, by applying theoretical ideas to everyday examples and experiences. This is done in workshop discussions as well as the assessments. 


Module aims:

This module aims to facilitate a critical exploration of the significance of consumerism in everyday contemporary life, by applying sociological approaches and ways of understanding consumer culture to everyday examples.

It will provide students with a range of transferrable skills, including the ability to select, summarise and reference various types of literature, and evaluate competing perspectives and ideas. Furthermore, the module teaches students to apply theoretical concepts to practical examples, to communicate their ideas verbally in weekly workshop discussions and group activities, and articulate their ideas via written coursework.

Module content:

This module introduces students to the sociology of consumption and encourages critical consideration of the rise and continued predominance of consumer culture in our everyday lives, and its implications.

The module situates mass consumption historically, tracing expansion of the consumer society in Western capitalist economies during the twentieth century, and exploring the impacts of subsequent developments, such as globalisation, neoliberalism and technological advancements. It introduces students to various theoretical approaches within the sociology of consumer culture. This includes critical theory, contrasted with more symbolic approaches to consumption (Veblen’s concept of conspicuous consumption, postmodern perspectives, and Bourdieu’s ideas on class and taste).

The module then encourages students to engage with theories and debates surrounding key topics within the sociology of consumption, including advertising, consumer sites, spaces and experiences, brands, identity, social exclusion, credit and debt, fast fashion, consumer resistance and sustainable consumption, and happiness and satisfaction. Students are encouraged to apply their own critical reflections, observations and experiences in their evaluation of each of the topics covered. Students are encouraged to critically consider the wider implications of the prominence of consumer culture, globally, environmentally, socially and individually.

Throughout the module, students are encouraged to reflect upon the significance of consumerism in everyday life, and the level of agency consumers have, by applying theoretical ideas to everyday examples and experiences. This is done in workshop discussions as well as the assessments. 


Module aims:

This module aims to facilitate a critical exploration of the significance of consumerism in everyday contemporary life, by applying sociological approaches and ways of understanding consumer culture to everyday examples.

It will provide students with a range of transferrable skills, including the ability to select, summarise and reference various types of literature, and evaluate competing perspectives and ideas. Furthermore, the module teaches students to apply theoretical concepts to practical examples, to communicate their ideas verbally in weekly workshop discussions and group activities, and articulate their ideas via written coursework.

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:

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:

The indicative major thematic areas that the module will cover can be described under the following headings:

  • Operational definitions and practices of sustainability
  • Politics in and of the anthropocene
  • Sustainability and climate change
  • Green political theories
  • Green parties - formation, development and change (including relationships with electoral systems)
  • Alternatives, ideals and utopias; the role of active citizenship in the spread of concern with sustainability
  • Sustainability Policy in practice

Module aims:

Module content:

The indicative major thematic areas that the module will cover can be described under the following headings:

  • Operational definitions and practices of sustainability
  • Politics in and of the anthropocene
  • Sustainability and climate change
  • Green political theories
  • Green parties - formation, development and change (including relationships with electoral systems)
  • Alternatives, ideals and utopias; the role of active citizenship in the spread of concern with sustainability
  • Sustainability Policy in practice

Module aims:

Module content:

The quest to understand the contemporary politics and international relations of the African continent often appears elusive. That this should be so is not surprising since it has frequently been driven by a need to approach the complexities of the continent from an explanatory scheme that is congruent with Westernisation and liberalism and rooted in western epistemological traditions and experience. Instead, this module explores African politics and international relations from "the inside", through the concepts, theories, paradigms and contexts in which the political, economic and social logic of Africa come together and which engage and challenge contemporary thinking and dominant discourses about politics and international relations.

Content will include reference to: 

  • A postcolonial "African" critique of the disciplines of politics and international relations, the international system, its origins and nature.
  • Africa in, and of, the Global South and at the centre of Critical International Political Economy.
  • The Political Instrumentalization of Disorder - Modernity, Tradition, Power, Progress and Legitimacy in Africa.
  • The Postcolonial African State - Political Thought and Philosophical Critique; the state as a Matrix; Crisis States, Collapsed States and New States.
  • Genesis of State and Society: The Fault lines of Ethnicity, Religion, Social Class and Competition over Resources. 
  • The Productivity of Economic and Political Failure: Migration, Trade and the Informal Economies of the African Sub-Regions.
  • Conflict, Peace and Justice in Africa - Restorative, Distributory and Transitional approaches.

Module aims:

The primary aims of this module are:

  • To provide a critical understanding of the historical, political and economic positionally of Africa, in and of the world, as seen through multiple paradigms, theories, concepts and contexts which shape our understanding.
  • To offer perspectives and insights that engage with, stand in contrast to, and challenge, dominant paradigms about politics and international relations, as seen through the lens of 'the other'.
  • To develop critical thinking amongst participants about the subject of inquiry.
  • To develop research capacity appropriate to the level of study. 

Module content:

The quest to understand the contemporary politics and international relations of the African continent often appears elusive. That this should be so is not surprising since it has frequently been driven by a need to approach the complexities of the continent from an explanatory scheme that is congruent with Westernisation and liberalism and rooted in western epistemological traditions and experience. Instead, this module explores African politics and international relations from "the inside", through the concepts, theories, paradigms and contexts in which the political, economic and social logic of Africa come together and which engage and challenge contemporary thinking and dominant discourses about politics and international relations.

Content will include reference to: 

  • A postcolonial "African" critique of the disciplines of politics and international relations, the international system, its origins and nature.
  • Africa in, and of, the Global South and at the centre of Critical International Political Economy.
  • The Political Instrumentalization of Disorder - Modernity, Tradition, Power, Progress and Legitimacy in Africa.
  • The Postcolonial African State - Political Thought and Philosophical Critique; the state as a Matrix; Crisis States, Collapsed States and New States.
  • Genesis of State and Society: The Fault lines of Ethnicity, Religion, Social Class and Competition over Resources. 
  • The Productivity of Economic and Political Failure: Migration, Trade and the Informal Economies of the African Sub-Regions.
  • Conflict, Peace and Justice in Africa - Restorative, Distributory and Transitional approaches.

Module aims:

The primary aims of this module are:

  • To provide a critical understanding of the historical, political and economic positionally of Africa, in and of the world, as seen through multiple paradigms, theories, concepts and contexts which shape our understanding.
  • To offer perspectives and insights that engage with, stand in contrast to, and challenge, dominant paradigms about politics and international relations, as seen through the lens of 'the other'.
  • To develop critical thinking amongst participants about the subject of inquiry.
  • To develop research capacity appropriate to the level of study. 
Sociology BSc (Hons)

Sociology BSc (Hons)

Who you'll Learn from

Dr Nancy Evans

Programme Leader, BSc Sociology
Dr Nancy Evans

Prof Peter Cox

Professor of Sociology
Prof Peter Cox

Dr Joe Rigby

Senior Lecturer; Sociology
A dark grey silhouette on a light grey background

How you'll Learn

We use a range of assessment methods throughout the course, including essays, reviews, poster presentations, research proposals, and seen and unseen examinations.

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.

This course offers the exciting opportunity to study abroad for a full academic year at one of our bilateral exchange partners or through ISEP (International Student Exchange Programs), a network of over 300 additional higher education institutions worldwide.

 

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.

English Language Requirements

  • IELTS Academic: Undergraduate: 6.0 (minimum 5.5 in each band)
  • Postgraduate: 6.5 (minimum 5.5 in each band)

For those who do not have IELTS or an acceptable in-country English language qualification, the University of Chester has developed its own online English language test which applicants can take for just £50.

For more information on our English Language requirements, please visit International Entry Requirements.

72 UCAS points

UCAS Tariff 72 points
GCE A level 72 points overall, including grade D at A level
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.

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.

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

£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.

 

The University of Chester supports fair access for students who may need additional support through a range of bursaries and scholarships. 

Full details, as well as terms and conditions for all bursaries and scholarships can be found on the Fees & Finance section of our website.

 

Your Future Career

Job Prospects

Sociology graduates pursue diverse career paths including in the public sector and civil service, politics and government, social work, charity and advocacy work, public relations, advertising, market research, journalism, academia and teaching. The critical and analytical skills developed through studying Sociology are highly transferable and extremely sought after by employers. 

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.