Course Handbook BA (Hons) Public Services

2018/19 Jessica Marshall

Humanities and Social Science

Please read this Handbook in conjunction with the University’s Student Handbook. All course materials, including lecture notes and other additional materials related to your course and provided to you, whether electronically or in hard copy, as part of your study, are the property of (or licensed to) UCLan and MUST not be distributed, sold, published, made available to others or copied other than for your personal study use unless you have gained written permission to do so from the Dean of School. This applies to the materials in their entirety and to any part of the materials.

Contents

1 Welcome to the Course 2 Structure of the Course 3 Approaches to teaching and learning 4 Student Support 5 Assessment 6 Classification of Awards 7 Student Feedback 8 Appendices

8.1 Programme Specification(s)

1. Welcome to the course Welcome to Public Services at UCLan. We have designed an innovative programme of study which engages you with the main challenges facing central and local government as well as providing you with practical skills to equip you for future employment in the public services. Public Services is an exciting interdisciplinary subject which challenges you to reflect on your own assumptions about a range of social sciences and in particular politics, education, criminology and public services. You will find it fascinating and relevant.

All members of the Public Services team are research-active scholars who offer a dynamic range of topics for you to study such as central and local government, education, children and young people’s services, criminal justice and citizenship, human rights and religion.

The course team have compiled this handbook for your use and in the following pages you will find a range of information about the content of the course, the way that it is organised and the mutual responsibilities of staff and students in ensuring that all students have effective opportunities to achieve the knowledge base, theoretical skills and practical competencies necessary for future work in the public services environment and a wide variety of ‘people related’ fields such as education, social care, community work, local government and many others.

The course will also provide a good foundation should you later choose to progress onto postgraduate study and research in the social sciences, education or social work or be planning to take further study and assessment to gain named professional awards.

Your learning experience starts with this handbook, so please make sure that you keep it and use it. You are setting out to some extent into unknown territory and the handbook provides a map that will guide your progress. Thorough reading and regular referral to the handbook as you journey through your studies will ensure that you have a clear picture of where you are going and where you should be at any particular time. Although guidance and help is available through a number of channels, the handbook will help you traverse the various twists and turns of your academic journey and any (un)expected complications that arise along the way. As the course progresses, there will be opportunities for you to pursue options and other avenues that enable you to direct your own learning and progress, and we hope you will take full advantage of these to enhance and extend your learning experience, skills and opportunities for the future.

1.1 Rationale, aims and learning outcomes of the course This multi-disciplinary degree will offer excellent career prospects for those of you wishing to pursue careers within teaching, local government, social work, the Probation Service, youth and community work, the Police and Prison and Immigration Services. Thus there are pathways available in education, children and youth services, criminal justice and citizenship and diversity as part of this top up BA. You will have the chance to go for breadth across the BA, or for depth in one or two areas depending upon your future career plans.

The course will also provide a good foundation should you later choose to progress onto postgraduate study and research in the social sciences, education or social work or be planning to take further study and assessment to gain named professional awards.

The degree takes account of key curriculum themes which UCLAN has identified as important for students in developing their understanding of the world and their role in it and in equipping them for employment. These are employability and enterprise, internationalisation and sustainable development.

Employability

The course supports students in achieving employability skills such as, critical analysis, critical awareness, intellectual identity, professionalism and independent personal identity. The compulsory module PL 3001 Policy Interpretations In The UK Dilemmas and Controversies – Putting Policy In To Practice has been designed to specifically focus on employability skills and the module aims seek to enhance student’s employability skills for their future workplace/ post graduate study.

Internationalisation

The programme has been designed to ensure that the curriculum students are studying has internationalisation themes and specific modules have been selected to ensure this is achieved. Students will be directly studying a range of international issues with other students from a variety of national backgrounds, hereby creating an international community of practice.

Sustainability

These changes seek to safeguard the longevity of the programme/ course through more efficient and effective modular organisation. Sustainable development will be promoted through the use of electronic resources and Blackboard.

1.2 Course Team Jessica Marshall LH108 jlmarshall@uclan.ac.uk (01772) 892716

Megan Todd LH310 MTodd2@uclan.ac.uk 892259

Wajid Khan BBCC113 WKhan@uclan.ac.uk 896062

Tim Owen HB226 TOwen1@uclan.ac.uk 892258

Sue Uttley-Evans HB019 Smuttley@uclan.ac.uk 892249

Kate Bacon LH220 kvbacon@uclan.ac.uk 893981

Antonio Cerella LH308 ACerella@uclan.ac.uk 892798

Debbie Conroy HB217 DConroy@uclan.ac.uk 893931

Dave Orr HB018 Dorr@uclan.ac.uk 893976

1.3 Expertise of staff

Jessica Marshall Jessica qualified with a BA (Hons) in Sociology from the University of Central Lancashire. She has since gone onto qualify for her MA in Sociology which explore issues of ‘underdevelopment’ in East Africa. Jessica has completed her PGCE in Further Education and is presently undertaking her PhD which explores issues relating to childcare and the Christian community. Jessica is a qualified work based assessor and has been involved in teacher training at Preston College. Jessica worked as a researcher at the University of Bolton for three years where funding was granted by the European Social Fund (ESF) to explore barriers to progression within the retail sector for ethnic women. Jessica is an advocate of widening participation at the University and is involved in several activities to encourage students from deprived areas to consider higher education. This includes delivering taster sessions in sociology to students involved in 'junior university'. Presently she is involved in organising a student conference that will showcase the excellent work achieved by undergraduate students within ESS. Jessica is an active member of the Lancashire Hate Crime Strategic and Cohesion Group and is part of a new Northern Rail Franchise that focuses on supporting passengers with disabilities. She is presently working with Donna’ House to develop ways of supporting families whose children have a terminal illness. Dr Megan Todd researches issues relating to gender, sexuality and violence all of which underpin her teaching. Her doctoral research was on community responses to lesbian domestic violence. She joined UCLan in January 2013. Prior to this she lectured for over four years at Robert Gordon University in Aberdeen. Whilst completing her ESRC-funded PhD at Newcastle University, she taught at the universities of Newcastle and Sunderland and was research assistant on a British Academy project investigating educational capital and same-sex parenting and an ESRC-funded project researching into LGBT equalities initiatives in local government. Before returning to Higher Education, she taught English at a secondary school in Cumbria. She is currently involved in supervising two PhD projects and is writing a textbook on sexuality for Sage. Wajid Khan In October 2005 Wajid became UCLan’s MV Co-ordinator for East Lancashire and then lectured in volunteering and community action. Wajid co-wrote the BA (Hons) Active Citizenship and Volunteer Development degree which was validated in May 2006. In September 2006, he was appointed course leader of this programme. He is a regular consultant for BBC Radio 5 Live and the BBC Asian Radio Network on issues including 'race', youth, community cohesion and society, and has presented in Europe at Volunteurope conferences in Berlin, Strasbourg, Warsaw and Genoa. In June 2006, he advised the Russian Ministry of Education and Science on developing youth strategies, and was invited to the Civil G8 in Moscow where he introduced proposals to President Putin which were later discussed at the G8 Summit. In October 2006, Wajid was appointed to the Executive Board of Directors of Volunteurope. Recently he has worked on a project engaging the community in developing a university in Burnley, and has represented the University in a collaboration with Russian NGOs. In addition he has been appointed community governor for Burnley Schools Sixth Form and a Board Member for Calico Housing. Dr Tim Owen Dr Tim Owen is an interdisciplinary social theorist, whose work draws upon criminological and sociological theory, evolutionary psychology, behavioural genetics, social policy and philosophy. His published work, spanning over 20 publications, has a common theme; the desire to 'build bridges' between the biological and social sciences, in tandem with developing a post-postmodern genetic-social framework with which to examine a wide variety of phenomena. The genetic-social framework has been 'applied' to a wide range of

subjects including crime and criminal behaviour, human biotechnology, the Human Genome Project, ageing, globalization, citizenship , and masculinities. He has published in a wide variety of international journals such as Sage's Current Sociology, and his recent books include 'Reconstructing Postmodernism: Critical Debates' [2007, Nova Science] with Jason L.Powell, which featured contributions from George Ritzer, Nicos Mouzelis, Derek Layder, Barry Smart and other leading social theorists, and 'Social Theory and Human Biotechnology' [2009, Nova Science], which featured a foreword by Professor Derek Layder [Univ. Leicester]. He has recently contributed a chapter , 'The Biological and Social in Criminological Theory' to Steve Hall and Simon Winlow's [2012] 'New Directions in Criminological Theory' [Routledge] alongside leading Criminologists such as Robert Reiner, Jeff Ferrell and Pat Carlen. Tim's latest book, 'Criminological Theory: A Genetic-Social Approach' [forthcoming 2013, Palgrave Macmillan] is currently in press. He has also very recently submitted a proposal for an edited collection [with Wayne Noble] on cyber-crime to Palgrave Macmillan. Four of Tim's publications have been entered as part of the ‘Social Justice’ submission for REF 2014. Dr Kate Bacon is a Senior Lecturer in the School of Education and Social Science. Her academic training was in sociology and anthropology. She has conducted social research with children, exploring their experiences of twinship and, in a separate project, exploring their career aspirations. She has published on a range of topics including twinship and identity, children’s citizenship, theoretical developments in childhood studies, researching children and children’s attitudes towards nursing. She has discussed her book Twins in Society with Laurie Taylor on his Radio 4 show Thinking Allowed’. She is the academic consultant for The Centre of Excellence in Social Learning and is a peer reviewer for a range of journals including Children & Society and Qualitative Sociology Review.

Dr Antonio Cerella BA, MA, PhD (Florence) specialises in international relations theory, political theory and philosophy, and sociology of religion. His current research focuses on two main areas: a) secularisation and the encounter between West and East; and b) the relationship between political theology, power and international politics an area that remains largely unexplored despite the broadening of the field of religion and culture in IR. He is an active researcher and has been invited by the Italian Ministry of Foreign Affairs to contribute to a roundtable of academics, diplomats, and NGO representatives on ‘The Euro-Mediterranean Region: Religions and New Perspectives for Dialogue’ reflecting on the emergence of new political actors and the role of religion in the Arab revolts. Debbie Conroy was involved with NACRO on a voluntary basis for 2 years as a Research Officer. The research she carried out was looking into the resettlement needs of young women prisoners on the Young Offenders Wing in HMP Holloway and in YOI Bullwood Hall. Debbie carried out interviews on the prison landings and sometimes in the cells, using in-depth questionnaires. This Home Office funded research was published by NACRO. Debbie currently teaches several modules within the Criminology department including ‘Crime and Society’, ‘Crime and Morality’ and ‘Key Thinkers’. She is also the module leader for ‘Youth Justice’, ‘Media and Crime’ and the ‘Study Skills’ module.

Dave Orr Following the completion of his Masters at Edge Hill in 1999, Dave set up the online Hillsborough Disaster archive for the Centre for Studies in Crime and Social Justice, and worked on the ESRC funded national Violence Project with the historian Dr John Archer. Dave’s own research has largely been historical, class based analysis of the prison system and criminal justice in the nineteenth-century England and Wales. Dave has written on children, sexuality, ‘mental illness’ and criminal justice in early nineteenth-century London, Sex trafficking and corporate crime, and is a member of the European Group for the Study of Deviance and Social Control. Sue Uttley-Evans In 2008, Sue was nominated for a National Criminal Justice Board Award in the category of Outstanding Commitment to Diversity. She also received a Lancashire Criminal Justice Board Award for an outstanding contribution to the delivery of justice in Lancashire. Sue is a Board Member of The Foreign and Commonwealth Office Forced Marriage Unit (FMU)-NGO Roundtable. She is on the Board of Trustees for Practical Solutions- an NGO providing specialist advice, support and training in forced marriage and ‘honour-based’ violence within UCLan, and to external bodies on a local, national and international level. Sue has presented various conference papers, including ‘Doing Law Differently or a Sophisticated Disguise?’ – Annual Law and Society Conference in Canada; ‘Addressing the Imbalance? The English Criminal Law & Violated Women Who Kill’ at Lancaster University; and ‘Desperate Economic Times Means Desperate Measures: Forced.

1.4 Academic Advisor You will be assigned an Academic Advisor who will provide additional academic support during the year. They will be the first point of call for many of the questions that you might have during the year. Your Academic Advisor will be able to help you with personal development, including developing skills in self-awareness, reflection and action planning.

1.5 Administration details Campus Admin Services provides academic administration support for students and staff and are located in the following hubs which open from 8.45am until 5.15pm

Monday to Thursday and until 4.00pm on Fridays. The hub can provide general assistance and advice regarding specific processes such as extenuating circumstances, extensions and appeals.

Harris Building Lancashire Law School Humanities and the Social Sciences Centre for Excellence in Learning and Teaching The hub telephone number is 01772 893980 The hub email contact is essschooloffice@uclan.ac.uk

Allen Building Medicine Dentistry telephone: 01772 895566 email: AllenHub@uclan.ac.uk Foster Building Forensic and Applied Sciences

Pharmacy and Biomedical Sciences Psychology Physical Sciences telephone: 01772 891990/891991 email: FosterHub@uclan.ac.uk Computing and Technology Building Art, Design and Fashion Computing Journalism, Media and Performance Engineering telephone: 01772 891994/891995 email: CandTHub@uclan.ac.uk Greenbank Building Sport and Wellbeing Management Business telephone: 01772 891992/891993 email: GreenbankHub@uclan.ac.uk Brook Building Community, Health and Midwifery Nursing Health Sciences Social Work, Care and Community telephone: 01772 891992/891993 email: BrookHub@uclan.ac.uk 1.6 Communication

The University expects you to use your UCLan email address and check regularly for messages from staff. If you send us email messages from other addresses they risk being filtered out as potential spam and discarded unread. Safe and acceptable use of e-mail is a key element of successful communication. The risk of viruses means that you must use your

university e-mail address whenever possible. As appropriate language use is an integral part of developing professional communication skills please use formal English and avoid using text messaging English and spellings. Using the correct form of address and ‘signing off’ is also very important. What is acceptable depends on the degree of familiarity in the relationship. The relaxed forms of address and 'signing off' used in communication with friends and family would not normally be suitable when emailing members of staff or external agencies. Finally, think carefully about whether or not the e-mail is appropriate, once it is sent it may be forwarded to other people. This is beyond your control.

1.7 External Examiner The University has appointed an External Examiner to your course who helps to ensure that the standards of your course are comparable to those provided at other higher education institutions in the UK. The name of this person, their position and home institution can be found below. If you wish to make contact with your External Examiner, you should do this through your Course Leader and not directly.

Hetal Patel Manchester University Department of Health Professions Faculty of Health, Psychology and Social Care

2. Structure of the course Core and Optional Modules The course has been designed to ensure that you develop your understanding of public services and also to tailor your degree to reflect your own chosen areas of interest and future employment. To this end, the degree

is composed of both core and optional modules. There are THREE compulsory modules that focus on government policy- how this is developed and how it impacts on the public services, issues relating to diversity and equality and your dissertation. Public services students then do 3 optional modules (NB Details of each module are provided at progression talks when you choose your modules. Some modules may not run if there is not sufficient demand or if they clash with your core modules on the timetable). Students have the option of taking particular routes through the course based on interest and career choice, for example, by taking themed modules which include childhood and youth, violence, crime, policy and diversity.

2.2 Modules available Each module is a self-contained block of learning with defined aims, learning outcomes and assessment. A standard module is worth 20 credits. It equates to the learning activity expected from one sixth of a full-time undergraduate year. Modules may be developed as half or double modules with credit allocated up to a maximum of 120 credits per module.

There are THREE compulsory modules:

1. PL3001 : The module aims are to critically analyse how governmental policy is interpreted, negotiated, translated, reviewed and implemented within different multidisciplinary environments within the UK. The assessment is one essay of 2,000 words, a group presentation and a group report of 2,000 words.

• PL3003 Public Services Work Placement

• PO 3990 :Public Services dissertation. This is an extended piece of work (10,000 words in length) on your chosen topic of interest in the public services field. It will normally be related to your core module or one of the pathways.

Year 2 Optional Modules :Students may choose ONE year two module on their programme of study. This means you then choose only TWO year three modules

Module Code Module Title

CJ2029 CJ2016 CJ2007 CI2008 VO2004

Controversial Issues in Prisons Understanding Policing Understanding Interpersonal Violence Diversity & Inclusive Practice Volunteering in the EU

Year 3 Optional Modules : Students may choose THREE year three modules. Students DO NOT have to choose a year two module

Module Code

Module Title

SO3003 SO3020

Optional Modules Understanding Security and Policing in the twenty-first Century The Sociology of Childhood

PL3001Policy Interpretations

in the UKDilemas and

ControversiesPutting Policy Into Practice Within Multidiciplinary

Settings

PL3003Public Services Work Placement

PL3990Dissertation

CJ3027 CJ3206 CJ 3018 CJ3007 ED3215 CI3602 PO3004 CJ3024 ET3981 VO3007

Human Trafficking and ‘Modern Day’ Slavery Crime and New Technologies Understanding State Crime and Genocide Sex, Violence and Strategies The Education of Vulnerable Young People Learning from Work in Children’s Services Terrorism and Security Why Prison? Student Initiated Module Global Community Exchange

1.3 Course requirements You will be expected to abide by the Regulations for the Conduct of Students in the University . UCLan expects you to behave in a respectful manner demonstrated by using appropriate language in class, and switching mobile phones / other devices off prior to attending classes. If your behaviour is considered to be unacceptable, any member of academic staff is able to issue an informal oral warning and the University

will support staff by invoking formal procedures where necessary. You can read more about UCLan expectations in the regulations for the Conduct of Students.

We expect you to commit to:

1. Being an active partner with university staff and actively participating in the learning opportunities available to you

2. Keeping up to date with all information about your course through a range of channels such as social networks, The Student Portal, Blackboard etc.

3. Taking responsibility for your learning, personal development and skill development 4. Completing all work to the best of your ability and submitting it on time 5. Engaging with feedback provided to you to further your development 6. Providing timely and constructive feedback on your experiences 7. Engaging in the extra-curricular opportunities available to you 8. Telling us when you require help and making use of the support services available to

you 9. Treating all members of the university and local community with respect 10. Adhering to UCLan’s Regulations for the Conduct of Students and thereby

contributing to a safe, productive university environment 11. Ensuring we have the right contact details for you so that we can communicate

effectively with you.

2.4 Study Time 2.4.1 Weekly timetable You will be provided with an online timetable following on from choosing your modules. You must check this on regular occasions.

2.4.2 Expected hours of study 20 credits is a standard module size and equals 200 notional learning hours. The normal amount of work involved in achieving a successful outcome to your studies is to study for 10 hours per each credit you need to achieve – this includes attendance at UCLan and time spent in private study. Level 6 modules range between 30 and 60 hours of scheduled teaching and learning hours per 20 credit module. On average a level 2 module at university will run for three hours per week and a level three module at university will run for two hours a week. Students will normally have seven hours of timetabled classes per week. It is likely that you will be in around three days for classes each semester (although this varies and could be two-four days) and an average timetable will look like this:

2.4.3 Attendance Requirements You are required to attend all timetabled learning activities for each module. Notification of illness or exceptional requests for leave of absence must be made to: You are required to attend all timetabled learning activities for each module. Notification of illness or exceptional requests for leave of absence

must be made to your course leader Jessica Marshall. If you have not gained the required authorisation for leave of absence, do not respond to communications from the University and if you are absent for four weeks or more, you may be deemed to have withdrawn from the course. If this is the case, then the date of withdrawal will be recorded as the last day of attendance. Student attendance is monitored through a university data system called SAM (Student Attendance Monitoring). You can check your attendance record online through myUCLan. Each time you are asked to enter your details on SAM you must remember that the University has a responsibility to keep information up to date and that you must only enter your own details on the system. To enter any other names would result in inaccurate records and be dishonest. Any student who is found to make false entries can be disciplined under the student guide to regulations. International students should be aware of their responsibilities under the UK Border Agency (UKBA), Points Based System (PBS). You MUST attend your course of study regularly; under PBS, UCLan is obliged to tell UKBA if you withdraw from a course, defer or suspend your studies, or if you fail to attend the course regularly. 3. Approaches to teaching and learning 3.2 As experienced educators we are very conscious of what happens in our classrooms. Our key focus is on learning rather than teaching, and within this we try to emphasise the role of the learner. You will experience a range of teaching and learning methods, and this brief section of the handbook is intended to provide an overview of some of these methods. There is a great deal of research, which demonstrates factors associated with effective learning: • Learning is not a spectator sport. People learn best and recall more when they are

involved actively in the process - thus participation is a vital part of learning and the programme is designed to ensure frequent opportunities for students to participate through case-study work, problem-solving, and presentations. Reading in preparation for a seminar or lecture will help you to actively participate in the work.

• As you study and learn both independently and in groups, you will develop skills in time management, organisation, team-work problem solving and enhance self-confidence and assertiveness. These are all key skills for employment. Self-confidence plays a valuable part in learning and often grows with familiarity – the more we know about something the more confident we feel about discussing and evaluating. Reading to build your knowledge base and inform your understanding is a vital part of the programme and can be a good way of building self-confidence.

People appreciate a variety of approaches - we employ a range of learning strategies for this purpose. 3.3 Study Skills Your success in attaining a university place is evidence of a range of skills for study, but because you are now studying at a different level and in different ways, students usually need to extend their skills set if they are to do justice to their potential and achieve the success they would want in their degree. Whilst all the modules on this course will allow you to practice and develop certain key (or transferable) skills which underpin the learning process and help in future learning, and in future careers. Students will develop written communication skills, oral communication skills and presentational skills. Skills in the use of IT for research purposes should also develop as students access information by appropriate electronic means. Students will practice and develop skills of critical thinking, analysis, reflection, problem solving and time-management. They will also develop independent learning skills and the ability to work using their own initiative, as well as developing the ability to work as part of a team. There are a variety of services available to support you at the university including WISER- http://www.uclan.ac.uk/students/study/wiser/index.php

3.4 Learning resources 3.4.1 Learning Information Services (LIS) Extensive Resources are available to support your studies provided by LIS – library and IT staff - http://www.uclan.ac.uk/students/library/index.php. It is impossible to complete your course without using a PC or Mac, reading books, accessing electronic journal articles or printing out work. Learning &

Information Services (LIS) make all of these possible, and more. The library building provides access to thousands of books 24/7, offering extensive reading for all subjects and these are complemented by still more texts/multi-media available online as e-resources. Password technology enables you to use these on the University campus, at home or from any internet enabled PC in the world. The Resources for your Subject guides should help you get started. The library also has a wide range of study areas to meet different study needs and styles. These include: A design suite Silent study areas Quiet study areas Bookable study rooms and pods

Group study zone You’ll also find hundreds of computers, laptops and MacBooks available to borrow within the building, and a café. Help is available from our Customer Support team via the telephone (01772 895355), email (LISCustomerSupport@uclan.ac.uk) or in person at the One Stop service point on the ground floor. The LIS training team offers a range of free courses and seminars to help you use our IT and Information sources. These include tours of the Library, guides to using the catalogue, and help with doing an in-depth search of a subject database. They will even show you how to put all this new-found information into a word document. The training team web pages www.uclan.ac.uk/listraining detail the iSkills program. Using the library is an essential part of your studies and we hope you can become a confident and independent user of all the services and facilities it has to offer. More information about the services LIS offers is available from www.uclan.ac.uk/LIS 3.4.2 Electronic Resources LIS provide access to a huge range of electronic resources – e-journals and databases, e-books, images and texts: For more information visit: http://www.uclan.ac.uk/students/library/online_resources.php.

Digital and electronic material for individual modules will also be available through eLearn/WebCT, but you will be expected to make full use of the Library’s electronic resources as part of the study and assessment for your modules. You should familiarise yourselves with these resources as soon as possible and continue to use them effectively throughout your degree. 3.5 Personal development planning University life is full of exciting opportunities. However, the range of challenges (e.g. presentations, time management, essay writing) can at times feel bewildering. Personal Development Planning helps you make the most of your time in the School of Education and Social Sciences, by providing a clear structure for productive reflection and goal setting in the short and longer term as you consider a career. Personal Development Planning is defined as: “a structured and supported process to develop the capacity of individuals to reflect upon their own learning and achievement and to plan for their own personal and career development” (Quality Assurance Agency for Higher Education (QAA) 2001). The Personal Development Plan (PDP) has been developed to help you strengthen, integrate, and reflect on your knowledge, and understand your intellectual, personal, and social development in addition to your discipline-specific needs. Initially you will find it helps you identify strengths and weaknesses in your current skills and knowledge and plan your future course choices with these in mind. As you move through the programme, your PDP can clarify your thinking about your next steps after university and, ultimately, will provide a basis for compiling your CV.

Personal Development Planning is a process that only you can fully undertake as it calls upon you to constantly reflect on what you do and how you do it. It is a process that is similar to, and often linked with, your subject specific learning. On this course you are required to develop academic skills of research, analysis and oral and written presentation, marshalling large amounts of information along the way in an evaluative and critical manner, but you are also expected to reflect on how and why these are done, what the consequences are, ways they could be better done and how they could be applied more widely. Personal Development Planning is the same process, but in relation to yourself – you are required to carry out learning

tasks and to reflect on what you learned and how, what the consequences are and ways they could be better done. At the start of the course there will be an explanation of Personal Development Planning. You will be expected to start and maintain your progress file which will contain transcripts, assignments, feedback and reflection. It is important that you should record your activities as a learner and make notes that reflect on your experiences and the actions you took to resolve problems and achieve success. You should bring this file to meetings with your Personal Tutor, who will ask you to talk about your learning and how you are developing plans to improve it. More information on PDP is available from the Learning Development Unit (LDU): http://www.uclan.ac.uk/information/services/ldu/pdp/index.php The core text for Personal Development Planning is Cottrell, S. (2003) Skills for Success: The Personal Development Planning Handbook. Basingstoke: Palgrave Macmillan. There are at least three good reasons to do maintain a PDP:

1. To give you an opportunity to reflect on your development to date, and your plans for the future. It is all too easy to “drift along” from week to week and year to year without taking time to assess your goals and progress. Taking stock in this sort of exercise should make you more aware of what you are trying to achieve and whether you are heading towards those goals as planned.

2. To direct your mind to a range of skills and abilities which are important to your personal and professional development, but which may not be directly measured in exams and coursework assessment. Awareness of these skills will be important when you compile your CV and look for work.

3. It will help you to think about and talk about both the academic skills you have learnt in the course of your study, in conjunction with the skills that you might gain in work experience or extra-curricular activities.

Why should I start and maintain a PDP?

1. It keeps a handy record of your achievements at the university 2. It is easy and convenient to add to and maintain. 3. It may help you to get the maximum from your personal tutoring. 4. It is a source of reflection on your study. 5. It can demonstrate progress if done well (and there is progress to show).

It will help you see the links between skills gained in different contexts.

3.6 Preparing for your career Your future is important to us, so to make sure that you achieve your full potential whilst at university and beyond, your course has been designed with employability learning integrated into it. This is not extra to your degree, but an important part of it which will help you to show future employers just how valuable your degree is. These “Employability

Essentials” take you on a journey of development that will help you to write your own personal story of your time at university:

• To begin with, you will explore your identity, your likes and dislikes, the things that are important to you and what you want to get out of life.

• Later, you will investigate a range of options including jobs and work experience, postgraduate study and self- employment,

• You will then be ready to learn how to successfully tackle the recruitment process.

It’s your future: take charge of it!

Careers offers a range of support for you including:- • career and employability advice and guidance appointments • support to find work placements, internships, voluntary opportunities, part-time

employment and live projects • workshops, seminars, modules, certificates and events to develop your skills

Daily drop in service available for CV checks and initial careers information. .For more information come along and visit the team.

4. Student Support 4.1 Academic Advisors Each student is allocated a member of staff as an academic advisor. The role of the academic advisor is not to deal with assignment issues – this is a matter for the relevant Module Tutor and should be raised at an appropriate seminar session. academic advisors provide pastoral care, including guidance problems that

may affect your academic work. Think of your academic advisor as a ‘wise friend’, someone who knows the University and its academic regulations, and to whom you can turn for advice. It may not be appropriate for your academic advisor to deal directly with your problems – personal counselling is a job best left to Student Services or the Health Centre – but they should be able to direct you to an appropriate source of advice. Your academic advisor is Jessica Marshall. It is your responsibility to contact Jessica if you have any problems or concerns.

4.2 Students with disabilities If you have a disability that may affect your studies, please either contact the Disability Advisory Service - disability@uclan.ac.uk - or let one of the course team know as soon as possible. With your agreement information will be passed on to the Disability Advisory Service. The University will make reasonable adjustments to accommodate your needs and to provide appropriate support for you to complete your study successfully. Where necessary, you will be asked for evidence to help identify appropriate adjustments.

Assessment arrangements for students with a disability Arrangements are made for students who have a disability/learning difficulty for which valid supporting evidence can be made available. Contact the Disability Adviser for advice and information, disability@uclan.ac.uk 4.3 Students’ Union One Stop Shop The Opportunities Centre is the Union’s One Stop Shop to find employment or volunteering whilst you study. With thousands of jobs and voluntary positions advertised, agency work through the Bridge and information on over 2000 volunteer positions within the Union. As one of the thousands of students who are not studying on the main UCLan campus in Preston, the Students Union is still your union, please check http://www.uclansu.co.uk/ for full details on what we may be running in your partner institution.

5. Assessment 5.1 Assessment Strategy 5.2 Notification of assignments and examination arrangements Requirements for individual assessments and their respective deadlines for submission are outlined in the individual Module Handbook or contained in assessment briefings distributed by the respective tutor.

All written assessments need to be up-loaded onto turnitin. 5.3 Referencing The referencing style for Public Services modules is the Harvard system, and a brochure on its use is available from LIS/ University Library at: http://www.uclan.ac.uk/students/wiser/files/UCLAN-LIS-references08.pdf . Another useful guide to the Harvard referencing system is provided at: http://skillsforlearning.leedsmet.ac.uk/Quote_Unquote.pdf. The purpose of referencing is to enable other readers to locate the information you have used, to compare your interpretation with their own or others and to develop the ideas further. It also acknowledges the use of other people’s ideas. There are two places in an assignment where referencing must occur, in the body of the assignment and at the end of the assignment in a bibliography. Referencing is necessary to allow the reader to verify and follow up on material quoted in the assignment. Referencing also adds academic weight to your argument and guards against plagiarism. Plagiarism “is the use, without acknowledgement, of the intellectual work of other people, and representing the ideas or discoveries of another as your own in written work submitted for assessment. To copy sentences, phrases or even striking expressions without acknowledgement of the source for that information (either by inadequate citation/reference or failure to indicate verbatim quotations), is plagiarism; to paraphrase without acknowledgement is also plagiarism. Where such copying or paraphrase has occurred, the mere mention of the source in the bibliography is not deemed sufficient acknowledgement because; each instance/point/assertion/argument must be referred specifically to its source. Verbatim quotations must be either in inverted commas, or indented, and directly acknowledged’ (Academic Regulations: Appendix 10). If you consistently and effectively reference the sources of information you use to prepare and produce your assignments, claims of plagiarism in your work can be avoided.

5.4 Confidential material

Particularly as you progress through your studies and in the 3rd Year Dissertation Module, you may encounter confidential information which might inform assignments. There are ethical and legal issues and responsibilities to respect confidentiality and maintain the anonymity of individuals and organisations connected to this information. The School has an established ethics procedure and guidelines and you should check with your Module Leader or Dissertation Supervisor about this if you expect to access such material in the course of your work. 5.5 Cheating, plagiarism, collusion or re-presentation Please refer to the information included in section 6.6 of the University Student Handbook for full definitions. The University uses an online Assessment Tool called Turnitin. A pseudo-Turnitin assignment will be set up using the School space on Blackboard to allow students to check as many drafts as the system allows before their final submission to the ‘official’

Turnitin assignment. Students are required to self-submit their own assignment on Turnitin and will be given access to the Originality Reports arising from each submission. In operating Turnitin, Schools must take steps to ensure that the University’s requirement for all summative assessment to be marked anonymously is not undermined and therefore Turnitin reports should either be anonymised or considered separately from marking. Turnitin may also be used to assist with plagiarism detection and collusion, where there is suspicion about individual piece(s) of work. 6. Classification of Awards The University publishes the principles underpinning the way in which awards and results are decided in Academic Regulations. Decisions about the overall classification of awards are made by Assessment Boards through the application of the academic and relevant course regulations.

7. Student Feedback You can play an important part in the process of improving the quality of this course through the feedback you give. 7.1 Student Staff Liaison Committee meetings (SSLCs) Details of the Protocol for the operation of SSLCs is included in section 8.2

of the University Student Handbook.

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8. Appendices 8.1 Programme Specification(s)

UNIVERSITY OF CENTRAL LANCASHIRE

Programme Specification

This Programme Specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided.

Sources of information on the programme can be found in Section 17

1. Awarding Institution / Body

University of Central Lancashire

2. Teaching Institution and Location of Delivery

University of Central Lancashire

3. University School/Centre

Humanities and Social Science

4. External Accreditation

N/A

5. Title of Final Award

BA (Hons) Public Services

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6. Modes of Attendance offered

Full-time and Part-time

7. UCAS Code

L491

8. Relevant Subject Benchmarking Group(s)

Politics and International Relations

9. Other external influences

UCLan policies in particular relating to employability and internationalisation .

10. Date of production/revision of this form

June 2013

Revised January 2017, April 2017

11. Aims of the Programme :

• To provide an in–depth critical examination of modern public services at a local, national and international level with a specific focus on the following selected areas: education, children and youth services, criminal justice, police service and policy issues related to these arenas.

• To offer particular areas of focus on gender, sexuality , ethnicity ‘race’ and racism, religion and religious identity , community engagement, diversity, political issues, economic issues, social justice, social inclusion and exclusion at a local, national and international level.

• To offer an academically stimulating curriculum, underpinned by research-informed teaching which will provide students with the knowledge, skills and professionalism required to benefit their future careers within the modern public services environment.

• To deliver a programme which will give students the ability to critically analyse complex and diverse opinions, theories and perspectives on public services so they can apply these both academically and practically in their future world of work.

• To create and sustain a supportive environment in which students can develop their intellectual identity, critical thinking, critical awareness, independent personal identity and enhance the skills required for graduate level employment in the services or related areas of professional environments and practice.

• To provide a platform for CPD and/or entry to postgraduate professional training.

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12. Learning Outcomes, Teaching, Learning and Assessment Methods

A. Knowledge and Understanding

Students will be able to:

A1. Demonstrate a critical awareness of the underpinning values and principles relevant to public services and governmental policy.

A2. Demonstrate a critical awareness of the challenges facing different sectors of public services such as education, children and youth services, criminal justice and police service.

A3. Critically appreciate the complex issues of diversity and inclusion in public services and be able to critically appraise and assess complex arguments, issues and situations to identify, formulate and advocate solutions to problems.

A4. Articulate, critically evaluate and construct a reasoned argument in relation to policy, practice and the interpretation and translation of policy and be able to apply with a social and community context within the workplace environment.

A5. Appreciate key issues, paradigms and ethics surrounding social research, social research practice and practitioner based enquiry.

Teaching and Learning Methods

A range of teaching and learning methods are used to enable students to cumulatively acquire and apply the knowledge, awareness and skills expressed in the course and module learning outcomes. They include:

1. Lectures, seminars, tutorials and workshops 2. Whole groups, small group and individual teaching 3. Fictional public service scenarios and related role plays 4. Audio-visual teaching, podcasts, E-learning and subject related blogs 5. Seminars/ tutorials –requiring students to read and prepare in advance 6. Presentations by occasional guest lecturers / professionals with specific expertise/

knowledge 7. Communication – by liaison and learning from others including seminar

presentations 8. Participating in debates, dialogue, question and answer sessions with their peers,

lecturers and other outside professionals as and when required and in relevant situations such as conferences and guest lecture sessions

Assessment methods

1. Essays, other written work, reports and research presentations 2. Case studies and reflective logs 3. Presentations, poster presentations and case –based scenarios

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4. Class debate 5. Seen and unseen exams 6. Dissertation or portfolio 7. Literature reviews

B. Subject-specific skills

Students will be able to

B1. Identify and reflect ( in a professional manner ) upon theory, policy and practice in order to accommodate new principles and understanding of the contemporary public services

B2. Select and critically evaluate relevant primary and secondary sources

B3. Critically understand the application and limitations of different research methodologies in relation to the study of public service issues

B4. Recognise the importance of explicit referencing and the ethical requirement of study which requires critical and reflective use of information of data gathered and reviewed

B5. Identify, investigate , analyse, formulate and advocate solutions to problems

B6. Reflect on own learning and seek to make use of constructive feedback

Teaching and Learning Methods

1. Lectures, seminars, tutorials and workshops 2. Whole groups, small group and individual teaching 3. Fictional public service scenarios and related role plays 4. Audio-visual teaching, podcasts, E-learning and subject related blogs 5. Seminars/ tutorials –requiring students to read and prepare in advance 6. Presentations by occasional guest lecturers / professionals with specific expertise/ knowledge 7. Communication – by liaison and learning from others including seminar presentations 8. Participating in debates, dialogue, question and answer sessions with their peers, lecturers and other outside professionals as and when required and in relevant situations such as conferences and guest lecture sessions

Assessment methods

1. Essays, other written work, reports and research presentations

2. Case studies and reflective logs

3. Presentations , poster presentations and case –based scenarios

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4. Class debate

5. Seen and unseen exams

6. Dissertation or portfolio

7. Literature reviews

C. Thinking Skills

Students will be able to:

C1. Reflect on and evaluate value systems, diverse opinions, theories and perspectives and concerning the public services and be able to construct a reasoned argument, synthesise relevant information and exercise critical judgement

C2. Integrate theory and practice in relation to the public services within contemporary society at a local, national and global level

C3. Identify and justify a personal position in relation to the public services debate and issues surrounding education, children and youth services, criminal justice, police service and policy issues relating to these issues

C4 Critically evaluate and apply different approaches involved in collecting, analysing and presenting information, including how to identify and solve complex problems and issues for public service enquiry, assess their ethical implications, and gather, organise and deploy evidence, data information from a variety of sources

C5. Identify, investigate, analyse and advocate solutions to complex issues and problems

C6. Manage their own learning self-critically

Teaching and Learning Methods

1. Lectures, seminars, tutorials and workshops 2. Whole groups, small group and individual teaching 3. Fictional public service scenarios and related role plays 4. Audio-visual teaching, podcasts, E-learning and subject related blogs 5. Seminars/ tutorials –requiring students to read and prepare in advance 6. Presentations by occasional guest lecturers / professionals with specific expertise/

knowledge

Assessment methods

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1. Essays, other written work, reports and research presentations

2. Case studies and reflective logs

3. Presentations, poster presentations and case –based scenarios

4. Class debate

5. Seen and unseen exams

6. Portfolios, project

7. Literature reviews

D. Other skills relevant to employability and personal development

Students will have acquired the ability to:

D1. To process and synthesise complex information and theories on public services

D2. Communicate ideas effectively and fluently, both orally and in writing in relation to the wider context of the public services environment

D3. Use communication and information technologies for the retrieval, analysis and presentation of information. Presentational skills may include a focus upon delivery ( in addition to content), time management, usage of audio visual resources and ability to stimulate debate

D4. To plan, collaborate with others and contribute effectively to the achievement of common goals, recognising and respecting different views and perspectives

D5. Work independently, demonstrating confidence, self-organisation, time –management and self-reflection which will help develop a high degree of professionalism characterised by initiative, creativity, reflection and self-motivation

D6. Develop interpersonal skills relevant to successful progression into public services related careers such as assertiveness, negotiation skills, influencing skills and debating skills

Teaching and Learning Methods

1. Lectures, seminars, tutorials and workshops 2. Whole groups, small group and individual teaching 3. Fictional public service scenarios and related role plays 4. Audio-visual teaching, podcasts, E-learning and subject related blogs 5. Seminars/ tutorials –requiring students to read and prepare in advance 6. Presentations by occasional guest lecturers / professionals with specific expertise/

knowledge

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Assessment methods

1. Essays, other written work, reports and research presentations

2. Case studies and reflective logs

3. Presentations, poster presentations and case –based scenarios

4. Class debate

5. Seen and unseen exams

6. Dissertation or portfolio

7. Literature reviews

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13. Programme Structures*

14. Awards and Credits*

Level Module Code

Module Title Credit rating

Level 6

PL3990

PL3991

PL3001

PL3003

SO3003

SO3020

CJ3027

CJ3206

CJ 3018

CJ3007

Compulsory Modules

Dissertation in Public Services

Portfolio in Public Services

Policy Interpretations In The UK Dilemmas and Controversies –Putting Policy Into Practice Within Multidisciplinary Environments

Public Services Work placement

Optional Modules

Understanding Security and Policing in the twenty-first Century

The Sociology of Childhood

Human Trafficking and ‘Modern Day’ Slavery

Gendered Imaginations and International Relations

Understanding State Crime and Genocide

Sex, Violence and Strategies

The Education of Vulnerable Young People

20

20

20

20

20

20

20

20

20

Bachelor Honours Degree in Public Services

Requires 120 credits including a minimum of 100 at level 6

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ED3215

CI3602

PO3004

CJ3031

CJ3024

ET3981

VO3007

Learning from Work in Children’s Services

Terrorism and Security

Reel Crime

Why Prison?

Student Initiated Module

Global Community Exchange

20

20

20

20

20

20

20

Level 5

CJ2029

CJ2016

CJ2007

CJ2021

CI2502

CI2008

VO2004

Controversial Issues in Prisons

Understanding Policing

Understanding Interpersonal Violence

Youth Justice

Learning for Work in Children’s Services : Consolidation & Continuing Development

Diversity and Inclusive Practice with Children and Adults

Volunteering in the EU

20

20

20

20

20

20

20

15. Personal Development Planning

Personal development

Personal development planning (PDP) is present throughout the course both implicitly and explicitly. Each module that contributes to the course has implicit elements of personal development, which has been addressed in the construction of the module through content, structure and assessment to lead students to the required end point. PDP will also be delivered separately to the programme utilising timetabled group and individual Personal Tutorial sessions.

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To facilitate PDP students meet with their personal tutor for group sessions and 1:1s. 1:1 progress reviews are undertaken in the academic year. 1:1s address academic learning and development, skills development and career management. This is evident in the recording of:

• Self-reflection • Target setting • Action planning • Monitoring of action plans

The process enables students to:

• Develop skills of reflection on their academic, vocational, personal and professional development (within clear and safe boundaries)

• Increase their own self-awareness of their skills, qualities, attitudes and capabilities • Improve their own learning and performance by taking responsibility for their learning and

development and developing the necessary skills for independent learning • Identify their own learning strengths, areas for development and needs and the direction

for change • Set goals and plan action for developing, monitoring and reviewing their own progress • Plan realistically for their career progression and manage their career development and

lifelong learning • Build confidence and capacity to support change • Foster employability skills through engagement with conferences, research projects and

school and course events.

16. Admissions criteria

Programme Specifications include minimum entry requirements, including academic qualifications, together with appropriate experience and skills required for entry to study. These criteria may be expressed as a range rather than a specific grade. Amendments to entry requirements may have been made after these documents were published and you should consult the University’s website for the most up to date information.

Students will be informed of their personal minimum entry criteria in their offer letter.

This programme recruits directly into the final year. It is designed to allow entry onto the programme for applicants who meet the following criteria :

1. Applicants who hold a HNC/HND in Public Services or related subject will be admitted to the programme

2. Applicants who hold a Foundation degree in Public Services, Prisons and Law Enforcement, Policing or a related subject will be admitted directly onto this degree programme

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3. Consideration will also be given to non–traditional qualifications and relevant work and employment experience. Applicants are encouraged to produce evidence of their potential benefit to the course. Applicants who believe they may be eligible for Accreditation of Prior Certificated and/ or Experimental Learning (APCL/APEL ) for certain modules will be considered on an individual basis- please enquire direct to course leader

4. Applicants with a relevant overseas qualification and IELTS 6 or equivalent

17. Key sources of information about the programme

• Fact sheet • School Webpage:www.uclan.ac.uk/courses/depts/edsocsci:htm • School Contact : Trish Byrne-Roberts :Pbyrne-roberts@uclan.ac.uk :Telephone 01771

893101 • Entry in UCLAN undergraduate perspective • Entry in undergraduate course directories • Runshaw college website www.runshaw.ac.uk • Burnley college website www.burnley.ac.uk

31

Leve

l M

odul

e C

ode

Module Title

Compulsory (COMP) or Option (O)

Programme Learning Outcomes

Compulsory

(COMP) or

Option (O)

Knowledge and understanding Subject-specific Skills Thinking Skills

Other skills relevant to employability and personal

development

A1 A2 A3 A4 A5 B1 B2 B3 B4 B5 B6 C1 C2 C3 C4 C5 C6 D1 D2 D3 D4 D5 D6

PL3003 Comp Work placement * * * * * * * * * * * * * * * * * * * *

PL3001

COMP Policy Interpretations in the UK Dilemmas and Controversies – Putting Policy Into Practice within Multidisciplinary Environments

* * * * * * * * * * * * * * * * * * * * *

* *

PL3990 COMP Dissertation in Public Services * * * * * * * * * * * * * * * * * * * * * *

PL3991 COMP Portfolio in Public Services * * * * * * * * * * * * * * * * * * * * * *

CI3602 O Learning from

work in Children’s Services

* * * * * * * * * * * * * * * * *

CJ3018 O Understanding

State Crime and Genocide

* * * * * * * * * * * * * * * * * *

CJ 3031

O Reel Crime *

32

CJ3027 O Human Trafficking

and ‘Modern Day’ Slavery

* * * * * * * * * * * * * * * * * *

CJ 3021

O Drugs, Crime and Society * * * * * * * * * * * * * * * * * *

CJ3024 O Why Prison? * * * * * * * * * * * * * * * * * *

CJ 3007

O Sex, Violence and Strategies

* * * * * * * * * * * * * * * * *

*

CJ 3206

O Gendered Imaginations and International Relations

* * * * * * * * * * * * * * * *

*

PO3004

O Terrorism and Security * * * * * * * * * * * * * * * * * *

ED3215

O The Education of Vulnerable Young People

* * * * * * * * * * * * * * * *

ET 3981

O Student Initiated Module * * * * * * * * * * * * * * * * * * *

SO3020

O The Sociology of Childhood * * * * * * * * * * * * * * * * *

SO3003

O Understanding Security and Policing in the Twenty-First Century

* * * * * * * * * * * * * * * * *

*

33

LEVE

L 5

CJ2016 O Understanding Policing * * * * * * * * * * * * * * * * * *

CJ 2029

O Controversial Issues in Prisons * * * * * * * * * * * * * * * * *

CJ2007 O Understanding

Interpersonal Violence

* * * * * * * * * * * * * * * * * *

CJ2021 O Youth Justice * * * * * * * * * * * * * * * * * *

CI2502

O Learning for Work in Children’s Services

:Consolidation &Continuing Development

* * * * * *

* * * * * * * * * * *

*

CI2008

O Diversity and Inclusive Practice with

Children and Adults

* * * * * * * * * * * * * * * *

*

VO2004

O Volunteering in the EU * * * * * * * * * * * * * * * * * *

VO3007

O Global community exchange * * * * * * * * * * * * * * * *

1

University Student Handbook for Taught Courses

2018/19 Please read this Handbook in conjunction with your Course Handbook. All course materials, including lecture notes and other additional materials related to your course and provided to you, whether electronically or in hard copy, as part of your study, are the property of (or licensed to) UCLan and MUST not be distributed, sold, published, made available to others or copied other than for your personal study use unless you have gained written permission to do so from the Dean/Head of School. This applies to the materials in their entirety and to any part of the materials. This Handbook is produced centrally and locked for editing. Partner institutions only are given permission to contextualise the Handbook.

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UCLan Mission statement We create positive change in our students, staff, business partners and wider communities, enabling them to develop their full potential by providing excellent higher education, innovation and research. UCLan Values

• The pursuit of excellence in all that we do. • Equality of opportunity for all, supporting the rights and freedoms of our diverse

community. • The advancement and protection of knowledge, freedom of speech and enquiry. • Supporting the health, safety and wellbeing of all.

Student Charter The Student Charter has been developed by the University and the Students’ Union so that students gain the maximum from their UCLan experience. It is a two-way commitment or ‘contract’ between the University and each individual student. It acts as a means of establishing in black and white what students can expect from the University and the Union in terms of support, and in return what we expect from our students. Read the full Student Charter Supporting Diversity at UCLan UCLan recognises and values individual difference and has a public duty to promote equality and remove discrimination on various grounds including race, gender, disability, religion or belief, sexual orientation and age. During your time at UCLan we expect you to be able to

• experience "an integrated community based on mutual respect and tolerance where all staff and students can feel safe, valued and supported."

• contribute to creating a positive environment where discriminatory practices and discrimination no longer happen. Please review the UCLan Equality and Diversity Policy for further information.

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Contents page 1. Welcome and Introduction to the University 2. Learning Resources 3. Preparing for your career 4. Student support 5. Students’ Union 6. Rationale, aims and learning outcomes of the course 7. Assessment 8. Student Voice

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1. Welcome and Introduction to the University The University of Central Lancashire (UCLan) welcomes you and hopes that you will enjoy studying at UCLan and that you will find your course both interesting and rewarding. This Handbook provides you with generic University level information and the Course Handbook provides specific information about your programme of study. 1.1 Communication The University expects you to use your UCLan email address and check regularly for messages from staff. If you send us email messages from other addresses they risk being filtered out as potential spam and discarded as unread. 1.2 External Examiner The University has appointed an External Examiner to your course who helps to ensure that the standards of your course are comparable to those provided at other higher education institutions in the UK. External Examiner reports will be made available to you electronically. The School will also send a sample of student coursework to the external examiner(s) for external moderation purposes, once it has been marked and internally moderated by the course tutors. The sample will include work awarded the highest and lowest marks and awarded marks in the middle range. Details of the External Examiner associated with your course can be found in your Course Handbook. 1.3 Expected hours of study The normal amount of work involved in achieving a successful outcome to your studies is to study for 10 hours per each credit you need to achieve – this includes attendance at UCLan and time spent in private study. Please note however that this may vary depending on your particular course and programme of study. You should therefore check your Course Handbook or contact a member of staff within the relevant School. 1.4 Attendance Requirements Student attendance at timetabled learning activities of courses and modules is required. Notification of illness or exceptional requests for leave of absence must be made as detailed in the Course Handbook. Individual modules and/or courses may incorporate a specific attendance requirement as part of the assessment criteria for successful completion of a module. Students with continuous unauthorised absence may be deemed to have withdrawn from the course. The date of withdrawal will be recorded as the last day of attendance. You may request a review of this decision if you have grounds in line with the Academic Appeals Procedure. Tuition fees will be charged in accordance with Appendix 2 of our Tuition Fee Policy. You must swipe in using your student card. Each time you are asked to enter your details on the Student Attendance Monitoring system (SAM) you must remember that the University has a responsibility to keep information up to date. You must only enter your own details on the system as to enter any other names would result in inaccurate records and be dishonest. Any student who is found to make false entries, such as scanning but not attending, can be disciplined under the Regulations for the Conduct of Students

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1.5 Data Protection All of the personal information obtained from you and other sources in connection with your studies at the University will be held securely and will be used by the University both during your course and after you leave the University for a variety of purposes. These purposes are all explained during the enrolment process at the commencement of your studies. If you would like a more detailed explanation of the University’s policy on the use and disclosure of personal information, please see the University’s Data Protection Policy and Privacy Notice or contact the Information Governance Officer, Office of the University Secretary and Legal Officer, University of Central Lancashire, Preston, PR1 2HE or email DPFOIA@uclan.ac.uk.

2. Learning resources

2.1 Learning Information Services (LIS) Extensive resources are available to support your studies provided by LIS –

library and IT staff. Take advantage of the free training sessions designed to enable you to gain all the skills you need for your research and study. You can find the link to the Library Opening Hours here: http://www.uclan.ac.uk/students/study/library/opening_hours.php 2.2 Electronic Resources LIS provide access to a range of electronic resources – e-journals and databases, e-books, images and texts.

3. Preparing for your career Your future is important to us, so to make sure that you achieve your full potential whilst at university and beyond, your course has employability learning integrated into it. This is not extra to your degree, but an important part of it.

Your course will take you on a journey of development that will help you to map your personal story of your time at university.

You will be encouraged to record your learning journey so that you can demonstrate all the work-related skills you have developed, both before and during your time at UCLan. This will help you to show future employers just how valuable your degree is and the employability skills you have acquired.

• You will be given the opportunity to explore your identity, your strengths and areas for development, your values and what you want to get out of life.

• You will be able to investigate a range of options, including jobs and work experience, postgraduate study and self-employment.

• We will support you to enable you to successfully tackle the recruitment process and to develop your enterprise skills.

UCLan Careers offers a range of support for you including:-

• One to one career and employability advice and guidance appointments.

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• Advice on finding graduate jobs, including how to improve your CV with work placements, internships, voluntary opportunities and part-time employment.

• Workshops, seminars, and events to enhance your learning and develop your skills. • Employer presentations and events, to give you the chance to network with potential

employers and find out from them what they are looking for.

The UCLan careers portal careerEDGE contains all the information and resources you will need to help navigate your way to a successful career, including access to hundreds of graduate vacancies, placements and part-time jobs.

We are based in the entrance to Foster building and are open from 09:00-17:00, Monday to Thursday, 9:00-16:00 on Fridays. Come to see us to arrange your guidance appointment, have your CV and cover letter checked, get help in applying for a job or just to find out more about our full range of services.It’s your future: take charge of it!

UCLan Careers | Foster Building | University of Central Lancashire, Preston PR1 2HE 01772 895858 careers@uclan.ac.uk www.uclan.ac.uk/careers

4. Student support, guidance and conduct 4.1 Student Support “Got a Problem to Sort? Come to us for Support”.

The <i> is your first point of call for all enquiries, help and advice. We provide guidance to all UCLan students whatever the query may be. We offer advice on:

• Bank and Confirmation of Study Letters • Council Tax Exemption Certificates • International Student Support • Library Services and Support • Printing and Printer Credit • Student Financial Support • UCLan Cards • UCLan Financial Bursary (1st year students only) • Student Support and Wellbeing (including Disability)

and much more.

We are based on the ground floor of the UCLan Library and open 7 days a week most of the year. Our friendly and approachable team will do their best to ensure your query is answered. Come and have a chat with us if you have a query on any aspect of student life and study. http://www.uclan.ac.uk/students/study/library/the_i.php

If you are struggling financially or have financial concerns which may prevent you from continuing on your course, you are advised to seek advice from the University’s Finance Support Team, based in the <i>, or in the Advice and Representation Centre at the Students’ Union.

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If you are finding the course challenging or cannot complete independent study and assessments on time you should consult your Academic Advisor.

4.2 Students with disabilities You are strongly encouraged to declare your disability on your application form when you apply to study at UCLan. If you have declared this Disability Services will be in contact with you to advise you about reasonable adjustments which may be appropriate in the circumstances. You can also tell any member of staff at the University, who will ask you to sign a disability disclosure form, to let the Disability Service know that you have a disability and agree to share this information with them. Disability Services will then get in touch with you to discuss your available options. Following this you will be assigned a Disability Adviser whom you can contact should you need any further help or assistance. https://www.uclan.ac.uk/students/health/disability_services.php 4.3 Assessment arrangements for students with a disability Arrangements are made for students who have a disability/specific learning difficulty for which valid supporting evidence can be made available. Contact your Disability Adviser for advice and information, disability@uclan.ac.uk

4.4 Health and Safety As a student of the University you share responsibility for the safety of yourself and for that of others around you. You must understand and follow all the regulations and safety codes necessary for a safe campus environment. Please

help to keep it safe by reporting any incidents, accidents or potentially unsafe situations to a member of staff as soon as possible. Safety assessments have been undertaken for each module of your course and you will be advised of all applicable safety codes and any specific safety issues during the induction to your course and modules. You must ensure that you understand and apply all necessary safety codes. These form an essential element of your personal development and contribute to the safety of others. 4.5 Conduct You will be expected to abide by the Regulations for the Conduct of Students in the University. UCLan expects you to behave in a respectful manner towards all members of the University at all times demonstrated by using appropriate language in class, switching mobile phones / other devices off prior to attending classes, and also in your use of any social networking sites. If your behaviour is considered to be unacceptable, any member of staff is able to issue an informal oral warning and the University will support staff by invoking formal procedures where necessary. You can read more about UCLan expectations in the Regulations for the Conduct of Students.

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5. Students’ Union The Students’ Union is the representative body for all UCLan students. The organisation exists separately from the University and is led by the elected

officers of the Student Affairs Committee (SAC) as well as representatives on the Students’ Council. The Students’ Union building is located at the heart of the Preston campus, and is the hub for all student activities. Representation and campaigning for students’ rights is at the core of what the Students’ Union does and is encompassed by its tag line of Making Life Better for Students. Should you wish to make a change to any aspect of your student experience, whether it be academically related or not, then the Students’ Union is where your voice can be heard, actions taken, or campaigns launched. Your Students’ Union is also the home to a fantastic range of student-led societies, sports teams and multitudes of volunteering opportunities. You can also receive help in finding part-time work whilst you study. Not sure where to go? Pop into the Opportunities Centre on the ground floor of the Students’ Union building and someone will point you in the right direction. We hope your time at University is trouble free, but should you come into difficulties around anything from academic appeals, to issues with housing, benefits or debt, then the Student Union’s dedicated staff team in the Advice and Representation Centre are on hand to help and offer impartial advice. More information on all these things, as well as details about all the Student Union’s (not-for-profit) commercial services, including its student supermarket (Essentials) and student-bar (Source) can be found at www.uclansu.co.uk 6. Rationale, aims and learning outcomes of the course 6.1 You will find information specific to your chosen course of study in your Course Handbook, in the form of a ‘programme specification’. As defined by the QAA (Quality Assurance Agency) - the regulatory body responsible for overseeing quality compliance in the Higher Education Sector - a programme specification is a concise description of the intended learning outcomes of an HE programme. It is the means by which the outcomes are achieved and demonstrated. In general, modules or other units of study have stated outcomes, often set out in handbooks provided by institutions to inform student choice. These intended learning outcomes relate directly to the curriculum, study and assessment methods and criteria used to assess performance. Programme specifications can show how modules can be combined into whole qualifications. However, a programme specification is not simply an aggregation of module outcomes; it relates to the learning and attributes developed by the programme as a whole and which, in general, are typically in HE more than the sum of the parts. 6.2 Sometimes certain aspects of courses may be subject to change. Applicants are encouraged to check information on our relevant course pages from time to time, particularly before submitting any application for their academic year of study. Material changes about a

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course will be notified to you in material produced after the change is made and at the time you are made any offer of a place of study for that course. For details about changes to course information after you have accepted any offer, please see our Additional Information and Conditions of Offer

7. Assessment Please note that all modules will be assessed. You are expected to attempt all required assessments for each module for which you are registered, and to do so at the times scheduled unless authorised extensions, special arrangements for disability, or extenuating circumstances have been expressly agreed by the

University to allow you to defer your assessment. 7.1 Dealing with difficulties in meeting assessment deadlines Assignments must be submitted no later than the time and date on your assignment instructions / brief. If you anticipate that you will have difficulty in meeting assessment deadlines or you have missed or are likely to miss in-semester tests you must report this at the earliest possible opportunity. An academic staff member, such as your Academic Advisor or Module or Course Leader, will be able to provide advice to you on how to do this. Extenuating Circumstances are defined as unforeseen, unpreventable circumstances that significantly disrupt student performance in assessment. Where students have a temporary unexpected circumstance that means that they are unable to complete a particular assignment on time the student may apply for an extension of up to ten working days. 7.2 Extensions Authorisation of the late submission of work requires written permission. Your School is authorised to give permission for one extension period of between 1 and 10 working days where appropriate evidence of good reason has been accepted and where submission within this timescale would be reasonable taking into account your circumstances. Requests for extensions should be made prior to the submission date as extensions cannot be given Retrospectively (Academic Regulations). You should complete and submit an extension request form, with any supporting evidence, to your CAS Hub. Further information is available on the Student Portal at: https://www.uclan.ac.uk/students/study/examinations_and_awards/extensions.php We aim to let you know if the extension has been granted within 1 working day of the receipt of the request. If you are unable to submit work within 10 working days after the submission date due to verifiable extenuating circumstances, you may submit a case for consideration in accordance with the University’s Policies and Procedures on Extenuating Circumstances (Academic Regulations and Assessment Handbook).

7.3 Extenuating circumstances Some students face significant events in their personal life that occur after their course has started, which have a greater impact on their studies than can be solved by the use of an extension. If this applies to you, the University is ready

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to support you, with both your course and your personal wellbeing, through a process called Extenuating Circumstances (see Academic Regulations and Assessment Handbook) You can apply for Extenuating Circumstances online via myUCLan. You must apply no later than 3 days after any examination or assessment submission date. Do not wait until you receive your assessment results to submit a claim. It is in your own interests to submit the claim as soon as possible. You will be expected to re-submit claims for extenuating circumstances for each semester in which they apply. All evidence provided relating to extenuating circumstances will be treated in a sensitive and confidential manner. Supporting evidence will not be kept for longer than is necessary and will be destroyed shortly after the end of the current academic year. Further information about the submission process In determining assessment recommendations, Assessment Boards will consider properly submitted claims from students who believe their performance has been adversely affected by extenuating circumstances. N.B. Assessment Boards are not permitted to alter individual assessment marks to take account of extenuating circumstances (Academic Regulations and Assessment Handbook).

7.4 Late submissions If you submit work late without authorisation, a universal penalty will be applied in relation to your work: • If you submit work within 5 working days following the published submission

date you will obtain the minimum pass mark for that element of assessment. • Work submitted later than 5 working days after the published submission date will be awarded

a mark of 0% for that element of assessment. • Unauthorised late submission at resubmission will automatically be awarded a mark of 0% for

that element of assessment. You may apply to appeal this decision in accordance with the University’s Academic Regulations. 7.5 Feedback Following Assessments UCLan is committed to giving you clear, legible and informative feedback for all your assessments (Academic Regulations). You are expected to review and reflect on your feedback and learn from each experience to improve your performance as you progress though the course. For courses (except distance learning): You will be provided with generic feedback for in-module formative and summative elements of assessment which contribute to a module within 15 working days of the scheduled submission or examination date. Generic feedback on end of module assessment and dissertations will be made available within 15 days of publication of results. Generic feedback may be oral, written, posted on a website or other. For distance learning courses: You will be provided with generic feedback for in-module formative and summative elements of assessment which contribute to a module within 20 working days of the scheduled

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submission or examination date. Generic feedback on end of module assessment and dissertations will be made available within 20 days of publication of results. Generic feedback may be oral, written, posted on a website or other.

7.6 Unfair Means to Enhance Performance The University regards any use of unfair means in an attempt to enhance performance or to influence the standard of award obtained as a serious academic and/or disciplinary offence. Such offences can include, without limitation, cheating, plagiarism, collusion and re-presentation (‘unfair means’).

You are required to sign a declaration indicating that individual work submitted for assessment is your own and will be able to view your Originality Report following e-submission of assessed work. If you attempt to influence the standard of the award you obtain through cheating, plagiarism or collusion, it will be considered as a serious academic and disciplinary offence as described within the Academic Regulations and the Assessment Handbook .

• Cheating is any deliberate attempt to deceive and covers a range of offences described in the Assessment Handbook.

• Plagiarism describes copying from the works of another person without suitably attributing the published or unpublished works of others. This means that all quotes, ideas, opinions, music and images should be acknowledged and referenced within your assignments.

• Collusion is an attempt to deceive the examiners by disguising the true authorship of an assignment by copying, or imitating in close detail another student’s work - this includes with the other student’s consent and also when 2 or more students divide the elements of an assignment amongst themselves and copy one another’s answers. It does not include the normal situation in which you learn from your peers and share ideas, as this generates the knowledge and understanding necessary for each individual to independently undertake an assignment; nor should it be confused with group work on an assignment which is specifically authorised in the assignment brief.

• Re-presentation is an attempt to gain credit twice for the same piece of work. The process of investigation and penalties which will be applied can be reviewed in the Assessment Handbook. If an allegation is found to be proven then the appropriate penalty will be implemented as set out below: In the case of a single offence of unfair means in an undergraduate or postgraduate assessment:

• the appropriate penalty will be 0% for the element of assessment, and an overall fail for the module (whether or not the resulting numeric average mark is above or below the minimum pass mark). The affected element of the assessment must be resubmitted to the required standard. The mark for the module following resubmission will be restricted to the minimum pass mark. Where unfair means is detected for the first time on a reassessment for an already failed module, no further reassessment for the module will be permitted, and the appropriate fail grade will be awarded.

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In the event of a repeat offence of unfair means (irrespective of whether the repeat offence involves the same form of unfair means) on the same or any other module within the course:

• the appropriate penalty will be 0% for the module with no opportunity for re-assessment. This penalty does not preclude you being able to retake the module in a subsequent year. The penalties will apply if you transfer from one UCLan course to another during your period of study and module credits gained on the former course are transferred to the current course. Contact the Students’ Union Advice and Representation Centre by emailing: suadvice@uclan.ac.uk for support and guidance. 7.7 Appeals against assessment board decisions If you consider that you have a reason to appeal against an assessment board decision, please bear in mind that your reasons must fall within the grounds specified in the University Academic Regulations: Section I. You cannot appeal simply because you disagree with the mark given. The specified grounds for appeal are: 1. that an Assessment Board has given insufficient weight to extenuating circumstances; 2. that the student’s academic performance has been adversely affected by extenuating circumstances which the student has, for good reason, been unable to make known to the Assessment Board; 3. that there has been a material administrative error at a stage of the examining process, or that some material irregularities have occurred; that the assessment procedure and/or examinations have not been conducted in accordance with the approved regulations (this fourth ground will not be relevant to an appeal against a decision relating to an interruption or discontinuance of study. Such an appeal should be based on one or more of the three grounds above. If you want to appeal, then you must do so within 14 days of your results being published. The onus is on you to find out your results and submit your appeal on time. Contact the Students' Union Advice and Representation Centre by emailing: suadvice@uclan.ac.uk for support and guidance.

8. Student voice You can play an important part in the process of improving the quality of your course through the feedback you give. In addition to the ongoing discussion with the course team throughout the year, there are a range of mechanisms for you to feed back about your experience of teaching and learning which

are outlined below. Where appropriate, we aim to respond to your feedback and let you know of our plans for improvement. The Students Union can support you in voicing your opinion, provide on-going advice and support and encourage your involvement in all feedback opportunities. They will be requesting that you complete the National Student Survey (during semester 2 for students in their final year of study) or the UCLan Student Survey (all other students).

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The Students’ Union and University work closely together to ensure that the student voice is heard in all matters of student-life. We encourage students to provide constructive feedback throughout their time at university, through course reps, surveys and any other appropriate means. The Union’s Student Affairs Committee (SAC), members of Students’ Council and School Presidents each have particular representative responsibilities and are involved with decision making committees at levels as high as the University Board. Therefore it is very important students engage with the democratic processes of the Students’ Union and elect the students they see as most able to represent them. 8.1 Course Representatives and School Presidents A course representative is a student who represents their fellow students’ views and opinions to the course team, school, university and students’ union. Course representatives work proactively and diplomatically to improve the academic and non-academic experiences of students. The role of a course representative is extremely beneficial to both students on your course and the University. It enables students to have ownership of their student experience, to voice their opinions and to share positive practice with the course team, primarily at the Student Staff Liaison Committee Meetings (see below). Course representatives will be elected every year either in April or September. Alongside receiving recognition, support and respect, being a course representative is a great opportunity to enhance your employability skills. If you are interested in becoming a course representative and wish to find out more about the role visit the Students’ Union website or by emailing: coursereps@uclan.ac.uk. School Presidents are annually elected representatives who voice the opinions of students within each school. They communicate and engage with students in their school to gain feedback and work in partnership with senior management to create positive change. They are also trained to support and signpost course representatives where needed. If you wish to find out who your School President is or more about the role visit the Students’ Union website or email: coursereps@uclan.ac.uk

8.2 Student Staff Liaison Committee Meetings (SSLC) The purpose of a SSLC meeting is to improve courses, to have an open discussion and respect each other’s views, to share good practice where identified, to provide opportunity for students to feedback to staff about their course and student experience, to regularly review the course to improve its development, and to jointly work together to action plan

against issues raised. There will normally be one meeting per semester which will last no more than 2 hours. Your School President will Chair the meetings with an academic co-Chair, using guidelines and will provide a record of the meeting with any decisions and / or responses made and / or actions taken as a result of the discussions held. A standard agenda and action grid template will be

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used. Course representatives will gather feedback from students and communicate this to the School President in advance of the meetings. 8.3 Complaints The University recognises that there may be occasions when you have cause for complaint about the service you have received. When this happens, the University’s Student Complaints Procedure is intended to provide an accessible, fair and straightforward system which ensures an effective, prompt and appropriate response. Click on this link for more information University’s Student Complaints Procedure If you are a student registered for a University award at a partner college, who is dissatisfied with the provision at the college, you should pursue your complaint in accordance with the college’s complaints procedure in the first instance. In the event of continuing dissatisfaction when you have completed the college’s procedure, you will be entitled to submit your complaint to UCLan under stage 3 of the procedure.