JointH CourseModule Handbook (1)

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Resource Development International (RDI)

Course and Module Handbook

BA (Hons) Business and Computing BA (Hons) Business and Law

BA (Hons) Criminology and Law BA (Hons) Criminology and Human Psychology

BA (Hons) Human Psychology and Human Resource Management BA (Hons) Law and Human Psychology

Version 3 October 2014

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Contents

Contents ............................................................................................................................. 2

Course and Module Information ....................................................................................... 5

Level 4 Modules .......................................................................................................................... 6

Level 5 Modules .......................................................................................................................... 7

Level 6 Modules .......................................................................................................................... 8

Course Specification Forms ............................................................................................. 9

BA (Hons) Business and Computing ..................................................................................... 10

BA (Honours) Business and Law ........................................................................................... 18

BA (Hons) Criminology and Law ............................................................................................ 26

BA (Hons) Criminology & Human Psychology ...................................................................... 35

BA (Hons) Human Psychology and Human Resource Management ................................... 44

BA (Hons) Law and Human Psychology ................................................................................ 52

Module Definition Forms – Level 4 ................................................................................. 61

Business Analysis ..................................................................................................................... 62

Computer Technology ............................................................................................................... 65

Crime and Society ..................................................................................................................... 69

Criminal Justice System ............................................................................................................ 72

Criminal Law ............................................................................................................................. 75

English Legal System ................................................................................................................ 78

Fundamentals of Constitutional & Administrative Law ............................................................... 81

Individual Differences: Personality and Intelligence ................................................................... 84

Information Systems in Organisations ....................................................................................... 87

Introduction to Social and Developmental Psychology............................................................... 90

Law of Contract ......................................................................................................................... 94

People and Organisations ......................................................................................................... 97

Policing & The Community ...................................................................................................... 100

Skills for Learning in Business & Computing ........................................................................... 103

Skills for Learning in Business & Law ...................................................................................... 106

Skills for Learning in Criminology & Law .................................................................................. 109

Skills for Learning in Criminology & Psychology ...................................................................... 112

Skills for Learning in HRM & Psychology ................................................................................. 115

Skills for Learning in Law & Psychology .................................................................................. 118

Understanding the Business Environment ............................................................................... 121

Module Definition Forms – Level 5 ............................................................................... 124

Applied Social and Developmental Psychology ....................................................................... 125

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Becoming a Reflective Learner ................................................................................................ 128

Civil Liberties & Human Rights ................................................................................................ 130

Contract Law ........................................................................................................................... 133

Controversies and Debates in Crime, Law & Order ................................................................. 136

Environmental Criminology ...................................................................................................... 139

European Union Law ............................................................................................................... 142

Human Resource Management ............................................................................................... 145

Law of Tort .............................................................................................................................. 148

Managing Across Cultures ...................................................................................................... 151

Psychology in Practice ............................................................................................................ 154

Research Methods in Business & Computing .......................................................................... 157

Research Methods in Business & Law .................................................................................... 160

Research Methods in Criminology & Law ................................................................................ 163

Research Methods in Criminology & Psychology ..................................................................... 166

Research Methods in HRM & Psychology ............................................................................... 169

Research Methods in Law & Psychology ................................................................................. 172

Strategic Information Systems ................................................................................................. 175

Systems Analysis & Design ..................................................................................................... 178

Module Definition Forms – Level 6 ............................................................................... 181

Applied Computing Project ...................................................................................................... 182

Business & Law Research Project ........................................................................................... 185

Company Law ......................................................................................................................... 188

Contemporary Management Issues ......................................................................................... 190

Crime Prevention ..................................................................................................................... 193

Criminal Justice Research Project ........................................................................................... 196

Criminology & Psychology Research Project ........................................................................... 199

Cross-Cultural Psychology ...................................................................................................... 202

Cybercrime .............................................................................................................................. 205

Employment Law ..................................................................................................................... 208

HRM & Psychology Research Project ..................................................................................... 211

Law & Psychology Research Project ....................................................................................... 214

Law of Evidence ...................................................................................................................... 216

Management in IT ................................................................................................................... 219

Occupational Psychology ........................................................................................................ 222

Professional Ethics & Law ....................................................................................................... 225

Skills for Employability & the Workplace .................................................................................. 228

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Strategic Issues in HRM .......................................................................................................... 231

Strategic Management ............................................................................................................ 234

Understanding Systems .......................................................................................................... 237

Youth Justice ........................................................................................................................... 240

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Course and Module Information The following pages contain a brief description of the course aims and its structure. The BA (Hons) courses are normally expected to be completed within six years. However, our online distance learning students have flexibility in setting their own pace of study, which means that your course can be completed in a minimum period of three years or extended up to a maximum of nine years. It is recommended that you complete a minimum 60 credits per year in order to complete your programme within the expected timescales. To gain the qualification you will need to complete each of the compulsory modules shown below. Each 30 credit module is equivalent to 300 hours of self-guided learning and each 15 credit module is equivalent to 150 hours of self-guided learning. To gain the respective qualification, each of the taught modules and the Dissertation must be successfully completed. Details of these modules required for the each of the BA (Hons) courses are shown on the following page. Please note that the order in which modules are delivered is subject to change.

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Level 4 Modules

Module Credits BA (Hons) Business

Computing

BA (Hons) Business and Law

BA (Hons) Criminology

and Law

BA (Hons) Criminology and Human Psychology

BA (Hons) Human

Psychology and HRM

BA (Hons) Law and Human

Psychology

Business Analysis 15 x x

Computer Technology 30 x

Crime and Society 15

x x

Criminal Justice System 15

x x

Criminal Law 30

x

x

English Legal System 15

x x

x x

Fundamentals of Constitutional & Administrative Law

15

x

Individual Differences : Personality and Intelligence 30

x x x

Information Systems in Organisations 15 x

Introduction to Social and Developmental Psychology

30

x x x

Law of Contract 30

x

People and Organisations 15 x x

Policing & The Community 15

x x

Skills for Learning in Business & Computing 15 x

Skills for Learning in Business & Law 15

x

Skills for Learning in Criminology & Law 15

x

Skills for Learning in Criminology & Psychology 15

x

Skills for Learning in HRM & Psychology 15

x

Skills for Learning in Law & Psychology 15

x

Understanding the Business Environment 30 x x

x

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Level 5 Modules


Computing



and Law


BA (Hons) Human

Psychology and HRM


Psychology

Applied Social and Developmental Psychology 30

x x x

Becoming a Reflective Learner 15

x x

Civil Liberties & Human Rights 15

x

Contract Law 15

x x

Controversies and Debates in Crime, Law & Order

15

x x

Environmental Criminology 15

x

European Union Law 15

x x

Human Resource Management 30 x x

x

Law of Tort 30

x x

x

Managing Across Cultures 30 x x

Psychology in Practice 30

x x x

Research Methods in Business & Computing 15 x

Research Methods in Business & Law 15

x

Research Methods in Criminology & Law 15

x

Research Methods in Criminology & Psychology 15

x

Research Methods in HRM & Psychology 15

x

Research Methods in Law & Psychology 15

x

Strategic Information Systems 30 x

Systems Analysis & Design 15 x

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Level 6 Modules


Computing



and Law


BA (Hons) Human

Psychology and HRM


Psychology

Applied Computing Project 30 x

Business & Law Research Project 30 x

Company Law 15

x

Contemporary Management Issues 30 x x

Crime Prevention 15

x x

Criminal Justice Research Project 30

x

Criminology & Psychology Research Project 30

x

Cross-Cultural Psychology 30

x

Cybercrime 15

x x

Employment Law 15

x

x x

HRM & Psychology Research Project 30

x

Professional Ethics & Law 15

x

x

Law & Psychology Research Project 30

x

Law of Evidence 15

x

x

Management in IT 15 x

Occupational Psychology 30

x x

Skills for Employability & the Workplace 15 x x x x x x

Strategic Issues in HRM 30

x

Strategic Management 15 x x

Understanding Systems 15 x

Youth Justice 15

x x

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Course Specification Forms

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Course Specification Form

1a. Final award(s): 1b. Course title:

BA (Hons) Business and Computing BA Business and Computing

2. Start date:

October 2014

3a. Location of delivery: 3b. Mode of delivery: 3c. Mode of attendance:

Online Learning managed from Coventry and Hong Kong by RDI

Distance learning Online distance learning

4a. Awarding institution: 4b. Course Accredited by (if applicable):

Anglia Ruskin University N/A

5a. Faculty: 5b. Managing Department

LAIBS RDI

6a. Course Group: 6b. Course Group Leader:

Leadership and Management N/A

6c. Course Leader: 6d. Associate College Course Leader(s)

Jon Salkeld Angela Burns

7. UCAS Code (undergraduate only)

8. Relevant QAA subject benchmark statement(s) and any PSRB reference point(s)

General Business Management (2007) Computing (2007)

9. Aims

The overall aim of the RDI BA (Hons) Business & Computing is to enable students to acquire knowledge, understanding and a range of practical skills relating to the two inter-related disciplines which are applicable to commercial and non-commercial sectors, and in a variety of geographical and cultural settings. Simultaneously students will develop a range of transferable skills that will aid them as they pursue business and computing careers or further relevant study. More specifically it will:

allow students to develop managerial and professional level skills and understanding across the two related disciplines of Business and Computing.

promote understanding of the key aspects of current practice in the fields of Business and Computing while acknowledging current and emerging developments in related disciplines.

equip students with the essential skills and tools to work professionally in a range of commercial and non-commercial situations; and to be creative and professional practitioners, when working independently and when collaborating with others as part of multidisciplinary teams.

present multiple perspectives on Business and Computing in a way that fosters critical evaluation

develop knowledge leading to an ability to appreciate and critically evaluate theory, research

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findings, and applications

enable students to communicate effectively through a variety of media and presentational forms to specialist and non-specialist audiences.

equip students to work within multicultural settings and to appreciate the complexities of such contexts

provide a stimulating online academic environment in which students can develop confidence as practitioners, and as individuals who are part of a highly engaged community of learners and thereby to inspire students to become lifelong learners.

10a. Intended learning outcomes and the means by which they are achieved and demonstrated - Knowledge and understanding (20 maximum in this section)

On successful completion of the course, a student will be expected to be able to :

A1 evaluate the appropriateness of the structure, functions, processes and management priorities of a

business organisation to achieve its strategic objectives. A2 utilise business research to improve business performance and analyse and interpret written, visual

and graphical data. A3 recognise the importance of collecting relevant data, and the variety or information sources, both

primary and secondary. A4 analyse leading issues in business and have a clear view of the contemporary and cross cultural

issues facing modern managers. A5 apply a range of theoretical concepts to practical organisational or industry sector issues or problems,

displaying sensitivity to differing cultural and ethical contexts in decision making. A6 identify, explain and evaluate current and evolving trends, technologies and methodologies within

computing.

A7 use analytical and critical skills to manage computing systems within a range of contemporary business environments.

A8 systematically appraise relevant principles, theories and methodologies of information systems design.

A9 critically evaluate relevant computer technologies to meet requirements in a range of novel or complex business contexts.

A10 critically review current computer systems in light of recent developments in the field.

10b. Intended learning outcomes and the means by which they are achieved and demonstrated - Intellectual (thinking), practical, affective and transferable skills (20 maximum in this section)

On successful completion of the course, a student will be expected to be able to:

Intellectual B1 identify issues and formulate appropriate methods of investigation and evaluation. B2 select and synthesise information from a variety of sources. B3 apply theoretical concepts and practical techniques to the solution of complex problems B4 analyse, evaluate and interpret quantitative and qualitative data, thereby display numeracy and

quantitative skills including data analysis, interpretation and extrapolation. B5 apply relevant computer based solutions to a range of novel or complex business problems.

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B6 synthesise and apply methodologies, techniques, tools and technologies from a range of fields within

computing to provide completes solution to novel or complex business problems.

B7 utilise judgement to draw appropriate conclusions and make recommendations.

Practical C1 select effective information collection methods and select appropriate analytical tools, reaching

reasoned and evidenced conclusions. C2 select and utilise management tools in the construction of business projects and decision-making. C3 select and use appropriate combinations of hardware and software in order to create solutions to

novel or complex business problems.

C4 select and apply appropriate methodologies and tools in the design of business computer systems.

C5 work productively, flexibly and independently both within and between disciplines to produce work in a variety of formats as specified.

C6 show an ability to read a range of complex academic works suitable for study at undergraduate level, summarising the arguments accurately and ranking in accordance of merit and substance.

C7 identify and evaluate alternative academic perspectives to contentious issues and integrate ideas and findings from multiple perspectives, recognising distinctive approaches.

C8 demonstrate a confident understanding of interdisciplinary themes and skills.

Transferable D1 communicate succinctly in written and oral forms at a level suitable for an undergraduate student

incorporating and awareness of relevant media and IT literacy.

D2 work effectively in collaboration with others and evaluate own strengths and weaknesses in engaging in critical reflection and acting on feedback.

D3 take responsibility for own learning, acting independently in planning and managing tasks with limited guidance

11a. Learning/teaching methods and strategies - Knowledge and understanding

Acquisition of knowledge and understanding (A1 – A10) at all levels is through a combination of online tutorials; group discussions and critiques; and independent and directed study, supported throughout by comprehensive online teaching materials and broader resources. We achieve this through a pedagogy that includes project work, group forums and project-based activities. Throughout, the learner is encouraged to undertake independent study to both supplement and consolidate what is being learnt and to broaden their individual knowledge and understanding of the subject. Learning is facilitated largely by set projects with regular tutor support including small group forums. This allows students to not only discuss with staff their own work and progress, but to also see other students’ work and to engage in the discussions that relate to the work of their peers.

There is a requirement for written work at all levels including reports, essays, practical tasks, and examinations upon all of which detailed feedback is supplied by tutors. Critical analysis is encouraged culminating in an applied Computing Project.

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11b. Learning/teaching methods and strategies - Intellectual (thinking), practical, affective and transferable skills

Intellectual skills (B1 – B7) are developed throughout the programme by the methods and strategies outlined in section A, above. Intellectual development (B6) is further encouraged via formative assessment tasks including set briefs, in-module activities, self-initiated briefs, and discussion with tutors and peers (in online forums/debates). Specific modules support the development of quantitative and qualitative analysis, and the development of self-reflective skills. In addition, the student’s thinking skills will be evident in a summative assessment process which requires and rewards learners for the demonstration of creative thinking and problem solving, analysis, judgement and self-reflection in the development of solutions. Throughout, the learner is encouraged to develop intellectual skills further by undertaking independent study and research. There is a requirement for written work at all levels including reports, essays, practical tasks, and examinations upon all of which detailed feedback is supplied by tutors. Critical analysis is encouraged culminating in an applied Computing Project.

Practical and professional skills are employed in the production of solutions to real life situations developed through set briefs, exercises and practical activities. The important modern day skills of managing projects, working within differing organisational and national cultures are provided by specific modules, as are specific inputs with an emphasis upon practical functional decision making skills related to finance, marketing, managing others, and managing knowledge. Practical skills in business are further developed and integrated through a series of in-course online activities and projects intended to test skills acquired. (C1 - C3). Group forums provide opportunities to discuss ideas, progress, the work of others and the strengths and weakness in the work presented and particularly support the development of C1. Activities are provided so that students can work independently to consolidate their knowledge and grasp of practical skills. The in-course activities and assessment process in the final year particularly emphasise the acquisition of C4 with specific modules devised to highlight the practical differences in management skills required in differing contexts.

Practical skills in Computing are further developed and integrated through a series of in-course online activities and projects intended to test skills acquired. (C3 – C4). Group forums provide opportunities to discuss ideas, progress, the work of others and the strengths and weakness in the work presented and particularly support the development of C6 – C8. Activities are provided so that students can work independently to consolidate their knowledge and grasp of practical skills. The in-course activities and assessment process in the final year particularly emphasise the acquisition of C6 - C8 with an applied Computing Project devised to develop critical evaluation skills.

Transferable skills (D1 – D3) are developed throughout the programme. The skills of communication, critical use of source material especially the Internet, and self-management (D1, D2, D3) are integral to coursework at all levels. Personal responsibility (D3) becomes an increasingly important skill as students look to progress onto the next step of their career and this pervades aspects of the discussion forum and is developed explicitly in the module Skills for Employability and the Workplace and culminates in an applied Computing Project. The Managing Across Cultures module at level 5, combined with the Contemporary Management Issues module at level 6 provide a focus for the increased internationalisation of the programme that is also evidenced in the supporting materials and assessments used throughout the programme.

As work becomes more complex at levels 5 and 6, students are tested on their abilities to respond positively to feedback from a variety of audiences, as well as to manage increasingly large workloads (D3). Students are required to complete a number of assignments and an applied Computing Project in level 6 that reward independence and originality, and critical enquiry, and which further enhance communication and self-reflective skills. (D3)

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12a. Assessment methods and strategies - Knowledge and understanding

Knowledge and understanding are assessed through in-module assessments of portfolio submissions, presentations, time-constrained examinations, essay and report based assignments.

12b. Assessment methods and strategies - Intellectual (thinking), practical, affective and transferable skills

Intellectual skills are assessed through a combination of in-course formative exercises and summative assignments, including the submission of portfolios of self-reflective evidence, financial and statistical analyses, qualitative judgements, and research reports/dissertation. To support the development of practical skills, students must supply worked materials and evidence in support of their assignments. Critical reasoning, good presentation and sound evidence trails in all assignments are rewarded. Assessment briefs include a variety of commercial and geographical contextual setting. Students receive feedback on all activities and assignments which includes practical examples for improvement in the application of theory to practice to help them improve both aspects of their skill base. To develop transferable skills all assignments must meet time deadlines and word count guidelines. All assessed work must be submitted independently even where group activity has been an element of the process. Students must take responsibility for their own work. All assignments require students to adopt a spirit of critical enquiry and self-reflection which is rewarded in marking guides. These guides are shared with students.

13. Employability

The programme provides for the development of a range of skills demanded by employers. A core set of practical and transferable skills has been developed, in light of the Benchmark Statements, across the suite of courses and these are mapped against the modules. In addition, 'employment facing' skills are also developed in the subject specific L4 Skills module, Becoming a Reflective Learner at L5 and Skills for Employability and the Workplace at L6. RDI also provides a range of support to assist students to develop their careers. This is facilitated through online sessions and support on activities such as cv building, interview techniques, personal development, etc. Students on this programme also have to demonstrate considerable self-reliance and personal management in achieving the learning outcomes and are fully supported in that.

14. Entry requirements

Two Subjects at GCE A level or equivalent, plus passes at grade C or above in three subjects at GCSE level or equivalent; or

Completion of a recognised Access Programme or equivalent.

IELTS 6.0 or equivalent for students whose medium of prior learning was not English.

Candidates who do not meet these criteria but can demonstrate an ability and motivation to study the programme as evidenced through: a personal statement (of between 350-500 words); references; relevant prior experience; and qualifications, will be considered on an individual basis.

Applicants holding a HND or equivalent may be admitted into Level 6 of the programme provided that the totality of their learning experience would allow them to achieve the programme aims. Exemptions may be granted in respect of other qualifications subject to the University’s APCL regulations. It is not intended to provide exemption via APEL.

15. Exceptional variation from Anglia Ruskin Academic Regulations and/or design principles

None

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16. Curriculum details

FULL TIME EQUIVALENT SAMPLE STRUCTURE DIAGRAM

i.e. completion within 3 years

NB – All modes of delivery are by online distance learning and all modules are compulsory

Year 1: Level 4

Compulsory modules: In order to complete this course a student must successfully complete the following compulsory modules (total credit = 120):

Module Code Module Title Credits Period of delivery

Skills for Learning in Business & Computing 15 credits 10 weeks

Understanding the Business Environment 30 credits 10 weeks

People & Organisations 15 credits 10 weeks

Business Analysis 15 credits 10 weeks

Information Systems in Organisations 15 credits 10 weeks

Computer Technology 30 credits 10 weeks

Year 2: Level 5



Managing Across Cultures 30 credits 10 weeks

Human Resource Management 30 credits 10 weeks

Research Methods in Business & Computing 15 credits 10 weeks

Systems Analysis & Design 15 credits 10 weeks

Strategic Information Systems 30 credits 10 weeks

Year 3: Level 6



Applied Computing Project 30 credits 10 weeks

Skills for Employability & The Workplace 15 credits 10 weeks

Contemporary Management Issues 30 credits 10 weeks

Strategic Management 15 credits 10 weeks

Understanding Systems 15 credits 10 weeks

Management in IT 15 credits 10 weeks

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PART TIME SAMPLE STRUCTURE DIAGRAM The expected study time is 4.5 years, although the course will be delivered in a flexible way. Completion within 4.5 years NB – All modes of delivery are by online distance learning and all modules are compulsory In the table below, 30 credit modules are shown as running over two study periods. Submission of the assessment will be during the second study period for that module. Level 4

Period of delivery

Module Title Credits

Year 1 Q1 Skills for Learning in Business & Computing People & Organisations

15 credits

Year 1 Q2 People & Organisations Understanding the Business Environment

15 credits

Year 1 Q3 Understanding the Business Environment 30 credits

Year 1 Q4 Business Analysis Information Systems in Organisations

15 credits

Year 2 Q1 Information Systems in Organisations Computer Technology

15 credits

Year 2 Q2 Computer Technology 30 credits

Level 5

Period of delivery


Year 2 Q3 Managing Across Cultures

Year 2 Q4 Managing Across Cultures Human Resource Management

30 credits

Year 3 Q1 Human Resource Management Research Methods in Business & Computing

30 credits

Year 3 Q2 Research Methods in Business & Computing Systems Analysis & Design

15 Credits

Year 3 Q3 Systems Analysis & Design Strategic Information Systems

15 credits

Year 3 Q4 Strategic Information Systems 30 credits

Level 6

Period of delivery


Year 4 Q1 Skills for Employability & The Workplace Management in IT

15 credits

Year 4 Q2 Management in IT Contemporary Management Issues

15 credits

Year 4 Q3 Contemporary Management Issues Strategic Management

30 credits

Year 4 Q4 Strategic Management Understanding Systems

15 credits

Year 5 Q1 Understanding Systems Applied Computing Project

15 credits

Year 5 Q2 Applied Computing Project 30 credits

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Completion over six years would have the following pattern. Year 1-2/ Level 4

Period of delivery


Year 1 Q1-2 Skills for Learning in Business & Computing 15 credits

People & Organisations 15 credits

Year 1 Q3-4 Understanding the Business Environment 30 credits

Year 2 Q1-2 Business Analysis 15 credits

Information Systems in Organisations 15 credits

Year 2 Q3-4 Computer Technology 30 credits

Years 3-4/ Level 5

Period of delivery


Year 3 Q1-2 Managing Across Cultures 30 credits

Year 3 Q3-4 Human Resource Management 30 credits

Year 4 Q1-2 Research Methods in Business & Computing 15 credits

Systems Analysis & Design 15 credits

Year 4 Q3-4 Strategic Information Systems 30 credits

Years 5-6/ Level 6

Period of delivery


Year 5 Q1-2 Skills for Employability & The Workplace 15 credits

Management in IT 15 credits

Year 5 Q3-4 Contemporary Management Issues 30 credits

Year 6 Q1-2 Strategic Management 15 credits

Understanding Systems 15 credits

Year 6 Q3-4 Applied Computing Project 30 credits

17. Award Classification

List any Modules that must be included in the calculation of the final degree

classification

[NB This is a proposed, award specific, variation to Anglia Ruskin University's Academic Regulations and is subject to approval by the Senate's Quality, Enhancement and Standards Committee].

Module Code Module Title Credits

18. Intermediate award details

Give details below of any specific module requirements for achieving intermediate awards.

N/A

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BA (Honours) Business and Law BA Business and Law

2. Start date:

October 2014







LAIBS RDI







General Business Management (2007)

Law (2007)

9. Aims

The overall aim of the RDI BA (Hons) Business & Law is to enable students to acquire knowledge, understanding and a range of practical skills relating to the two inter-related disciplines which are applicable to commercial and non-commercial sectors, and in a variety of geographical and cultural settings. Simultaneously students will develop a range of transferable skills that will aid them as they pursue business and legal careers or further relevant study. More specifically it will:

allow students to develop managerial and professional level skills and understanding across the two related disciplines of Business and Law.

promote understanding of the key aspects of current practice in the fields of Business and Law while acknowledging current and emerging developments in related disciplines.

equip students with the essential skills and tools to work professionally in a range of commercial and non-commercial situations; and to be creative and professional practitioners, when working independently and when collaborating with others as part of multidisciplinary teams.

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present multiple perspectives on Business and Law in a way that fosters critical evaluation

develop knowledge leading to an ability to appreciate and critically evaluate theory, research findings, and applications





On successful completion of the course, a student will be expected to be able to demonstrate:

A1 evaluate the appropriateness of the structure, functions, processes and management priorities of a

business organisation to achieve its strategic objectives. A2 utilise business research to improve business performance and analyse and interpret written, visual

and graphical data. A3 recognise the importance of collecting relevant data, and the variety or information sources, both

primary and secondary. A4 analyse leading issues in business and have a clear view of the contemporary and cross cultural

issues facing modern managers. A5 apply a range of theoretical concepts to practical organisational or industry sector issues or problems,

displaying sensitivity to differing cultural and ethical contexts in decision making. A6 demonstrate factual and conceptual knowledge of the principle features of the English Legal System

and European Union including familiarity with its institutions, procedures and operation. A7 demonstrate knowledge and understanding of a wide range of legal concepts, values, principles and

rules of English Law on a wide range of topics which extend beyond the core whilst showing an awareness of contexts and frameworks.

A8 demonstrate a comprehensive and detailed knowledge of specialist areas of law

A9 demonstrate an awareness of commercial, political, social, environmental, ethical considerations involved in areas of study.



Intellectual B1 identify issues and formulate appropriate methods of investigation and evaluation. B2 select and synthesise information from a variety of sources. B3 apply theoretical concepts and practical techniques to the solution of complex problems B4 analyse, evaluate and interpret quantitative and qualitative data, thereby display numeracy and

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quantitative skills including data analysis, interpretation and extrapolation. B5 utilise judgement to draw appropriate conclusions and make recommendations. B6 reflect upon the activities of others and their own impact and effectiveness in a variety of inter- and

intra- personal contexts. B7 demonstrate the ability to apply knowledge to a situation of limited complexity in order to provide well-

reasoned conclusions for concrete problems. Base advice on identified legal issues, application of relevant law and merits of potential solutions.

B8 conduct accurate and efficient searches of legal websites and databases and demonstrate insight in

presenting materials and data drawn from a variety of appropriate primary and secondary sources including academic journals.

B9 analyse conceptual and doctrinal difficulties within the study of law and present solutions to

contentious debates.

B10 plan effectively to undertake academic legal research

Practical C1 select effective information collection methods and select appropriate analytical tools, reaching

reasoned and evidenced conclusions. C2 select and utilise management tools in the construction of business projects and decision-making. C3 engage in academic debate in a professional manner. C4 work productively, flexibly and independently both within and between disciplines to produce work in a

variety of formats as specified.

C5 present information clearly and coherently in an appropriate form using subject specific terminology.

C6 show an ability to read a range of complex academic works suitable for study at undergraduate level, summarising the arguments accurately and ranking in accordance of merit and substance.

C7 identify and evaluate alternative academic perspectives to contentious issues and integrate ideas and findings from multiple perspectives, recognising distinctive approaches.

C8 demonstrate a confident understanding of interdisciplinary themes and skills.

Transferable D1 communicate succinctly in written and oral forms at a level suitable for an undergraduate student

incorporating and awareness of relevant media and IT literacy. D2 work effectively in collaboration with others and evaluate own strengths and weaknesses in engaging

in critical reflection and acting on feedback.

D3 take responsibility for own learning, acting independently in planning and managing tasks with limited guidance.


Acquisition of knowledge and understanding (A1 – A9) at all levels is through a combination of online tutorials; group discussions and critiques; and independent and directed study, supported throughout by comprehensive online teaching materials and broader resources. We achieve this through a pedagogy that includes project work, group forums and project-based activities.

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Throughout, the learner is encouraged to undertake independent study to both supplement and consolidate what is being learnt and to broaden their individual knowledge and understanding of the subject. Learning is facilitated largely by set projects with regular tutor support including small group forums. This allows students to not only discuss with staff their own work and progress, but to also see other students’ work and to engage in the discussions that relate to the work of their peers.

There is a requirement for written work at all levels including reports, essays, practical tasks, and examinations upon all of which detailed feedback is supplied by tutors. Critical analysis is encouraged culminating in a Dissertation.


Intellectual skills (B1 – B10) are developed throughout the programme by the methods and strategies outlined in section A, above. Intellectual development (B6) is further encouraged via formative assessment tasks including set briefs, in-module activities, self-initiated briefs, and discussion with tutors and peers (in online forums/debates). Specific modules support the development of quantitative and qualitative analysis, and the development of self-reflective skills. In addition, the student’s thinking skills will be evident in a summative assessment process which requires and rewards learners for the demonstration of creative thinking and problem solving, analysis, judgement and self-reflection in the development of solutions. Throughout, the learner is encouraged to develop intellectual skills further by undertaking independent study and research. There is a requirement for written work at all levels including reports, essays, practical tasks, and examinations upon all of which detailed feedback is supplied by tutors. Critical analysis is encouraged culminating in a Dissertation.

Practical and professional skills are employed in the production of solutions to real life situations developed through set briefs, exercises and practical activities. The important modern day skills of managing projects, working within differing organisational and national cultures are provided by specific modules, as are specific inputs with an emphasis upon practical functional decision making skills related to finance, marketing, managing others, and managing knowledge. Practical skills in business are further developed and integrated through a series of in-course online activities and projects intended to test skills acquired. (C1 - C3). Group forums provide opportunities to discuss ideas, progress, the work of others and the strengths and weakness in the work presented and particularly support the development of C1. Activities are provided so that students can work independently to consolidate their knowledge and grasp of practical skills. The in-course activities and assessment process in the final year particularly emphasise the acquisition of C4 with specific modules devised to highlight the practical differences in management skills required in differing contexts.

Practical skills in law are further developed and integrated through a series of in-course online activities and projects intended to test skills acquired. (C5 – C8). Group forums provide opportunities to discuss ideas, progress, the work of others and the strengths and weakness in the work presented and particularly support the development of C6. Activities are provided so that students can work independently to consolidate their knowledge and grasp of practical skills. The in-course activities and assessment process in the final year particularly emphasise the acquisition of C6 and C8 with the Research Project devised to develop critical evaluation skills.

Transferable skills in business (D1 – D3) are developed throughout the programme. The skills of communication, critical use of source material especially the internet, and self-management (D1, D2, D3) are integral to coursework at all levels. Personal responsibility (D3) becomes an increasingly important skill as students Progress, culminating in the writing of the Dissertation. Transferable skills (D1 – D3) are developed throughout the programme. The skills of communication, critical use of source material especially the internet, and self-management (D1, D3) are integral to coursework at

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all levels. Collaboration (D3) becomes an increasingly important skill as students look to move onto the next step of their career and this pervades aspects of the discussion forum and is developed explicitly in the module Skills for Employability and the Workplace. The Managing Across Cultures module at level 5, combined with the Contemporary Management Issues module at level 6 provide a focus for the increased internationalisation of the programme that is also evidenced in the supporting materials and assessments used throughout the programme.

As work becomes more complex at levels 5 and 6, students are tested on their abilities to respond positively to feedback from a variety of audiences, as well as to manage increasingly large workloads. (D3). Students are required to complete a number of assignments and a Dissertation in level 6 that reward independence and originality, and critical enquiry, and which further enhance communication and self-reflective skills. (D3)





13. Employability






Candidates who do not meet these criteria but can demonstrate an ability and motivation to study the programme as evidenced through: a personal statement (of between 350-500 words); references; relevant prior experience; and qualifications, will be considered on an individual basis.

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None


FULL TIME SAMPLE STRUCTURE DIAGRAM BA Business (Hons) full-time, i.e. completion within 3 years NB – All modes of delivery are by online distance learning and all modules are compulsory

Year 1: Level 4



Skills for Learning in Business & Law 15 10 Weeks

English Legal System 15 10 Weeks

Understanding the Business Environment 30 10 Weeks

Law of Contract 30 10 Weeks

People and Organisations 15 10 Weeks

Business Analysis 15 10 Weeks

Year 2: Level 5



Human Resource Management 30 10 Weeks

Managing Across Cultures 30 10 Weeks

Law of Tort 30 10 Weeks

European Union Law 15 10 Weeks

Research Methods in Business & Law 15 10 Weeks

Year 3: Level 6



Contemporary Management Issues 30 10 Weeks

Strategic Management 15 10 Weeks

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Company Law 15 10 Weeks

Employment Law 15 10 Weeks

Skills for Employability & the Workplace 15 10 Weeks

Business & Law Research Project 30 10 Weeks


Period of delivery


Year 1 Q1 Understanding the Business Environment

Year 1 Q2 Understanding the Business Environment Skills for Learning in Business & Law

30 credits

Year 1 Q3 Skills for Learning in Business & Law English Legal System

15 credits 15 credits

Year 1 Q4 People and Organisations Business Analysis

15 credits

Year 2 Q1 Business Analysis Law of Contract

15 credits

Year 2 Q2 Law of Contract 30 credits

Level 5

Period of delivery


Year 2 Q3 Managing Across Cultures

Year 2 Q4 Managing Across Cultures Human Resource Management

30 credits

Year 3 Q1 Human Resource Management Law of Tort

30 credits

Year 3 Q2 Law of Tort EU Law

30 Credits

Year 3 Q3 EU Law Research Methods in Business & Law

15 credits

Year 3 Q4 Research Methods in Business & Law 15 credits

Level 6

Period of delivery


Year 4 Q1 Contemporary Issues in Management

Year 4 Q2 Contemporary Management Issues Strategic Management

30 credits

Year 4 Q3 Strategic Management Company Law


Year 4 Q4 Employment Law Skills for Employability & the Workplace

15 credits

Year 5 Q1 Skills for Employability & the Workplace Business & Law Research Project

15 credits

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Year 5 Q2 Business & Law Research Project 30 credits

Completion over six years would have the following pattern. Years 1-2/ Level 4

Period of delivery



Year 1 Q3-4 Skills for Learning in Business & Law 15 credits

English Legal System 15 credits

Year 2 Q1-2 People and Organisations 15 credits

Business Analysis 15 credits

Year 2 Q3-4 Law of Contract 30 credits

Year 3-4/ Level 5

Period of delivery


Year 3 Q1-2 Managing Across Cultures 30 credits


Year 4 Q1-2 Law of Tort 30 credits

Year 4 Q3-4 EU Law 15 credits

Research Methods in Business & Law 15 credits

Year 5-6/ Level 6

Period of delivery


Year 5 Q1-2 Contemporary Issues in Management 30 credits

Year 5 Q3-4 Strategic Management 15 credits

Company Law 15 credits

Year 6 Q1-2 Employment Law 15 credits

Skills for Employability & the Workplace 15 credits

Year 6 Q3-4 Business & Law Research Project 30 credits



classification





N/A

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BA (Hons) Criminology and Law Criminology and Law

2. Start date:

October 2014


Distance Learning managed from Coventry and Hong Kong by RDI





ALSS RDI


Law N/A


Andrew Gilbert Angela Burns



Law (2007); Criminology (2014)

9. Aims

The overall aim of the BA (Hons) Law and Criminology enables students to study two well established fields in social sciences. Both fields are set out to understand the social world which encompasses social values and behaviours. They both strive to influence social policy making and examples are in eyewitness handling, e.g. interviewing children and those with learning difficulties – often the subject of abuse. Students are to spend equal time on Law and on Criminology. Therefore, students are to acquire knowledge, understanding and a range of practical skills relating to both disciplines. At the same time, students will develop a range of transferable skills that will aid them as they pursue law-related and other careers or further relevant study. More specifically it will:

Provide a study of the foundations of legal knowledge and a firm grounding in Criminological studies by covering most of the areas of Criminology.

Provide the students with a sound educational experience that will enable them to acquire a solid grounding in legal principles, which will embrace all the subject specific abilities, transferable intellectual skills and key skills set down in the current Law and Criminology Subject Benchmarks for England Wales and Northern Ireland.

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Stimulate students into adopting an enquiring and critical appreciation of the law as well as developing an appreciation of the national and international contexts in which the law operates.

Stimulate students into a critical and scientific minded social scientist which can competently handle both legal and criminological issues.

Encourage students to accept responsibility for their own learning, as well as to support them to learn independently using initiative and self-discipline.

Provide students with the support they require in order to enhance their eventual employability through taught skills, teaching methods and assessment within the programmes.

To provide opportunities for development of personal and other key skills appropriate for graduate employment in different areas including industry, commerce and the legal profession or further postgraduate studies.



A1 factual and conceptual knowledge of the principle features of the legal system including familiarity with its institutions, procedures, governance and operation. A2 knowledge and understanding of a wide range of legal concepts, values and principles on a wide range of topics which extend beyond the core whilst showing an awareness of contexts and frameworks. A3 a comprehensive and detailed knowledge of specialist areas of law and a range of key concepts and theories within criminology. A4 an awareness of commercial, political, social, environmental, ethical considerations evident in complex problems and show how this underpins theory. A5 knowledge and understanding of the discipline of criminology set within the broader context of the social sciences, the effects of social diversity and inequality and responses to crime and deviance. A6 knowledge and understanding of a range of research paradigms, methodological approaches and basic measurement and analytical techniques. Provide students with a range of methodological and data analysis skills and as a means of analysing and evaluating competing views. A7 knowledge and a critical understanding of a range of skills and knowledge which would make students suitable candidates for employment in a wide range of occupations or for postgraduate study. A8 knowledge and critical understanding of several specialised areas and applications, some of which are at the cutting edge of the discipline; A9 an awareness of the distinctive character of both Criminology and law in relation to other forms of understanding, such as the relation to other disciplines and to everyday explanations



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Intellectual Skills B1 demonstrate the ability to apply knowledge to a situation of limited complexity in order to provide well-reasoned conclusions for concrete problems. Base advice on identified legal issues, application of relevant law and merits of potential solutions. B2 conduct accurate and efficient searches of legal websites and databases and demonstrate insight in presenting materials and data drawn from a variety of appropriate primary and secondary sources including academic journals. B3 analyse conceptual and doctrinal difficulties within the study of law and criminology and present solutions to contentious debates. B4 plan effectively to undertake academic research using a range of sources. B5 recognise different perspectives on criminological issues and that Criminology involves a range of research methods, theories, evidence and applications. B6 integrate ideas and findings across different perspectives in Criminology, recognising distinctive criminological approaches to relevant issues. B7 identify general patterns in theoretical approaches which have been developed in relation to crime, victimisation and responses to crime and deviance. B8 understand a variety of the principles of social research as applicable to criminological topics.

Practical Skills C1 engage in academic debate in a professional manner. C2 work productively and independently both within and between disciplines to produce work in a variety of formats as specified. C3 present information clearly and coherently in an appropriate form using subject specific terminology. C4 show an ability to read a range of complex academic works suitable for study at undergraduate level, summarising the arguments accurately and ranking in accordance of merit and substance. C5 examine practical, theoretical and ethical issues associated with the use of different methodologies, paradigms and methods of analysis. C6 identify and evaluate alternative academic perspectives to contentious issues and integrate ideas and findings from multiple perspectives, recognising distinctive approaches. C7 formulate research questions, deploy appropriate research methodologies and data collection methods and evaluate research findings examining practical, ethical and theoretical constraints associated with the

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chosen methodology and paradigm. C8 demonstrate a confident understanding of interdisciplinary themes and skills. Transferable Skills D1 communicate succinctly in written and oral forms at a level suitable for an undergraduate student. D2 work effectively in collaboration with others and evaluate own strengths and weaknesses in engaging in critical reflection and acting on feedback. D3 take responsibility for own learning, acting independently in planning and managing tasks with limited guidance.


Acquisition of knowledge and understanding (A1 – A9) at all levels is through a combination of online tutorials; group discussions and critiques; and independent and directed study, supported throughout by comprehensive online teaching materials and broader resources. We achieve this through a pedagogy that includes project work, group forums and project-based activities. Throughout, the learner is encouraged to undertake independent study to both supplement and consolidate what is being learnt and to broaden their individual knowledge and understanding of the subject. Learning is facilitated largely by set tasks with regular tutor support including small group forums. This allows students to not only discuss with staff their own work and progress, but to also see other students’ work and to engage in the discussions that relate to the work of their peers. There is a requirement for written work at all levels including reports, essays, practical tasks, and examinations upon all of which detailed feedback is supplied by tutors. Critical analysis is encouraged culminating in a Dissertation Project.


Intellectual skills (B1 – B8) are developed throughout the programme by the methods and strategies outlined in section A, above. Intellectual development is further encouraged via formative assessment tasks including set briefs, in-module activities, self-initiated briefs, and discussion with tutors and peers (in online forums/debates). Specific modules support the development of qualitative analysis, and the development of self-reflective skills. In addition, the student’s thinking skills will be evident in a summative assessment process which requires and rewards learners for the demonstration of creative thinking and problem solving, analysis, judgement and self-reflection in the development of solutions. Practical and professional skills are employed in the production of solutions to real life situations developed through set briefs, exercises and practical activities. The important modern day skills of engaging in academic debate, working independently and presenting ideas clearly using appropriate terminology pervade all module and forms of assessment on the programme. Practical skills are developed and integrated through a series of in-course online activities and projects intended to test skills acquired. Group forums provide opportunities to discuss ideas, progress, the work of others and the strengths and weakness in the work presented. Activities are provided so that students can work independently to consolidate their knowledge and grasp of practical skills. Transferable skills are developed throughout the programme. The skills of communication, critical use of source material especially the internet, and self-management are integral to coursework at all levels.

Page 30 of 242

As work becomes more complex at levels 5 and 6, students are tested on their abilities to respond positively to feedback from a variety of audiences, as well as to manage increasingly large workloads. Students are required to complete a number of assignments and a Dissertation in level 6 that reward independence and originality, and critical enquiry, and which further enhance communication. Practical and professional skills are employed in the production of solutions to real life situations developed through set briefs, exercises and practical activities. The important modern day skills of engaging in academic debate, working independently and presenting ideas clearly using appropriate terminology pervade all module and forms of assessment on the programme. As a joint honours student, it is expected that these skills are demonstrated both within and between the disciplines and the ‘anchorpoint’ modules at each level provide a learning environment in which the synergies of the disciplines may be further explored. Practical skills are developed and integrated through a series of in-course online activities and projects intended to test skills acquired. (C1 – C8). Group forums provide opportunities to discuss ideas, progress, the work of others and the strengths and weakness in the work presented and particularly support the development of C4 and C5. Activities are provided so that students can work independently to consolidate their knowledge and grasp of practical skills. The in-course activities and assessment process in the final year particularly emphasise the acquisition of C5-8 with the Research Project devised to develop critical evaluation skills.

Transferable skills (D1 – D3) are developed throughout the programme. The skills of communication, critical use of source material especially the internet, and self-management (D1, D3) are integral to coursework at all levels. Collaboration (D3) becomes an increasingly important skill as students look to move onto the next step of their career and this pervades aspects of the discussion forum and is developed explicitly in the module Skills for Employability and the Workplace. As work becomes more complex at levels 5 and 6, students are tested on their abilities to respond positively to feedback from a variety of audiences, as well as to manage increasingly large workloads. (D2, D3). Students are required to complete a number of assignments and a Dissertation in level 6 that reward independence and originality, and critical enquiry, and which further enhance communication and self-reflective skills. (D3)


Knowledge and understanding are assessed through in-module assessments of portfolio submissions, presentations, time-constrained examinations, essay and problem/essay based assignments.



Page 31 of 242

13. Employability

The programme provides for the development of a range of skills demanded by employers. A core set of practical and transferable skills has been developed, in light of the Benchmark Statements, across the suite of courses and these are mapped against the modules. In addition, 'employment facing' skills are also developed in the subject specific L4 Skills module, Becoming a Reflective Learner at L5 and Skills for Employability and the Workplace at L6. RDI also provides a range of support to assist students to develop their careers. This is facilitated through online sessions and support on activities such as CV building, interview techniques, personal development, etc. Students on this programme also have to demonstrate considerable self-reliance and personal management in achieving the learning outcomes and are fully supported in that.





Candidates who do not meet these criteria but can demonstrate an ability and motivation to study the programme as evidenced through: a personal statement (of between 350-500 words); references; relevant prior experience; and qualifications will be considered on an individual basis.



None


FULL TIME SAMPLE STRUCTURE DIAGRAM BA (Hons) Law & Criminology full-time, i.e. completion within 3 years NB – All modes of delivery are by online distance learning and all modules are compulsory

Year 1: Level 4



Skills for Learning in Law & Criminology 15 10 weeks

English Legal System 15 10 weeks

Criminal Law 30 10 weeks

Policing & The Community 15 10 weeks

Fundamentals of Con & Admin Law 15 10 weeks

Crime & Society 15 10 weeks

Criminal Justice System 15 10 weeks

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Year 2: Level 5



Law of Tort 30 10 weeks

Research Methods in Law & Criminology 15 10 weeks

Environmental Criminology 15 10 weeks


15 10 weeks

European Union Law 15 10 weeks

Becoming a Reflective Learner 15 10 weeks

Civil Liberties & Human Rights 15 10 weeks

Year 3: Level 6



Criminal Justice Research Project 30 10 weeks

Skills for Employability & the Workplace 15 10 weeks

Law of Evidence 15 10 weeks

Cybercrime 15 10 weeks

Crime Prevention 15 10 weeks

Professional Ethics & Law 15 10 weeks

Youth Justice 15 10 weeks


Period of delivery


Year 1 Q1 Skills for Learning in Criminology & Law English Legal System

15 credits

Year 1 Q2 English Legal System Criminal Law

15 credits

Year 1 Q3 Criminal Law Policing & The Community

30 credits

Year 1 Q4 Policing & The Community Fundamentals of C&A Law


Year 2 Q1 Crime & Society 15 credits

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Criminal Justice System

Year 2 Q2 Criminal Justice System 15 credits

Level 5

Period of delivery


Year 2 Q3 Law of Tort

Year 2 Q4 Law of Tort Environmental Criminology

30 credits

Year 3 Q1 Environmental Criminology Controversies and Debates in Crime, Law & Order


Year 3 Q2 Research Methods in Criminology & Law Becoming a Reflective Learner


Year 3 Q3 European Union Law Civil Liberties & Human Rights

15 credits

Year 3 Q4 Civil Liberties & Human Rights 15 credits

Level 6

Period of delivery


Year 4 Q1 Skills for Employability & The Workplace Law of Evidence

15 credits

Year 4 Q2 Law of Evidence Cybercrime


Year 4 Q3 Crime Prevention Professional Ethics & Law

15 credits

Year 4 Q4 Professional Ethics & Law Youth Justice

15 credits

Year 5 Q1 Youth Justice Criminal Justice Research Project

15 credits

Year 5 Q2 Criminal Justice Research Project 30 credits


Period of delivery


Year 1 Q1-2 Skills for Learning in Criminology & Law 15 credits


Year 1 Q3-4 Criminal Law 30 credits

Year 2 Q1-2 Policing & The Community 15 credits

Fundamentals of C&A Law 15 credits

Year 2 Q3-4 Crime & Society 15 credits

Criminal Justice System 15 credits

Year 3-4/ Level 5

Period of delivery



Year 3 Q3-4 Environmental Criminology 15 credits

Controversies and Debates in Crime, Law & Order 15 credits

Year 4 Q1-2 Research Methods in Criminology & Law 15 credits

Becoming a Reflective Learner 15 credits

Year 4 Q3-4 European Union Law 15 credits

Civil Liberties & Human Rights 15 credits

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Year 5-6/ Level 6

Period of delivery



Law of Evidence 15 credits

Year 5 Q3-4 Cybercrime 15 credits

Crime Prevention 15 credits

Year 6 Q1-2 Professional Ethics & Law 15 credits

Youth Justice 15 credits

Year 6 Q3-4 Criminal Justice Research Project 30 credits



classification




N/A

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BA (Hons) Criminology & Human Psychology Criminology & Human Psychology

2. Start date:

October 2014







ALSS RDI


Law N/A





Criminology (2014); Psychology (3rd edition) 2010

9. Aims

The overall aim of the BA (Hons) Criminology & Psychology enables students to study two well established fields in social sciences. Both fields are set out to understand the social world which encompasses social values and behaviours. They both strive to influence social policy making and examples are in eyewitness handling, e.g. interviewing children and those with learning difficulties – often the subject of abuse. Students are to spend equal time on Criminology and on Psychology. Therefore, students are to acquire knowledge, understanding and a range of practical skills relating to both disciplines. At the same time, students will develop a range of transferable skills that will aid them as they pursue law-related and other careers or further relevant study. More specifically it will:

Provide a study of the foundations of criminological theory and perspective and a firm grounding in psychological studies by covering most of the core areas of psychology.

Provide the students with a sound educational experience that will enable them to acquire a solid grounding in criminological thinking and principles, which will embrace all the subject specific abilities, transferable intellectual skills and key skills set down in the current Criminology Subject

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Benchmarks for England Wales and Northern Ireland.

Stimulate students into adopting an enquiring and critical appreciation of Criminology and Psychology as well as developing an appreciation of the national and international contexts in which the Criminology operates

Stimulate students into a critical and scientific minded social scientist which can competently handle both criminological and psychological issues.



To provide opportunities for development of personal and other key skills appropriate for graduate employment or further postgraduate studies.



A1 knowledge and understanding of the discipline of criminology set within the broader context of the social sciences, the effects of social diversity and inequality and responses to crime and deviance. A2 knowledge and understanding of a range of research paradigms, methodological approaches and basic measurement and analytical techniques. Provide students with a range of methodological and data analysis skills and as a means of analysing and evaluating competing views. A3 knowledge and a critical understanding of a range of skills and knowledge which would make students suitable candidates for employment in a wide range of occupations or for postgraduate study. A4 knowledge and critical understanding of several specialised areas and applications, some of which are at the cutting edge of the discipline; A5 an awareness of ethical considerations involved in areas of study. A6 knowledge and understanding of a variety of influences on psychological functioning and how they are conceptualised across the core domains of Developmental Psychology, Individual Differences and Social Psychology A7 knowledge and understanding of a range of research paradigms, methodological approaches and basic measurement and analytical techniques. A8 a critical understanding of a range of influences on psychological functioning and well-being, and how they are conceptualised across and between the core domains; A9 awareness of the distinctive character of both psychology and criminology in relation to other forms of understanding, such as the relation to other disciplines and to everyday explanations

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Intellectual Skills B1 demonstrate the ability to apply knowledge to a situation of limited complexity in order to provide well-reasoned conclusions for concrete problems. Base advice on identified criminological issues, application of relevant law and merits of potential solutions. B2 conduct accurate and efficient searches of websites and databases and demonstrate insight in presenting materials and data drawn from a variety of appropriate primary and secondary sources including academic journals. B3 analyse conceptual and doctrinal difficulties within the study of Criminology and present solutions to contentious debates. B4 plan effectively to undertake Criminological research using a range of sources. B5 recognise different perspectives on criminological and psychological issues and that both disciplines involve a range of research methods, theories, evidence and applications. B6 integrate ideas and findings across different perspectives in Criminology and Psychology, recognising distinctive approaches to relevant issues. B7 identify general patterns in theoretical approaches within both Criminology and Psychology which have evolved. B8 understand a variety of methods of data collection and use a variety of psychometric instruments.

Practical Skills C1 engage in academic debate in a professional manner. C2 work productively and independently both within and between disciplines to produce work in a variety of formats as specified. C3 present information clearly and coherently in an appropriate form using subject specific terminology. C4 show an ability to read a range of complex academic works suitable for study at undergraduate level, summarising the arguments accurately and ranking in accordance of merit and substance. C5 examine practical, theoretical and ethical issues associated with the use of different methodologies, paradigms and methods of analysis. C6 identify and evaluate alternative academic perspectives to contentious issues and integrate ideas and findings from multiple perspectives, recognising distinctive approaches.

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C7 formulate research questions, deploy appropriate research methodologies and data collection methods and evaluate research findings examining practical, ethical and theoretical constraints associated with the chosen methodology and paradigm. C8 demonstrate a confident understanding of interdisciplinary themes and skills. Transferable Skills D1 communicate succinctly in written and oral forms at a level suitable for an undergraduate student. D2 work effectively in collaboration with others and evaluate own strengths and weaknesses in engaging in critical reflection and acting on feedback. D3 take responsibility for own learning, acting independently in planning and managing tasks with limited guidance.




Intellectual skills (B1 – B8) are developed throughout the programme by the methods and strategies outlined in section A, above. Intellectual development is further encouraged via formative assessment tasks including set briefs, in-module activities, self-initiated briefs, and discussion with tutors and peers (in online forums/debates). Specific modules support the development of qualitative analysis, and the development of self-reflective skills. In addition, the student’s thinking skills will be evident in a summative assessment process which requires and rewards learners for the demonstration of creative thinking and problem solving, analysis, judgement and self-reflection in the development of solutions. Practical and professional skills are employed in the production of solutions to real life situations developed through set briefs, exercises and practical activities. The important modern day skills of engaging in academic debate, working independently and presenting ideas clearly using appropriate terminology pervade all module and forms of assessment on the programme. Practical skills are developed and integrated through a series of in-course online activities and projects intended to test skills acquired. Group forums provide opportunities to discuss ideas, progress, the work of others and the strengths and weakness in the work presented. Activities are provided so that students can

Page 39 of 242

work independently to consolidate their knowledge and grasp of practical skills. Transferable skills are developed throughout the programme. The skills of communication, critical use of source material especially the internet, and self-management are integral to coursework at all levels.

As work becomes more complex at levels 5 and 6, students are tested on their abilities to respond positively to feedback from a variety of audiences, as well as to manage increasingly large workloads. Students are required to complete a number of assignments and a Dissertation in Level 6 that reward independence and originality, and critical enquiry, and which further enhance communication

Practical and professional skills are employed in the production of solutions to real life situations developed through set briefs, exercises and practical activities. The important modern day skills of engaging in academic debate, working independently and presenting ideas clearly using appropriate terminology pervade all module and forms of assessment on the programme. As a joint honours student, it is expected that these skills are demonstrated both within and between the disciplines and the ‘anchorpoint’ modules at each level provide a learning environment in which the synergies of the disciplines may be further explored. Practical skills are developed and integrated through a series of in-course online activities and projects intended to test skills acquired. (C1 – C8). Group forums provide opportunities to discuss ideas, progress, the work of others and the strengths and weakness in the work presented and particularly support the development of C4 and C5. Activities are provided so that students can work independently to consolidate their knowledge and grasp of practical skills. The in-course activities and assessment process in the final year particularly emphasise the acquisition of C5-8 with the Research Project devised to develop critical evaluation skills. Transferable skills (D1 – D3) are developed throughout the programme. The skills of communication, critical use of source material especially the internet, and self-management (D1, D3) are integral to coursework at all levels. Collaboration (D3) becomes an increasingly important skill as students look to move onto the next step of their career and this pervades aspects of the discussion forum and is developed explicitly in the module Skills for Employability and the Workplace.

As work becomes more complex at levels 5 and 6, students are tested on their abilities to respond positively to feedback from a variety of audiences, as well as to manage increasingly large workloads. (D2, D3). Students are required to complete a number of assignments and a Dissertation in level 6 that reward independence and originality, and critical enquiry, and which further enhance communication and self-reflective skills. (D3)




Intellectual skills are assessed through a combination of in-course formative exercises and summative assignments, including the submission of portfolios of self-reflective evidence, financial and statistical analyses, qualitative judgements, and research reports/dissertation. To support the development of practical skills, students must supply worked materials and evidence in support of their assignments. Critical reasoning, good presentation and sound evidence trails in all assignments are rewarded. Assessment briefs include a variety of commercial and geographical contextual setting. Students receive feedback on all activities and assignments which includes practical examples for improvement in the application of theory to practice to help them improve both aspects of their skill base. To develop transferable skills all assignments must meet time deadlines and word count guidelines. All assessed work must be submitted independently even where group activity has been an element of the process. Students must take responsibility for their own work. All assignments require students to adopt a

Page 40 of 242

spirit of critical enquiry and self-reflection which is rewarded in marking guides. These guides are shared with students.

13. Employability









None


FULL TIME SAMPLE STRUCTURE DIAGRAM BA (Hons) Criminology& Psychology full-time, i.e. completion within 3 years NB – All modes of delivery are by online distance learning and all modules are compulsory

Year 1: Level 4



Skills for Learning in Criminology & Psychology 15 10 Weeks

Crime & Society 15 10 Weeks

Criminal Justice System 15 10 Weeks

Policing & The Community 15 10 Weeks

Introduction to Social & Developmental Psychology

30 10 Weeks

Individual Differences : Personality & Intelligence 30 10 Weeks

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Year 2: Level 5



Controversies & Debates in Crime, Law & Order 15 10 Weeks

Environmental Criminology 15 10 Weeks

Applied Social & Developmental Psychology 30 10 Weeks

Research Methods in Criminology & Psychology 15 10 Weeks

Becoming a Reflective Learner 15 10 Weeks

Psychology in Practice 30 10 Weeks

Year 3: Level 6



Criminology & Psychology Research Project 30 10 Weeks

Cross Cultural Psychology 30 10 Weeks

Skills for Employability & The Workplace 15 10 Weeks

Cybercrime 15 10 Weeks

Crime Prevention 15 10 Weeks

Youth Justice 15 10 Weeks


Period of delivery


Year 1 Q1 Skills for Learning in Criminology & Psychology Crime & Society

15 credits

Year 1 Q2 Crime & Society Criminal Justice System

15 credits

Year 1 Q3 Criminal Justice System Policing & The Community

15 credits

Year 1 Q4 Policing & The Community Introduction to Social & Developmental Psychology

15 credits

Year 2 Q1 Introduction to Social & Developmental Psychology Individual Differences : Personality & Intelligence

30 credits

Year 2 Q2 Individual Differences : Personality & Intelligence 30 credits

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Level 5

Period of delivery


Year 2 Q3 Controversies & Debates in Crime, Law & Order Environmental Criminology

15 credits

Year 2 Q4 Environmental Criminology Applied Social & Developmental Psychology

15 credits

Year 3 Q1 Applied Social & Developmental Psychology 30 credits

Year 3 Q2 Research Methods in Criminology & Psychology Becoming a Reflective Learner

15 credits

Year 3 Q3 Becoming a Reflective Learner Psychology in Practice

15 credits

Year 3 Q4 Psychology in Practice 30 credits

Level 6

Period of delivery


Year 4 Q1 Cross Cultural Psychology

Year 4 Q2 Cross Cultural Psychology Skills for Employability & The Workplace


Year 4 Q3 Cybercrime Crime Prevention

15 credits

Year 4 Q4 Crime Prevention Youth Justice

15 credits

Year 5 Q1 Youth Justice Criminology & Psychology Research Project

15 credits

Year 5 Q2 Criminology & Psychology Research Project 30 credits


Period of delivery


Year 1 Q1-2 Skills for Learning in Criminology & Psychology 15 credits

Crime & Society 15 credits

Year 1 Q3-4 Criminal Justice System 15 credits

Policing & The Community 15 credits

Year 2 Q1-2 Introduction to Social & Developmental Psychology 30 credits

Year 2 Q3-4 Individual Differences : Personality & Intelligence 30 credits

Year 3-4/ Level 5

Period of delivery


Year 3 Q1-2 Controversies & Debates in Crime, Law & Order 15 credits

Environmental Criminology 15 credits

Year 3 Q3-4 Applied Social & Developmental Psychology 30 credits

Year 4 Q1-2 Research Methods in Criminology & Psychology 15 credits

Becoming a Reflective Learner 15 credits

Year 4 Q3-4 Psychology in Practice 30 credits

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Year 5-6/ Level 6

Period of delivery


Year 5 Q1-2 Cross Cultural Psychology 30 credits


Cybercrime 15 credits

Year 6 Q1-2 Crime Prevention 15 credits

Youth Justice 15 credits

Year 6 Q3-4 Criminology & Psychology Research Project 30 credits



classification





N/A

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BA (Hons) Human Psychology and Human Resource Management

Human Psychology and Human Resource Management

2. Start date:

October 2014







LAIBS RDI







General Business Management (2007)

Psychology (3rd edition) 2010

9. Aims

The overall aim of the RDI BA (Hons) HRM & Psychology is to enable students to acquire knowledge, understanding and a range of practical skills relating to the two inert-related disciplines which are applicable to commercial and non-commercial sectors, and in a variety of geographical and cultural settings. Simultaneously students will develop a range of transferable skills that will aid them as they pursue business careers or further relevant study. More specifically it will:

allow students to develop professional level skills and understanding across the two related disciplines of Human Resource Management and Psychology.

promote understanding of the key aspects of current practice in the fields of HRM and Psychology while acknowledging current and emerging developments in related disciplines.

equip students with the essential skills and tools to work professionally in a range of commercial and non-commercial situations; and to be creative and professional practitioners, when working

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independently and when collaborating with others as part of multidisciplinary teams.

present multiple perspectives on HRM and Psychology in a way that fosters critical evaluation

interpret and apply contract law and employment law in a range of organizational settings

enable students to appreciate how HRM theory and practice is informed by the theory and practice of Psychology; and vice versa

develop knowledge leading to an ability to appreciate and critically evaluate theory, research findings, and applications






A1 interpret a variety of influences on psychological functioning and well-being; and how these are conceptualised across the domains of Cognitive Psychology, Developmental Psychology, Individual Differences and Social Psychology

A2 evaluate the meaning and purpose of HRM, appraise the role of the HRM function in its organisational

context, and analyse the strategic contribution of HRM to organisational effectiveness A3 navigate the English legal system and interpret contact law and employment law in a range of

commercial and non-commercial contexts A4 utilise relevant research to improve organisational performance and analyse and interpret written,

visual and graphical data. A5 recognise the importance of collecting relevant data, and the variety or information sources, both

primary and secondary. A6 apply a range of theoretical concepts in HRM and Psychology to practical organisational or industry

sector issues or problems, displaying sensitivity to differing cultural and ethical contexts. A7 appreciate the distinctive character of both psychology and HRM in relation to other forms of

understanding, such as the relation to other disciplines and to everyday explanations A8 analyse leading issues in business and have a clear view of the contemporary and cross cultural

issues facing modern managers and practitioners



Intellectual B1 recognise different perspectives on psychological issues and that psychology involves a range of

research methods, theories, evidence and applications B2 identify general patterns in behaviour, psychological functioning and experience and evaluate how

these impact on HRM strategy, policies and practices

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B3 identify HRM-related issues in commercial and non-commercial contexts; and formulate appropriate methods of investigation and evaluation.

B4 understand the English legal system and Interpret and apply contract law and employment law in a

range of commercial and non-commercial contexts B5 apply theoretical concepts and practical techniques to the solution of complex problems; and

formulate appropriate methods of investigation and evaluation. B6 select and synthesise information from a variety of sources; including the analysis, evaluation and

interpretation of quantitative and qualitative data, thereby display numeracy and quantitative skills including data analysis, interpretation and extrapolation.

B7 utilise judgement to draw appropriate conclusions and make recommendations.

B8 reflect upon the activities of others and their own impact and effectiveness in a variety of inter- and intra- personal contexts.

Practical C1 select effective information collection methods and select appropriate analytical tools. C2 select and utilise management tools in the construction of organisational projects and decision-

making. C3 plan effectively. C4 articulate reasoned evidence and conclusions. C5 demonstrate flexibility in adapting to different commercial and non-commercial contexts. C6 engage in academic debate in a professional manner C7 demonstrate a confident understanding of interdisciplinary themes and skills.

Transferable D1 communicate effectively through appropriate media. D2 utilise appropriate IT software and critically evaluate internet sources. D3 work effectively on his/her own and demonstrate understanding of being part of a team, taking

personal responsibility for their own efforts and outputs. D4 utilise problem-solving skills in a variety of theoretical and practical situations. D5 manage time effectively by learning to plan and prioritise work in order to meet specified deadlines. D6 learn independently in the spirit of critical and self-reflective enquiry.


Acquisition of knowledge and understanding (A1 – A8) at all levels is through a combination of online tutorials; group discussions and critiques; and independent and directed study, supported throughout by comprehensive online teaching materials and broader resources. We achieve this through a pedagogy that includes project work, group forums and project-based activities. Throughout, the learner is encouraged to undertake independent study both to supplement and consolidate

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what is being learnt and to broaden their individual knowledge and understanding of the subject. Learning is facilitated largely by set projects with regular tutor support including small group forums. This allows students to not only discuss with staff their own work and progress, but to also see other students’ work and to engage in the discussions that relate to the work of their peers.

There is a requirement for written work at all levels including reports, essays, practical tasks, and examinations upon all of which detailed feedback is supplied by tutors. Critical analysis is encouraged culminating in a Dissertation.


Intellectual skills (B1 – B7) are developed throughout the programme by the methods and strategies outlined in section A, above. Intellectual development (B8) is further encouraged via formative assessment tasks including set briefs, in-module activities, self-initiated briefs, and discussion with tutors and peers (in online forums/debates). Specific modules support the development of quantitative and qualitative analysis, and the development of self-reflective skills. In addition, the student’s thinking skills will be evident in a summative assessment process which requires and rewards learners for the demonstration of creative thinking and problem solving, analysis, judgement and self-reflection in the development of solutions. Throughout, the learner is encouraged to develop intellectual skills further by undertaking independent study and research. Practical and professional skills are employed in the production of solutions to real life situations developed through set briefs, exercises and practical activities. The important modern day skills of managing projects, working within differing organisational and national cultures are provided by specific modules, as are specific inputs with an emphasis upon practical functional decision making skills related to finance, marketing, managing others, and managing knowledge. Practical skills are further developed and integrated through a series of in-course online activities and projects intended to test skills acquired. (C1 - C3). Group forums provide opportunities to discuss ideas, progress, the work of others and the strengths and weakness in the work presented and particularly support the development of C4, C6 and C7. Activities are provided so that students can work independently to consolidate their knowledge and grasp of practical skills. The in-course activities and assessment process in the final year particularly emphasise the acquisition of C5 with specific modules devised to highlight the practical differences in management skills required in differing contexts. As a joint honours student, it is expected that these skills are demonstrated both within and between the disciplines and the ‘anchorpoint’ modules at each level provide a learning environment in which the synergies of the disciplines may be further explored Transferable skills (D1 – D6) are developed throughout the programme. The skills of communication, critical use of source material especially the internet, and self-management (D1, D2, D3) are integral to coursework at all levels. Personal responsibility (D3) becomes an increasingly important skill as students Progress, culminating in the writing of the Dissertation.

As work becomes more complex at levels 5 and 6, students are tested on their abilities to respond positively to feedback from a variety of audiences, as well as to manage increasingly large workloads. (D5, D6). Students are required to complete a number of assignments and a Dissertation in level 6 that reward independence and originality, and critical enquiry, and which further enhance communication and self-reflective skills. (D3 – D6)



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Intellectual skills are assessed through a combination of in-course formative exercises and summative assignments, including the submission of portfolios of self-reflective evidence, financial and statistical analyses, qualitative judgements, and research reports/dissertation. To support the development of practical skills, students must supply worked materials and evidence in support of their assignments. Critical reasoning, good presentation and sound evidence trails in all assignments are rewarded. Assessment briefs include a variety of commercial and geographical contextual settings; the latter to reflect the degree of internationalisation that graduates will encounter. Students receive feedback on all activities and assignments which includes practical examples for improvement in the application of theory to practice to help them improve both aspects of their skill base. To develop transferable skills all assignments must meet time deadlines and word-count guidelines. All assessed work must be submitted independently even where group activity has been an element of the process. Students must take responsibility for their own work. All assignments require students to adopt a spirit of critical enquiry and self-reflection which is rewarded in marking guides. These guides are shared with students.

13. Employability









None


FULL TIME SAMPLE STRUCTURE DIAGRAM BA Business (Hons) full-time, i.e. completion within 3 years NB – All modes of delivery are by online distance learning and all modules are compulsory

Year 1: Level 4

Compulsory modules: In order to complete this course a student must successfully complete the following compulsory modules

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(total credit = 120):


Understanding the Business Environment 30 10 Weeks


30 10 Weeks

Individual Differences: Personality & Intelligence 30 10 Weeks


Skills for Learning in HRM & Psychology 15 10 Weeks

Year 2: Level 5



Human Resource Management 30 10 Weeks


Applied Social & Developmental Psychology 30 10 Weeks

Contract Law 15 10 Weeks

Research Methods in HRM & Psychology 15 10 Weeks

Year 3: Level 6



Strategic Issues in HRM 30 10 Weeks

Occupational Psychology 30 10 Weeks



HRM & Psychology Research Project 30 10 Weeks


Period of delivery


Year 1 Q1 Understanding the Business Environment

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Year 1 Q2 Understanding the Business Environment Skills for Learning in HRM & Psychology

30 credits

Year 1 Q3 Skills for Learning in HRM & Psychology English Legal System

15 credits

Year 1 Q4 English Legal System Introduction to Social & Developmental Psychology

15 credits


30 credits


Level 5

Period of delivery


Year 2 Q3 Human Resource Management

Year 2 Q4 Human Resource Management Psychology in Practice

30 credits

Year 3 Q1 Psychology in Practice Applied Social & Developmental Psychology

30 credits

Year 3 Q2 Applied Social & Developmental Psychology Contract Law

30 credits

Year 3 Q3 Contract Law Research Methods in HRM & Psychology

15 credits

Year 3 Q4 Research Methods in HRM & Psychology 15 credits

Level 6

Period of delivery


Year 4 Q1 Strategic Issues in HRM

Year 4 Q2 Strategic Issues in HRM Occupational Psychology

30 credits

Year 4 Q3 Occupational Psychology Employment Law

30 credits

Year 4 Q4 Employment Law Skills for Employability & the Workplace

15 credits

Year 5 Q1 Skills for Employability & the Workplace HRM & Psychology Research Project

15 credits

Year 5 Q2 HRM & Psychology Research Project 30 credits


Period of delivery



Year 1 Q3-4 Skills for Learning in HRM & Psychology 15 Credits




Year 3-4/ Level 5

Period of delivery




Year 4 Q1-2 Applied Social & Developmental Psychology 30 credits

Year 4 Q3-4 Contract Law 15 credits

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Research Methods in HRM & Psychology 15 credits

Year 5-6/ Level 6

Period of delivery


Year 5 Q1-2 Strategic Issues in HRM 30 credits

Year 5 Q3-4 Occupational Psychology 30 credits

Year 6 Q1-2 Employment Law 15 credits

Skills for Employability & the Workplace 15 credits

Year 6 Q3-4 HRM & Psychology Research Project 30 credits



classification





N/A

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BA (Hons) Law and Human Psychology Law and Human Psychology

2. Start date:

October 2014







ALSS RDI


Law N/A





Law (2007); Psychology (3rd edition) 2010

9. Aims

The overall aim of the BA (Hons) Law and Psychology enables students to study two well established fields in social sciences. Both fields are set out to understand the social world which encompasses social values and behaviours. They both strive to influence social policy making and examples are in eyewitness handling, e.g. interviewing children and those with learning difficulties – often the subject of abuse. Students are to spend equal time on Law and on Psychology. Therefore, students are to acquire knowledge, understanding and a range of practical skills relating to both disciplines. At the same time, students will develop a range of transferable skills that will aid them as they pursue law-related and other careers or further relevant study. More specifically it will:

Provide a study of the foundations of legal knowledge and a firm grounding in psychological studies by covering most of the core areas of psychology.

Provide the students with a sound educational experience that will enable them to acquire a solid grounding in legal principles, which will embrace all the subject specific abilities, transferable

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intellectual skills and key skills set down in the current Law Subject Benchmarks for England Wales and Northern Ireland.

Stimulate students into adopting an enquiring and critical appreciation of the law as well as developing an appreciation of the national and international contexts in which the law operates.

Stimulate students into a critical and scientific minded social scientist which can competently handle both legal and psychological issues.



To provide opportunities for development of personal and other key skills appropriate for graduate employment in different areas including industry, commerce and the legal profession or further postgraduate studies.



A1 factual and conceptual knowledge of the principle features of the legal system including familiarity with its institutions, procedures and operation. A2 knowledge and understanding of a wide range of legal concepts, values and principles on a wide range of topics which extend beyond the core whilst showing an awareness of contexts and frameworks. A3 a comprehensive and detailed knowledge of specialist areas of law A4 an awareness of commercial, political, social, environmental, ethical considerations involved in areas of study. A5 knowledge and understanding of a variety of influences on psychological functioning and how they are conceptualised across the core domains of Developmental Psychology, Individual Differences and Social Psychology A6 knowledge and understanding of a range of research paradigms, methodological approaches and basic measurement and analytical techniques. A7 knowledge and a critical understanding of a range of influences on psychological functioning and well-being, and how they are conceptualised across and between the core domains; A8 knowledge and critical understanding of several specialised areas and applications, some of which are at the cutting edge of the discipline; A9 an awareness of the distinctive character of both psychology and law in relation to other forms of understanding, such as the relation to other disciplines and to everyday explanations



Intellectual Skills B1

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demonstrate the ability to apply knowledge to a situation of limited complexity in order to provide well-reasoned conclusions for concrete problems. Base advice on identified legal issues, application of relevant law and merits of potential solutions. B2 conduct accurate and efficient searches of legal websites and databases and demonstrate insight in presenting materials and data drawn from a variety of appropriate primary and secondary sources including academic journals. B3 analyse conceptual and doctrinal difficulties within the study of law and present solutions to contentious debates. B4 plan effectively to undertake academic legal research. B5 recognise different perspectives on psychological issues and that psychology involves a range of research methods, theories, evidence and applications. B6 integrate ideas and findings across different perspectives in Psychology, recognising distinctive psychological approaches to relevant issues. B7 identify general patterns in behaviour, psychological functioning and experience. B8 understand a variety of methods of data collection and use a variety of psychometric instruments.

Practical Skills C1 engage in academic debate in a professional manner. C2 work productively and independently both within and between disciplines to produce work in a variety of formats as specified. C3 present information clearly and coherently in an appropriate form using subject specific terminology. C4 show an ability to read a range of complex academic works suitable for study at undergraduate level, summarising the arguments accurately and ranking in accordance of merit and substance. C5 examine practical, theoretical and ethical issues associated with the use of different methodologies, paradigms and methods of analysis. C6 identify and evaluate alternative academic perspectives to contentious issues and integrate ideas and findings from multiple perspectives, recognising distinctive approaches. C7 evaluate research findings examining practical, ethical and theoretical constraints associated with the chosen methodology and paradigm. C8 demonstrate a confident understanding of interdisciplinary themes and skills.

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Transferable Skills D1 communicate succinctly in written and oral forms at a level suitable for an undergraduate student. D2 work effectively in collaboration with others and evaluate own strengths and weaknesses in engaging in critical reflection and acting on feedback. D3

take responsibility for own learning, acting independently in planning and managing tasks with limited guidance




Intellectual skills (B1 – B8) are developed throughout the programme by the methods and strategies outlined in section A, above. Intellectual development is further encouraged via formative assessment tasks including set briefs, in-module activities, self-initiated briefs, and discussion with tutors and peers (in online forums/debates). Specific modules support the development of qualitative analysis, and the development of self-reflective skills. In addition, the student’s thinking skills will be evident in a summative assessment process which requires and rewards learners for the demonstration of creative thinking and problem solving, analysis, judgement and self-reflection in the development of solutions. Practical and professional skills are employed in the production of solutions to real life situations developed through set briefs, exercises and practical activities. The important modern day skills of engaging in academic debate, working independently and presenting ideas clearly using appropriate terminology pervade all module and forms of assessment on the programme. Practical skills are developed and integrated through a series of in-course online activities and projects intended to test skills acquired. Group forums provide opportunities to discuss ideas, progress, the work of others and the strengths and weakness in the work presented. Activities are provided so that students can work independently to consolidate their knowledge and grasp of practical skills. Transferable skills are developed throughout the programme. The skills of communication, critical use of source material especially the internet, and self-management are integral to coursework at all levels.

As work becomes more complex at levels 5 and 6, students are tested on their abilities to respond positively to feedback from a variety of audiences, as well as to manage increasingly large workloads. Students are required to complete a number of assignments and a Dissertation in level 6 that reward independence and originality, and critical enquiry, and which further enhance communication

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Practical and professional skills are employed in the production of solutions to real life situations developed through set briefs, exercises and practical activities. The important modern day skills of engaging in academic debate, working independently and presenting ideas clearly using appropriate terminology pervade all module and forms of assessment on the programme. As a joint honours student, it is expected that these skills are demonstrated both within and between the disciplines and the ‘anchorpoint’ modules at each level provide a learning environment in which the synergies of the disciplines may be further explored. Practical skills are developed and integrated through a series of in-course online activities and projects intended to test skills acquired. (C1 – C8). Group forums provide opportunities to discuss ideas, progress, the work of others and the strengths and weakness in the work presented and particularly support the development of C4. Activities are provided so that students can work independently to consolidate their knowledge and grasp of practical skills. The in-course activities and assessment process in the final year particularly emphasise the acquisition of C4 with the Research Project devised to develop critical evaluation skills. Transferable skills (D1 – D3) are developed throughout the programme. The skills of communication, critical use of source material especially the internet, and self-management (D1, D3) are integral to coursework at all levels. Collaboration (D3) becomes an increasingly important skill as students look to move onto the next step of their career and this pervades aspects of the discussion forum and is developed explicitly in the module Skills for Employability and the Workplace.

As work becomes more complex at levels 5 and 6, students are tested on their abilities to respond positively to feedback from a variety of audiences, as well as to manage increasingly large workloads. (D2, D3). Students are required to complete a number of assignments and a Dissertation in level 6 that reward independence and originality, and critical enquiry, and which further enhance communication and self-reflective skills. (D3)





13. Employability

The programme provides for the development of a range of skills demanded by employers. A core set of practical and transferable skills has been developed, in light of the Benchmark Statements, across the suite of courses and these are mapped against the modules. In addition, 'employment facing' skills are also developed in the subject specific L4 Skills module, Becoming a Reflective Learner at L5 and Skills for Employability and the Workplace at L6. RDI also provides a range of support to assist students to develop their careers. This is facilitated through online sessions and support on activities such as cv building,

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interview techniques, personal development, etc. Students on this programme also have to demonstrate considerable self-reliance and personal management in achieving the learning outcomes and are fully supported in that.






Applicants holding a HND or equivalent may be admitted into level 6 of the programme provided that the totality of their learning experience would allow them to achieve the programme aims. Exemptions may be granted in respect of other qualifications subject to the University’s APCL regulations. It is not intended to provide exemption via APEL.


None


FULL TIME SAMPLE STRUCTURE DIAGRAM BA (Hons) Law & Psychology full-time, i.e. completion within 3 years NB – All modes of delivery are by online distance learning and all modules are compulsory

Year 1: Level 4



Skills for Learning in Law & Psychology 15 10 Weeks


Criminal Law 30 10 Weeks


30 10 Weeks

Individual Differences: Personality & Intelligence 30 10 Weeks

Year 2: Level 5



Law of Tort 30 10 Weeks

Research Methods in Law & Psychology 15 10 Weeks

Contract Law 15 10 Weeks


Applied Social and Developmental Psychology 30 10 Weeks

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Year 3: Level 6



Law & Psychology Research Project 30 10 Weeks


Law of Evidence 15 10 Weeks

Professional Ethics & Law 15 10 Weeks


Occupational Psychology 30 10 Weeks

PART TIME SAMPLE STRUCTURE DIAGRAM The expected study time is 4.5 years, although the course will be delivered in a flexible way. BA (Hons) Law & Psychology part-time, i.e. completion within 4.5 years) NB – All modes of delivery are by online distance learning and all modules are compulsory In the table below, 30 credit modules are shown as running over two study periods. Submission of the assessment will be during the second study period for that module. Level 4

Period of delivery


Year 1 Q1 Skills for Learning in Law & Psychology English Legal System

15 credits

Year 1 Q1 English Legal System Criminal Law

15 credits

Year 1 Q2 Criminal Law Introduction to Social & Developmental Psychology

30 credits


30 credits


Level 5

Period of delivery


Year 2 Q3 Law of Tort

Year 3 Q1 Law of Tort Research Methods in Law & Psychology


Year 3 Q2 Contract Law Psychology in Practice

15 credits

Year 3 Q3 Psychology in Practice Applied Social and Developmental Psychology

30 credits

Year 3 Q4 Applied Social and Developmental Psychology 30 credits

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Level 6

Period of delivery


Year 4 Q1 Law of Evidence Skills for Employability & The Workplace

15 credits

Year 4 Q2 Skills for Employability & The Workplace Professional Ethics & Law

15 credits

Year 4 Q3 Professional Ethics & Law Employment Law

15 credits

Year 4 Q3 Employment Law Occupational Psychology

15 credits

Year 4 Q4 Occupational Psychology Law & Psychology Research Project

30 credits

Year 5 Q2 Law & Psychology Research Project 30 credits


Period of delivery


Year 1 Q1-2 Skills for Learning in Law & Psychology 15 credits


Year 1 Q3-4 Criminal Law 30 credits



Year 3-4/ Level 5

Period of delivery



Year 3 Q3-4 Research Methods in Law & Psychology 15 credits

Contract Law 15 credits


Year 4 Q3-4 Applied Social and Developmental Psychology 30 credits

Year 5-6/ Level 6

Period of delivery


Year 5 Q1-2 Law of Evidence 15 credits

Skills for Employability & The Workplace 15 credits

Year 5 Q3-4 Professional Ethics & Law 15 credits

Employment Law 15 credits

Year 6 Q1-2 Occupational Psychology 30 credits

Year 6 Q3-4 Law & Psychology Research Project 30 credits



classification


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N/A

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Module Definition Forms – Level 4

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Module Definition Form (MDF)

Module Code: Version: Date amended:

1. Module Title: maximum 100 characters

Business Analysis

2a. Module Leader: 2b. Department: 2c. Faculty:

David Mankin RDI

3a. Level: see guidance notes 3b. Module Type: see guidance notes

4 Standard

4a. Credits: see guidance notes 4b. Study Hours: see guidance notes

15 150

5. Restrictions

Pre-requisites: None

Co-requisites: None

Exclusions: None

Pathways to which this module is restricted: None

LEARNING, TEACHING AND ASSESSMENT INFORMATION (for inclusion in the Module Guide)

6a. Module Description: 200 – 300 words

The module is intended to provide students with a critical understanding of the knowledge and skills needed to collect, manipulate, present and interpret data as an aid to business decision-making. It is intended that this module complements other modules on the BA (Honours) Business programme at levels HE 2/3 and in particular those of Approaches to Business Research, Strategic Management, Financial Decision-making, and the Dissertation. This is a compulsory module for all students on the BA (Honours) Business programme and develops skills related to critical analysis in support of management decision making. The content of the module will introduce students to the role of business analysis in organisations and the need for the effective investigation and analysis of business needs and the identification of feasible solutions. Students will be provided with an overview of decision-making models and in particular the strengths and limitations of rational decision-making. The rest of the module will focus on the fundamentals of how to collect, manipulate, present and interpret data as an aid to business decision-making. The content will focus predominantly on quantitative data although the role of qualitative data will also be covered where applicable as such data inform the opinions of organisational stakeholders. The delivery of content will involve tutor led inputs (such as narrated PowerPoint presentations, video and written case study material) and student led inputs (such as online live seminars, and interactive formative tests). The student will be encouraged to draw upon their own work or personal experience where possible and thereby better contextualise the theoretical content of the module. Group activities will encourage critical analysis of fellow students’ work as well as of the published materials available. Student will also be given support specific to the assignment. Assessment detail needed 3,000 words. This is made up of a series of tasks based on the use of data and analysis in business decision-making.

6b. Outline Content:

The role of business analysis in organisations

An introduction to decision-making models including the role of intuitive decision-making

Collecting primary quantitative data: surveys; questionnaire design; sampling.

Collecting primary qualitative data: interviews and focus groups

Use of secondary data: databases; Government statistics; on-line searching.

Introduction to quantitative analysis: representative values and measures of dispersion; and making

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decisions based on quantities – amounts or size

Introduction to qualitative analysis: analysing non-numerical data and making decisions based on qualities, constituents or characteristics

Graphical presentation of data using including the construction and interpretation of graphs; and an appreciation of how data presentation can be deliberately distorted

Forecasting techniques: trend lines and forecasting; extrapolation; linear forecasting.

Management Information Systems: use of management information systems.

An appreciation of propriety software as an aid to decision-making and control

6c. Key Texts/Literature:

Key text BPP Learning Media, 2010. Business decision-making (Business Essentials), London: BPP Learning Media Other texts Fairhurst, D. S., 2012. Using Excel for Business Analysis: A Guide to Financial Modelling Fundamentals, Singapore: John Wiley & Sons Singapore Pte. Ltd. Laudon, K. and Laudon, J., 2011. Management Information Systems 12

th edition. Harlow: Pearson

Morris, C., 2012. Quantitative approaches in business studies 8th edition. Harlow: Pearson

Oakshott, L., 2012. Essential quantitative methods for business, management and finance 5th edition.

Basingstoke: Palgrave Macmillan Smith, D. V. L. and Fletcher, J. H., 2004. The Art and Science of Interpreting Market Research Evidence, Chichester: John Wily & Sons Ltd.

Waters, D., 2011. Quantitative methods for business 6th edition. Harlow: Pearson

Swift, L. & Piff, S., 2010. Quantitative methods for business, management and finance 3rd

edition. Basingstoke: Palgrave Macmillan

6d. Specialist Learning Resources:

None

7. Learning Outcomes (threshold standards):

On successful completion of this module the student will be expected to be able to:

Knowledge and understanding

1. demonstrate and understanding of how most effectively to prepare and present information in ways useful to decision makers

Intellectual, practical, affective and transferable skills

2. identify, collect and collate primary and secondary data from a range of sources

3. apply a range of techniques to analyse data 4. utilise propriety software as an aid to decision-making and control

8. Learning Activities

Learning Activities Hours Learning Outcomes

Detail of duration, frequency and other comments

Other teacher managed learning: 10 1 - 4 Tutor led programme of activities to include the development of study skills, increase awareness of sector specific knowledge and current trends, and discussion of the learning materials. Tutorial support via email and management of the online learning community. Formative feedback through tutor discussions and peer review.

Student managed learning: 140 1 - 4

Individual and group learning activities, research tasks and activities and

http://lib.leeds.ac.uk/search~S4/t?SEARCH=Quantitative+Approaches+in+Business+Studies

http://lib.leeds.ac.uk/search/t?Essential+Quantitative+Methods+for+Business,+Management+and+Finance&searchscope=4

http://lib.leeds.ac.uk/search/l?author=waters&title=Quantitative+Methods+for+Business&searchscope=4

http://www.amazon.co.uk/Quantitative-Methods-Business-Management-Finance/dp/0230218245/ref=sr_1_11?s=books&ie=UTF8&qid=1288124888&sr=1-11

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knowledge check activities, as directed by the learning material. Plus Assignment completion.

9. Module Assessment

Method Learning Outcomes

% Weighting & Fine Grade (FG) or pass/fail (PF)

Qualifying Mark see guidance notes

Length/duration and other comments

Individual Investigative Project

1-4 100% FG 30% 3,000 words assignment. This is made up of a series of tasks based on the use of data and analysis in business decision-making.

In order to pass this module, students are required to achieve an overall mark of 40%. In addition, students are required to: (a) achieve the qualifying mark for each element of fine graded assessment as specified above (b) pass any pass/fail elements

TECHNICAL DETAILS 10. Delivery of the Module Please delete as appropriate

Delivery

This module is delivered over…

Yes or No?

Indicate which by deleting as appropriate

N/A

11. Subject: see guidance notes

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Computer Technology


Adrian J Pullin RDI N/A


ARU1 FHEQ4 Standard


30 300

5. Restrictions


Co-requisites: None

Exclusions: None

Pathways to which this module is restricted: N/A



This module is designed to enable students to understand computer systems, including hardware, systems software and basic networking concepts, and to apply theoretical knowledge to practical situations when building, configuring and maintaining computer systems. The module covers the basic concepts of a stored programme computer, the areas of application and the environments in which computers work and the function of standard hardware components. It takes an overview of systems design, with a focus on the computer technology needed to meet the users’ requirements. The building and commissioning of computer systems is discussed along with health and safety aspects. Maintenance of computer systems is also covered. The purpose and function of operating systems is discussed and various modern operating systems compared. Finally, since almost all computers are now connected, there is an overview of the basic concepts of networking. There will be two assessments for this module. An in course assignment will be based on a case study and will ask students to specify computer technology to fulfil a given set of requirements. This will be in the form of a 3, 000 word report. The other assessment will be a formal examination comprising questions with short answers and covering the factual knowledge and technical information from the module. This module is assessed by a 3000 individual assignment comprising a scenario based case study and requiring the student to identify issues with a current system and provide appropriate computer based solutions. Formal examination (3 hours) comprising a series of short questions/answers covering computer terminology, fundamental knowledge and principles. Notional 3000 word equivalent.


Computer systems:

Types of computer system

Computer environments

Functional view of computer systems

Computer hardware

Peripherals

Performance factors

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Software: systems software, applications software Operating Systems

Functions of an operating system

Operating systems concepts

Processes and process management

Memory management

I/O management

Example operating systems Systems design:

Needs analysis

Component and system selection

System integration

System specification

System documentation

Green computing: upgrade v replace, disposal of equipment Systems build and configure:

Health and safety

System building

System installation

System configuration

System testing Maintenance:

Software maintenance and upgrade

Hardware maintenance and upgrade

File management

Basic security

Scheduling maintenance Networks:

Role purpose, benefits

Resource implications

Types

Standards

Topologies Example Protocols


Key Text:

Anfinsin, D., 2010., IT Essentials: PC Hardware and Software Companion Guide. Cisco Press

Stallings W., 2011. Operating Systems: Internals and Design Principles. Pearson Other Texts

Dick, D., 2009. The PC Support Handbook: The Configuration and Systems Guide. Dumbreck Publishing,

MacRae K and Marshall G., 2008 Computer Troubleshooting: The Complete Step-by-step Guide to Diagnosing and Fixing Common PC Problems, Second Edition. Haynes Group Journals: Academic publications from credible sources such as: The British Computer Society, http://www1.bcs.org.uk/ The Institution of Electrical Engineers (IEE), http://www.iee.org.uk The Institute of Electrical and Electronics Engineers (IEEE) Computer Society, http://www.computer.org The Association of Computing Machinery (ACM), http://www.acm.org

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Websites: Commercial web sites such as:

www.cisco.com

www.android.com

www.microsoft.com

www.opensuse.org

Other: Internet based sources and search engines.





1. demonstrate understanding of the function of computer systems hardware and software.

2. demonstrate an understanding of the function and operation of modern operating systems.

3. demonstrate an understanding of how to design basic computer systems that are appropriate to a given scenario.

4. demonstrate an understanding of how to build, configure and maintain computer systems.

5. demonstrate understanding of the basic principles and components of a simple computer network.


6. communicate technical information in language appropriate for the target readership.




Other teacher managed learning: 20 1-6 Tutorial support via online learning community discussions, email and management of the online learning community. Formative feedback through tutor discussions and peer review.

Student managed learning: 280 1-6 Individual learning activities, research tasks and activities and knowledge check activities, as directed by the learning material. Plus Assignment completion.

TOTAL 300






Assignment

1-6

50% FG

30%

3000 words. Individual Assignment comprising a scenario based case study and requiring the student to identify

http://www.cisco.com/

http://www.android.com/

http://www.microsoft.com/

http://www.opensuse.org/

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Formal examination

1-6

50% FG

30%

issues with a current system and provide appropriate computer based solutions. Formal examination (3 hours) comprising a series of short questions/answers covering computer terminology, fundamental knowledge and principles. Notional 3000 word equivalent.


TECHNICAL DETAILS

10. Delivery of the Module Please delete as appropriate

Delivery


Yes or No?


N/A


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Crime and Society


Steven Cookson RDI Law


4 Standard


15 150

5. Restrictions


Co-requisites: None

Exclusions: None




The module examines the legal, criminological and sociological influences that make up the concept of crime and the modern criminal justice system.

The purpose of this early module is to provide the student with a firm grounding in the basis of the Crime and Society, including its history, evolution and the manner in which the Criminal Justice system has been shaped and formed. This is an important module, covering the fundamentals of the legal definition of crime, and the Criminal Justice System which the student will need to understand and apply to future modules.

The module will set the legal scene for students, providing a solid platform of knowledge. It will cover the main concepts of actus reus and mens rea within the context of the Offences Against the Person Act 1861, sources, key institutions, their evolution, roles played by characters in the Criminal Justice system and their associated theories and discussion points. How the legal concept of crime relates to society.

This will include assessing the advantages and limitations of the models of the criminal justice system, their practical implementation and how each has shaped the evolution of the Criminal Justice System – enabling more detailed critique of the issues to emerge in other future modules. The student will therefore be able to consider the wider legal scene, as well as achieving grounding in each individual theme. Assessment of this module will be via the creation of a portfolio of tasks which will not exceed a total of 3000 words. Each task within the portfolio is equally weighted. Typically these tasks may include a comprehension exercise based on an academic paper, a case study which raises social/legal/procedural issues and a short essay.


Categories and terminology of the Criminal Justice System – the way in which law is categorised and applied within the Criminal Justice system, and the terminology used

Models of the criminal justice system – covering the two main models 1. The Due Process Model: The emphasis is on freedom and justice. 2. The Crime Control Model: The emphasis is on efficiency and order.

The general elements of criminal liability – on overview of the principles underlying criminal liability.

The role of the various agencies within the criminal Justice System – including Judicial precedent: the basis and use of precedent within the legal system, including the role and limitations of the Judiciary; and

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statutory interpretation within law, including the role of Judges in interpreting the law.

The interconnected nature of crime and society using the Criminal Justice System as a means of presenting these.


Key Texts : Croall P., 2013. Crime and Society in Britain 3

rd Edition. London: Longman

Hucklesby A. & Wahidin, A., 2013. Criminal Justice 2nd

Edition. Oxford: OUP Other: Joyce P., 2012. Criminal Justice, 2

nd Edition. Oxford: Routledge Publishing

Maguire, et al (eds), 2012. The Oxford Handbook of Criminology. 5th Edition. Oxford: OUP

Newburn, T, 2012. Criminology. 2nd

Edition. Oxford: Routledge (2012)


The use of legal databases, such as Westlaw or Lexisnexis, to research case laws.




1. demonstrate an understanding of the respective institutional roles in the Criminal Justice System and their functions with each other, and society.

2. demonstrate an understanding of the fundamental legal principles and reasoning.

3. demonstrate an understand of the relationship between law and society.


4. analyse complex legal issues relating to society and the Criminal Justice System, and identify the main legal principles




Other teacher managed learning: 10 1 - 4 The tutor led programme will include the development of study skills, the use of discussion boards for additional activities, discussion questions and research questions. Complemented by tutor support on email, feedback to formative assessments and initiating student discussions.

Student managed learning: 140 1, 2 & 3

Individual and group learning through the module resources, use of the discussion boards, development of research skills and engaging in on-going activities.






Portfolio of tasks 1-4 100% FG 30% Portfolio of tasks not to exceed 3000 words. Each task weighted equally.

In order to pass this module, students are required to achieve an overall mark of 40%. In addition, students are required to:

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(a) achieve the qualifying mark for each element of fine graded assessment as specified above (b) pass any pass/fail elements


Delivery


Yes or No?


N/A


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Criminal Justice System


Jon Vagg RDI Law


4 Standard


15 150

5. Restrictions


Co-requisites: None

Exclusions: None




The Criminal Justice System aims to provide students with a critical knowledge and understanding of the criminal justice process in England and Wales.

The module highlights to students that definitions of criminal justice, processes within the criminal justice system and consequences of criminal justice are not isolated domains of enquiry; they are closely linked together.

Students are encouraged to critically engage with pre and post-trial processes; the social patterning of criminal justice; and contemporary challenges to the CJS in theory and in practice.

The module is intended to give students a comprehensive introduction to the main areas of study that they will encounter in levels 5 and 6 of their degree as well as introducing and developing applied study skills.

This module is designed to provide students with basic information, subject knowledge and opportunities to develop a range of key skills, in particular, oral and written communication skills; working with others and application of number.

The content of this module is intended to be useful for other modules in the first year programme, and to meet the demands of skills transition into higher education, but also be sufficiently challenging to help students step beyond A-level and related further education syllabi.

This module is assessed with an essay (3,000 words) which requires students to demonstrate their understanding of both social and legal factors on the working of the criminal justice system.


This module provides students with a critical understanding of key legislation and the application of law in practice.

In particular it addresses: Relevant legislation that impacts on offenders at each stage in the process. Arrest, PACE, detention by the police, legal representation, the role of appropriate adult, pre-court processes, cautioning, bail, venue, remands, limitation of the right to silence. The role of the CPS and prosecution criteria, pre-trial review, guilty pleas and sentence reduction.

Sentencing Framework; offence seriousness, aggravating and mitigating factors, the principle of proportional sentencing, protection of the public and risk assessment. Custodial sentences.

Legislation and procedures outside of the criminal justice system that have relevance for working with offenders.


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Key Texts :

Burke, R. H., 2012. Criminal justice theory: An introduction. London: Routledge.

Cavadino, M., & Dignan, J., 2007. The penal system: An introduction. London: SAGE Publications.

Davies, M., Croall, H., & Tyrer, J., 2010. Criminal Justice. 4th Edition. Harlow: Pearson Longman.

Doolin, K., 2011. Whose criminal justice?: State or community?. Hook: Waterside Press.

Other Texts Joyce P., 2012. Criminal Justice, 2nd

Edition. Oxford: Routledge Publishing









1. demonstrate a sound understanding of the social divisions in criminal justice in terms of age, gender, class, 'race' and definitions of criminal justice and of the competing aims of the CJS.

2. assess the criminal justice process (pre and post-trial), punishment and alternatives to imprisonment.


3. analyse complex legal issues relating to society and the Criminal Justice System, and identify contemporary criminal justice issues in England and Wales.

4. apply effective information literacy skills in researching and answering questions about criminal justice in England and Wales.












Portfolio of tasks 1-4 100% FG 30% 1 x 3000 word essay demonstrating an understanding of both social and legal factors on the working of the criminal justice system

In order to pass this module, students are required to achieve an overall mark of 40%.

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In addition, students are required to: (a) achieve the qualifying mark for each element of fine graded assessment as specified above (b) pass any pass/fail elements


Delivery


Yes or No?


N/A


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Criminal Law


John Hendy RDI N/A


Level4 Standard


30 300

5. Restrictions


Co-requisites: None

Exclusions: None

Pathways to which this module is restricted:

None



The purpose of this early module is to provide the student with a firm grounding in the basis of criminal law, covering the range of criminal offences. The module will focus on the fundamentals of criminal law and establishing liability for offences, including specific tests, key doctrines, exclusions and strict liability. It will then assess potential defences to liability, circumstances in which they can apply and the evolution of criminal law.

The module will provide the specific legal principles and detail on non-fatal offences against the person, homicides and sexual offences, the range of theft offences and also property offences, including blackmail. Students will consider the requirements for liability, building on the actus reus and mens rea, and also additional information on exceptions, case precedents and enable students to critically assess the impact of legislation. These will allow students to consider and apply the breadth of issues relating to criminal law, evaluate the law, and reach an understanding on the common principles and evolution of criminal law.

The module will be based on students responding to problem questions and scenarios relating to criminal offences and liability – these are a proven method of enabling students to work through liability in a real situation. Problem questions require students to identify the law, key legal principles and case precedents, and to then apply these to the scenario to draw conclusions and ascertain liability. This assessment is in two parts. A 24 hour assignment which is based upon a problem question scenario and an problem question and associated short essay. Each element of assessment focuses on a different aspect of the content.


The fundamentals of criminal law - including the basis of criminal law, the concept of liability and the actus reus and mens rea

Non-fatal offences against the person – covering the breadth of offences, including common law offences and offences within the Offences Against the Person Act


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Homicide and sexual offences – outlining murder, manslaughter, sexual offences, and their liability

Theft and property offences – incorporating theft, burglary and robbery, blackmail and criminal damage

Inchoate offences and complicity – the differences between these offences and how they may apply in different circumstances

Defences to criminal offences, outlining the range of possible defences, when they may apply and for which offences


Key Text (recommended to purchase):

Elliott C & Quinn F., 2012. Criminal Law 9th edition. Longman

Other:

Herring J., 2012. Criminal Law 5th edition. Palgrave Macmillan

Allen M., 2011. Criminal Law 9th edition. OUP 2011






1. understand the key legal principles underpinning aspects of criminal law, and their wider context

2. analyse and evaluate liability in relation to criminal offences, and the related doctrines, tests and precedents

3. examine defences to liability for criminal offences, particularly the circumstances in which they may be used


4. investigate problems and scenarios regarding criminal offences, and apply their knowledge and understanding to these

5. present a coherent and logical argument relating to criminal law offences using the correct legal terminology

6. consider the way in which the law on criminal offences is evolving, and the impact this may have on determining liability




Other teacher managed learning: 20 4 to 6 The tutor led programme will include the development of study skills, the use of discussion boards for additional activities, discussion questions and research questions. Complemented by tutor support on email, feedback to formative assessments and initiating student discussions.

Student managed learning: 280 1 to 3 Individual and group learning through the module resources, use of the discussion boards, development of research skills and engaging in on-going activities.

TOTAL 300

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Method Learning

Outcomes


Qualifying Mark

see guidance notes


Exam 1 to 5 50% FG 30% A 24 hour time-constrained assessment (Notional equivalent to 3,000 words) based on a problem question.

Assessment 1 to 6 50% FG 30% A 3,000 word assessment, answering a question based on the module contents


In addition, students are required to:

(a) achieve the qualifying mark for each element of fine graded assessment as specified above

(b) pass any pass/fail elements

TECHNICAL DETAILS


Delivery This module is delivered over… Yes or No? Indicate which by deleting as appropriate

N/A


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English Legal System


John Hendy RDI N/A


Level 4 Standard


15 150

5. Restrictions


Co-requisites: None

Exclusions: None


None



The purpose of this early module is to provide the student with a firm grounding in the basis of the English Legal System, including its history, evolution and the manner in which the legal system is shaped and formed. This is an important module, covering the fundamentals of the English legal system, which the student will need to understand and apply to future modules.

The module will set the legal scene for students, providing a solid platform of knowledge. It will cover the main sources, their evolution, key institutions, roles played by characters in the legal system and their associated theories and discussion points.

This will include assessing the advantages and limitations of the sources, their practical implementation and how each has shaped the evolution of the legal system – enabling more detailed critique of the issues to emerge. The impact of the EU on the legal system will also be included, both in its own right as a source of law, and its wider influence over other sources. The student will therefore be able to consider the wider legal scene, as well as achieving a grounding in each individual source.

A 3000 word essay on an aspect of the English Legal System which assesses an understanding of the historical context and development of the system and contemporary issues and debates.


Sources of law – covering the main sources of law, including equity & fairness, custom, case law and legislation/parliamentary supremacy – their history, evolution and role in the modern legal system

European Law – the importance and influence of European law, including the types of law, and its influence and impact, including sovereignty and supremacy

The role of the Judiciary – including Judicial precedent: the basis and use of precedent within the legal system, including the role and limitations of the Judiciary; and statutory interpretation within law, including


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the role of Judges in interpreting the law

Delegated legislation – on overview of the principles of delegated legislation and the way in which law can be delegated, including controls

Categories and terminology of law – the way in which law is categorised and applied within the legal system, and the terminology used


Key Text :

Slapper G & Kelly D., 2012. The English Legal System 13th edition, Cavendish

Other:

Elliott C & Quinn F., 2012. English Legal System 13th edition. Pearson

Wilson et al., 2011. The English Legal System Directions 2nd

edition. OUP






1. demonstrate a sound understanding of and ability to critically assess the English legal structures and key sources of law

2. assess how policy development and judicial structures affect the evolution of law in the legal system


3. analyse complex legal issues relating to the key sources of law, and identify the main legal principles

4. effectively communicate findings in a clear and coherent manner.




Other teacher managed learning: 10 3 & 4 The tutor led programme will include the development of study skills, the use of discussion boards for additional activities, discussion questions and research questions. Complemented by tutor support on email, feedback to formative assessments and initiating student discussions.

Student managed learning: 140 1 & 2 Individual and group learning through the module resources, use of the discussion boards, development of research skills and engaging in on-going activities.

TOTAL 150


Method Learning

Outcomes


Qualifying Mark

see guidance notes


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Assignment 1 - 4 100% FG 30% A 3000 word essay on an aspect of the English Legal System which assesses an understanding of the historical context and development of the system and contemporary issues and debates.





TECHNICAL DETAILS



N/A


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Fundamentals of Constitutional & Administrative Law


Kara Johnson RDI N/A


Level 4 Standard


15 150

5. Restrictions


Co-requisites: None

Exclusions: None




Constitutional and Administrative Law, aims to introduce students to the structure and functions of the State and the relationship between the State and the individual.

The UK constitution is not a single document (as in the US) but is instead the combination of numerous powers and customs based on the traditional role of the Monarch. Much of this power is now exercised by Parliament and the Government and this interaction between the organs of the State forms the basis of the first part of the module. Students will also consider the judicial challenges to the exercise of State powers and the remedies which can be sought in applications for judicial review. The Human Rights Act 1998 will also be examined and its impact on the function of State and the Constitution.

This provides an insight into how the law as drafted by Parliament impacts on the individual and the remedies available when the powers of the State are abused. This module is assessed by a narrated Powerpoint presentation and a problem style question both submitted at the same time.


The Idea of a Constitution - the unwritten constitution of the UK. Written constitutions.

Nature and sources of the constitution - Historical perspective and evolution of the constitution of the UK, rights and the constitution. Constitutional principles in the UK and constitutional conventions.

Separation of Powers – Montesquieu’s theory of the separation of powers and its relevance in the UK today.

Rule of law and the state – Examining Dicey’s theory of the rule of law and other academic viewpoints in relation to the state.

Sovereignty of parliament including the impact of EU Membership and the Factortame decision.

Scrutiny and control of the executive – controls operative on Parliament.

Executive Power and Administrative Law

Prerogative power and delegated legislation

Judicial Review: grounds and procedures


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Key Text :

Barnett, H., 2011. Constitutional & Administrative Law 9th Edition. Routledge Cavendish

Other:

Parpworth, N., 2012. Constitutional & Administrative Law 8th Edition. Palgrave Macmillan Bradley & Ewing, 2010. Constitutional & Administrative Law 15th Edition. Longman





1. demonstrate knowledge and understanding of the principles of constitutional

and administrative law 2. explain and illustrate aspects of constitutional and administrative law in relation

to the political, historical and social context


3. apply principles of constitutional and administrative law to problem scenarios 4. show awareness and insight into current constitutional and political debate.




Other teacher managed learning: 10 1-4 Tutor led programme of activities to include the development of academic skills, legal skills and personal development in light of the learning materials. Tutorial support via email and Adobe Connect and management of the online learning community. Formative feedback through tasks set, tutor discussions and peer review.

Student managed learning: 140 1-4 Individual and group learning activities, research tasks and activities and knowledge check activities as contained in the learning materials. Additional reading and activities as posted by tutor and assignment completion.

TOTAL 150


Method Learning

Outcomes


Qualifying Mark

see guidance notes


Assignment 1-4 100% FG 30% This assessment comprises two tasks to be

submitted together:

- a narrated Powerpoint presentation (30% weighting); notional equivalence

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1,000 words; and

- a problem style question (70% weighting), not to exceed 2000 words.





TECHNICAL DETAILS



N/A


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Individual Differences: Personality and Intelligence


Filia Garivaldis RDI N/A


4 Standard


30 300

5. Restrictions


Co-requisites: None

Exclusions: None


None



This module introduces particular issues, both theoretical and practical, in relation to individual differences of personality and intelligence. In particular, this the module will focus on key theories, debates, measurement, and values of personality and intelligence as critical constructs in psychology. Psychoanalytic, behavioural, cultural, social, humanistic, trait-based, and biological approaches to personality are covered, as are psychological testing, the history, the nature and contemporary approaches to intelligence, and their implications for education and society. Ethical consideration in testing will also be discussed. Key themes relate to genetics vs. environment, biological vs. psychological, as well as the temporal and situational consistency of individual differences. The importance of psychometrics, and individual differences that occur in social, occupational, educational, and health contexts, will also be briefly covered.

The module aims to develop students’ continuing understanding and enthusiasm for psychology, by involving several learning approaches that can be achieved via distance learning. In assessments, students will need to demonstrate theoretical knowledge and understanding, and the application of this knowledge in a practical way to provide solutions to problems. Awareness of ethical consideration will also be assessed in the case studies. Overall, students will be expected to utilise cognitive and intellectual skills, and practical and personal skills, both within the domain of this module, and across the discipline of psychology.

To support their distance learning experience, students need to supplement the existing module content with further reading, and exercise study skills including research, academic writing, and critical thinking.

This module is assessed by 2 x Coursework Assignments. Coursework 1 (2000 words) will typically focus on the determinants of personality. Coursework 2 (4000 words) is based upon a practical application of the learning to a case study scenario.


Historical development and landmark issues of intelligence and personality

Nature and context of personality

Psychoanalytic/Freudian approach to personality

Learning theory and cognitive perspectives to personality

Humanistic and trait approach to personality


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Biological and evolutionary basis of personality

Definition, theories, and measurement of intelligence

Contemporary intelligence testing

Heritability and social issues of intelligence

Debates in intelligence: gender differences in intelligence

Application of individual differences in the workplace and education

Individual differences in society and the health context

Psychometric testing, statistics, and ethics


Key Text :

Maltby, J., Day, L., & Macaskill, A., 2010. Personality, Individuals Differences, and Intelligence 2nd ed. Pearson Education.

Other:

Banyard, P. & Grayson, A., 2008. Introducing Psychological Research. 3rd ed. Palgrave MacMillan.

Gross, R., 2010. Psychology: The Science of Mind and Behaviour. 6th ed. Hodder Education.

Larsen, R., Buss, D., & Wismeijer, A., 2013. Personality Psychology: Domains of knowledge about human nature. McGraw Hill.

Latto, J. & Latto, R., 2008. Study skills for psychology students. Open University Press

Upton, P., & Upton, D., (2013). Test yourself: Personality and Individual Differences. Sage Publishing.


N/A




1. describe basic knowledge and understanding of key concepts in the psychology of individual differences

2. consider ideas, methodologies, research paradigms, ethics and basic measurement techniques from differing perspectives

3. apply and develop skills relevant to selecting and adapting appropriately sourced material to address issues


4. demonstrate competency in integrating ideas and findings in researching and presenting of essays

5. formulate and realise objectives to set briefs, deadlines and formats

6. develop an increasing ability to manage and evaluate pace, breadth, and depth in relation to module content




Online Tutor supported activity-based learning

20

1-6

Tutor led programme of activities to include the development of academic skills, understanding and application of module concepts and personal development in light of the learning materials. Tutorial support via email and Adobe Connect and management

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of the online learning community. Formative feedback through tasks set, tutor discussions and peer review.

Student managed learning 280 1-6 Individual and group learning activities, research tasks and activities and knowledge check activities as contained in the learning materials. Additional reading and activities as posted by tutor and assignment completion.

TOTAL 300


Method Learning

Outcomes


Qualifying Mark

see guidance notes


Coursework 1 1, 2, 4 35% FG

30% 2000 word essay focusing on the determinants of personality.

Coursework 2 1, 2, 3, 5, 6 65% FG 30%

2 x 2000 word case study (also include consideration of ethics)





TECHNICAL DETAILS



N/A


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Information Systems in Organisations


Robert Manderson RDI N/A


ARU1 FHEQ4 Standard


15 150

5. Restrictions


Co-requisites: None

Exclusions: None


N/A



The module is designed to provide students with an understanding of the basic concepts of information systems and their occurrence in organisations, and how they are used to help manage their business functions’ needs.

The module describes the topology of organisations and how these are divided into separate business functions, and levels of management, which together determine their information needs and the types of information systems to be used. The module describes the generic business functions of organisations, including human resources, sales, marketing, accounting, and production. The module describes the generic levels of management within an organisation, including operations level, middle management level, and senior management level. The module also describes a number of common business processes and their respective data inputs and outputs, and how these are transformed into useful information. Methods of data collection are also considered so that information system requirements can be established. The module also considers issues relating to information reliability and effectiveness by looking at issues including validity and accuracy. The module is assessed using a case study based assignment which students will analyse using the concepts introduced in the module and which will culminate in a report which includes the use of an information system to produce management information that may be used to make effective decisions. Individual Assignment comprising a scenario based case study of a typical large-scale organisation which requires the student to analyse it in terms of its information needs according to its business functions, and levels of management, with a view to producing useful management information for effective decision making


Generic business organisation functions:

Typical areas e.g. finance, accounts, human resources, stock control, sales, marketing, research and development, production, distribution, customer service, administration

Information needs and requirements:


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Requirements analysis e.g. strategic, tactical, operational, data requirements e.g. inputs, outputs, processing activities, information distribution requirements e.g. location, department, individual

Information system types:

Types e.g. business information systems, decision support systems, management information systems, executive information systems, office information systems, transaction processing systems, expert systems, global information systems, data warehouse systems, enterprise systems, enterprise resource planning systems, integrated information systems

Information and data sources and destinations:

Definition of information and data, sources of information, information requirements and the need for information at different levels within an organisation, storing information and its importance with regard to security, accuracy and relevance, outputs e.g. payroll, invoicing, ordering, bookings, stock control, personnel records, goods tracking, decision making, marketing, customer service

Information and data collection methods:

Defining requirements, establishing sources of information, defining other factors to be considered e.g. constraints

Information reliability and effectiveness:

Selecting information: analysis of e.g. validity, accuracy, currency, relevance, identifying alternatives

Legal and Ethical issues


Key Text:

Laudon, J. & Laudon, K., 2012. Essentials of Management Information Systems 10th edition. Pearson

Other texts

Avison, D. & Fitzgerald, G., 2006. Information Systems Development: Methodologies Techniques and Tools, 4th edition. McGraw Hill

Benyon-Davies, P., 2009. Business Information Systems. Palgrave Macmillan

Turban, E., Sharda, R., Delen, D., 2010. Decision Support and Business Intelligence Systems 9th edition. Pearson

Journals:

Academic publications from credible sources such as:

The Association for Information Systems (AIS), http://www.aisnet.org/

The UK Association for Information Systems (UKAIS), http://www.ukais.org.uk/

The British Computer Society (BCS), http://www1.bcs.org.uk/

Websites:

Special Interest Group (SIG) web sites such as the BCS Information Systems SIG.

Other:

Internet based sources and search engines such as Google Scholar.



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1. demonstrate an understanding of information needs within different functional areas of organisations

2. demonstrate an ability to compare information systems within different functional areas of organisations

3. demonstrate an ability to compare information systems at different levels of authority of organisations


4. demonstrate an ability to use information systems to produce management

information at middle and senior management levels of organisations




Other teacher managed learning:

10 1,2,3,4 Tutorial support via online learning community discussions, email and management of the online learning community. Formative feedback through tutor discussions and peer review.

Student managed learning:

140 1,2,3,4 Individual learning activities, research tasks and activities and knowledge check activities, as directed by the learning material. Plus Assignment completion.

TOTAL 150


Method Learning

Outcomes


Qualifying Mark

see guidance notes


Assignment 1,2,3,4 100% FG 30% 3000 words. Individual Assignment comprising a scenario based case study of a typical large-scale organisation which requires the student to analyse it in terms of its information needs according to its business functions, and levels of management, with a view to producing useful management information for effective decision making.





TECHNICAL DETAILS


Delivery


Yes or No?


N/A


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Introduction to Social and Developmental Psychology


Sue Pattison RDI N/A


4 Standard


30 300

5. Restrictions


Co-requisites: None

Exclusions: None


None



This module provides students with an introduction to the two major areas of psychology: Developmental and Social. Students are introduced to the major theories and topics in both major areas. Ethical issues in both social and developmental psychology will be introduced separately.

Developmental psychology examines the changes in human beings over their lifespan. The range of study includes infancy, childhood, adolescence, adult development and ageing. Developmental psychology examines theories across a broad range of topics including motor skills and other psycho-physiological processes; cognitive development involving areas such as moral and social development, and conceptual understanding; language acquisition, personality, and emotional development; self-concept and identity formation.

Developmental psychology informs several applied fields, including: educational psychology, child psychopathology, and forensic developmental psychology. Developmental psychology complements several other basic research fields in psychology including social psychology, cognitive psychology, ecological psychology, and comparative psychology. Social psychology studies people's thoughts, feelings, and behaviours and how they are influenced by others. These influences are forces that can be real, implied or imagined and individuals can be influenced by society when watching television, or through internalised norms and values. Social psychology attempts to explain human behaviour as a result of the interaction of the individual’s psychology and society. Social psychology is closely linked with sociology and examines factors that lead us to behave in certain ways in interactions with others, and the reasons for this. Social psychology explores how feelings, thoughts, beliefs, intentions and goals are developed and psychological factors influence our interface with others. Developmental psychology includes: prenatal development, perceptual, motor development and cognitive development, transition from childhood to adolescence, adulthood and old age with a lifespan perspective of developmental psychology. Social psychology includes: Adult social behaviour- social influence and conformity; group interactions,


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leadership roles. Distance learning materials will provide the framework for introducing core concepts in developmental and social psychology. Students will be encouraged to interact with each other through online discussion groups situated in the Moodle Virtual Learning platform. The Distance Learning tutor will support and guide students through the module with a structured study plan. This module is assessed in two parts. The Part 1 assessment focuses on a family scenario including development across the lifespan and social psychology. The answer will be in the form of an essay to include all components set out in the scenario related tasks. The Part 2 assessment marks the ‘step up’ to study at Level 5 requiring students to undertake an analysis of two scenarios, one based on developmental material and the other on social psychology. Equal weighting will be given to each of the answers for Part 2.


Prenatal development: life before birth

Ageing: mind and memory

Perceptual development: perception or reality?

Motor development: movement and motion

Socio-Emotional development: relationships and feelings

Cognitive development: thinking and processing

Lifespan Development: growing and ageing

Ethical issues in developmental psychology

Social psychology: the individual and society

Social influences: social control and internalisation

Intra-group behaviour: conformity and group norms

Inter-group behaviour: exclusion and discrimination

Group member roles and leadership

Ethical issues in social psychology


Key Text : Berk, L., E., 2013. Development through the lifespan. 6

th ed. London: Pearson.

Jonas, K., Stroebe, W., Hewstone, M., 2012. Introduction to social psychology. 5th ed. London: Wiley Blackwell. Other: Berk, L. E., 2013. Child development. 9

th Ed. London: Pearson.

Hogg, M. A., Vaughan, G. M., 2011. Social psychology. 6th ed. London: Prentice Hall. Smith, P. K., Cowie, H., Blades, M., 2010. Understanding children's development. 5th ed. London: Wiley-Blackwell.


Students should make use of the university's specialist library resources (e.g. journal articles) in order to expand their knowledge and understanding of the subject area.


http://www.ncl.ac.uk/library/linkit?sv=o&s=sn&q=000937646





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1. demonstrate knowledge and understanding of a range of developmental theories and topics.

2. demonstrate knowledge and understanding of group norms and social influence processes including cultural influences, group interactions, leadership and member roles.

3. demonstrate knowledge and understanding of a range of research paradigms, methodological approaches and basic measurement and analytical techniques as well as ethical considerations related to developmental and social psychology.


4. recognise different perspectives or theories of developmental and social psychology.

5. integrate ideas and findings through appropriately linking theories and research evidence in developmental and social psychology.

6. Show understanding of research related to developmental and social psychology, examining practical, theoretical and ethical issues.





20

1-6

Tutor led programme of activities to include the development of academic skills, understanding and application of module concepts and personal development in light of the learning materials. Tutorial support via email and Adobe Connect and management of the online learning community. Formative feedback through tasks set, tutor discussions and peer review


TOTAL 300


Method Learning

Outcomes


Qualifying Mark

see guidance notes


Coursework 1 1, 3, 4, 5, 6 50% 30% 3000 words

The focus is on a family scenario including development across the lifespan and social psychology. The answer will be in the form of an essay to include all components set out in the scenario related tasks.

Coursework 2 2, 3, 4, 5, 6 50% 30% 3000 words

An analysis of two scenarios, one based on developmental material and the other on social psychology. Equal weighting will be given to each of the answers for Part 2.


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TECHNICAL DETAILS



N/A

11. Subject: see guidance notes C800 Psychology

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Law of Contract




Level 4 Standard


30 300

5. Restrictions


Co-requisites: None

Exclusions: None


None



This module provides a foundation of the basic principles relating to the formation of contracts. The aim of this module is to provide an overview of English contract law and also considers the European dimension. This subject develops the idea of consensus and the rules and principles governing enforceability, performance and discharge of contracts. Students are introduced to common law and equitable principles as well as relevant legislation. In addition to studying ‘black letter’ law students are encouraged to critically assess the law and to evaluate it in its social, political and economic context.

The assessment for this module is in two parts. The first element is a problem question on the requirements for the formation of a valid contract. The second assessment is an exam with a pre-seen element on exclusion clauses. This will assess across the remainder of the content.


1. The basis of contractual liability and its development 2. The agreement and its formation – elements of offer and acceptance under the common law principles. 3. Consideration and privity of contract to include the examination of third party rights under the contract. 4. Intention to create legal relations in social/domestic contracts and commercial agreements. 5. Express and implied terms and their incorporation into the contract. 6. Status and classification of terms; conditions, warranties and innominate terms. 7. Exclusion clauses – incorporation and control under both common law and statute. 8. Misrepresentation – fraudulent, negligent and innocent. 9. Mistake – as to the goods and the parties. 10. Duress and undue influence. 11. Discharge of Contract - performance, breach, frustration and agreement. 12. Remedies - damages, specific performance, injunction and restitution


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Key Text :

Richards. P., 2011. Law of Contract 11th Edition. Longman

Other:

Stone, R., 2013. The Modern Law of Contract 10th Edition. Routledge

Elliott & Quinn, 2011. Contract Law. Longman





1. define and explain the main principles of contract law. 2. demonstrate an awareness of the effectiveness of the principles of the law of

contract in modern society. 3. critically evaluate contemporary issues in contract law.


4. select and apply principles of the law of contract to problem scenarios and reach logical and well-reasoned solutions.

5. demonstrate a capacity for legal research and in dependent learning by locating and employing relevant information obtained from primary and secondary sources ,electronic or otherwise

6. communicate knowledge and understanding in written form using appropriate legal terminology.






TOTAL 300


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Method Learning

Outcomes


Qualifying Mark

see guidance notes


Problem Question Assignment

1-6 50% FG 30% Problem Question scenario assignment based on a contractual scenario on the formation of a contract. Not to exceed 3000 words.

Exam 1-3 & 5 50% FG 30% 3 hour Exam based on the entire module content except for the assignment topic above. Contains essay style and problem style questions.





TECHNICAL DETAILS



N/A


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People and Organisations


Alison Watson RDI


4 Standard


15 150

5. Restrictions


Co-requisites: None

Exclusions: None


None



The purpose of this module is to give students an understanding of how people behave in the workplace, through the study of the theory of individuals, groups and organisations, and its application to real-world examples. This is a compulsory module for all students on the BA (Honours) Business programme and develops skills related to inter-personal relationships. The content of the module will introduce students to the different types of organisations from a structural and relationships perspective. The concept of organisations having a ‘culture’ and this shaping the way things are organised and decisions are made is examined. How people are motivated to work and the role of management and leadership in achieving desired outcomes effectively are also explored. How people work in teams or other forms of group activity are considered. How organisations and people within them react to change is also a key element of the module. The delivery of content will involve tutor led inputs (such as narrated PowerPoint presentations, video and written case study material) and student led inputs (such as online live seminars, and interactive formative tests). The student will be encouraged to draw upon their own work or personal experience where possible and thereby better contextualise the theoretical content of the module. Group activities will encourage critical analysis of fellow students’ work as well as of the published materials available. Students will also be given support specific to the assignment. A 3000 word assessment typically comprising of two tasks which focus on the impact of culture and motivation on performance.


- Types of organisation: Approaches to structuring organisations. Issues of centralisation versus


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decentralisation, span of control and the relationship between the organisation and the key stakeholders. - An introduction to culture: The development of organisational culture through the assimilation of shared

norms, values and beliefs. Use of cultural typologies to classify the culture of organisations. - Approaches to management and leadership: Brief overview of the historical development of

management and leadership. - Motivational theory: Process and content led theories and their application to organisational settings. - Team dynamics: Team and group development, issues of conflict management and the role of

leadership both formal and informal. Managing change: Planned approaches to change with an emphasis of the role of leadership within the transition.


Key text: Buchanan, D.A. and Huczynski, A.A., 2010. Organisational behaviour, 7

th ed. Financial Times: Prentice Hall

Literature: Brooks, I., 2008. Organisational behaviour, individuals, groups and organisation, 4

th ed. Financial Times:

Prentice Hall Mullins, L., 2010. Management and organisational behaviour, 9th ed. Financial Times: Prentice Hall Robbins, S.P. and Judge, T.A., 2009. Essentials of organisational behaviour 10

th ed. Pearson

Robbins, S.P., 2008. Organisational behaviour 13th ed. Pearson International

Rollinson, D., 2008. Organisational behaviour and analysis: an integrated approach, 4th ed. Financial Times: Prentice Hall


None




1. discuss the ways organisations might motivate workers 2. understand the role of leadership in the organisational transition


3. explain the relationship between organisational structure and culture 4. identify the attributes of effective teams






Individual and group learning activities, research tasks and activities and knowledge check activities, as directed by the learning material. Plus

http://lib.leeds.ac.uk/record=b2998732&searchscope=4

http://libcat1.ulster.ac.uk/TalisPrism/doOpenURLSearch.do?foo/TalisPrism/doOpenURLSearch.do?sid=Prism:Talis&pid=Key%3A1208519%3BArtifactType%3AMarc21Slim%3BsearchLocation%3Atalislms

http://libcat1.ulster.ac.uk/TalisPrism/doOpenURLSearch.do?foo/TalisPrism/doOpenURLSearch.do?sid=Prism:Talis&pid=Key%3A1208519%3BArtifactType%3AMarc21Slim%3BsearchLocation%3Atalislms

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Assignment completion.


Method Learning

Outcomes

% Weighting & Fine Grade

(FG) or pass/fail (PF)

Qualifying Mark see

guidance notes


Assignment 1-4 100% FG 30% A 3000 word assessment typically comprising of two tasks which focus on the impact of culture and motivation on performance.


TECHNICAL DETAILS


Delivery


Yes or No?


N/A


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Policing & The Community


Jon Vagg RDI Law


4 Standard


15 150

5. Restrictions


Co-requisites: None

Exclusions: None




The aim of this module is to understand of policing within the United Kingdom, with specific reference to policing functions, strategies, accountabilities and to a range of contemporary debates.

This module focuses on police and policing in their historical, political and sociological contexts, examining such important issues as police accountability, contrasting styles and models of policing, police culture and plural policing. In particular it also looks at the ‘responsibilisation’ of communities to self-police and the wider implications of youth and community police relationships.

The module develops an understanding of basic features of the concept of policing including the role of police in society, the principles that underpin policing in the UK, and the types of functions which police organisations carry out.

The various approaches and strategies of policing which have been developed are analysed. These include: patrol and reassurance; community policing; public order policing; ‘zero-tolerance’ policing; problem-oriented policing; and intelligence-led policing.

Police accountability at organizational and individual levels is considered. The principle of ‘policing by consent’ is unpacked in terms of relations between the police and the public; the tripartite system of governance and accountability is evaluated; and issues relating to the exercise of police discretion are critically reviewed.

Building on learning gained on L4 Crime and Society, and L4 Criminal Justice students will analyse in more depth the aspects of community and policing and apply this through assessment to a practical evaluation of a community based policing initiative.

At this level students will explore issues of miscarriages of justice from the local level onto the global stage. The module concludes with some discussion of issues reflected in the current police research literature, such as the rise of private security and police pluralisation, the use of force, and the growth of transnational policing.

This module is assessed with an essay (3,000 words) which requires students to demonstrate their critical understanding of policing organisation and aims, and the social contexts in which policing takes place.


The development of public policing in the UK and its relationship to other forms of social control:

Policing models (e.g. community policing; zero tolerance policing, intelligence- led policing; problem

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oriented policing)

Public order policing

Plural policing

Policing in, of and for communities

Policing of young people and youth justice

Contemporary issues in policing and policing futures


Key Texts:

Newburn, T. [ed.], 2008. Handbook of Policing. 2nd

Edition. Devon: Willan Publishing. Reiner, R., 2010. The Politics of the Police. 3rd edition. Oxford: Oxford University Press.

Other:

Bailey, V., 2014. Order and Disorder in Modern Britain: Essays on Riot, Crime, Policing and Punishment Breviary Stuff Publications Johnson, L. Policing Britain: Risk, Security and Governance: Longman. (2000) Joyce, P., 2010. Policing: Development and Contemporary Practice London: Sage Reisig. M.D. and Kane, R.J., 2014. The Oxford Handbook of Police and Policing (Oxford Handbook in Criminology & Criminal Justice) Websites Police Services of the UK – www.police.uk Scottish Government – www.scotland.gov.uk The Home Office – www.homeoffice.gov.uk






1. demonstrate an understanding of the key ways in which policing is held accountable and governed.

2. demonstrate an understanding of the nature of contemporary policing studies in the UK, including the distinction between the police and policing.


3. evaluate ideas, concepts and issues relating to policing, drawing on a range of sources to support opinions and judgements.

4. show initiative in acquiring appropriate resources; taking responsibility for own judgements; and valuing the opinions of peers and others.








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Portfolio of tasks 1 - 4 100% FG 30% An essay (3,000 words) which requires students to demonstrate their critical understanding of policing organisation and aims, and the social contexts in which policing takes place.



Delivery


Yes or No?


N/A


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Skills for Learning in Business & Computing


Steve Presland RDI N/A


4 Standard


15 150

5. Restrictions


Co-requisites: None

Exclusions: None




This module provides an opportunity for the student to become an effective learner and encourages the development of transferable skills relevant to the attainment of the individual’s goals.

This is a compulsory module for all students on BA (Honours) Business & Computing programme and develops skills in self-assessment, self-reflection and personal development. In particular, it also allows students to develop skills in self-management, the assessment of emotional intelligence in self and others, and in communications.

Students will learn to assess their existing skills, enabling them to build on these skills in a planned manner in order to enhance their current performance, as well as developing new skills for future personal and career development.

Managing stress, which can be a common feature of the workplace, is also considered.

The emphasis is on both the learners’ own individual needs and those of the organisation, within the context of how the development of self-management contributes both to effective teamwork, management and professional practice. Links are clearly made with the skills needs of the workplace with specific reference to the skills required in the disciplines of Business and Computing.

Finally, some practical considerations are made relating to specific communication skills, including how to present information in an appropriate way for the target audience and purpose, how to conduct effective interviews for various purposes and how to successfully manage meetings both in the chair and as a participant.

The module lays the foundations for further study of the skills of the successful manager or practitioner which will be studied in greater detail in later modules. The module is the ‘anchor-point’ for level 4 on the degree. The assessment will comprise of a portfolio of tasks which will assess the various skills strands outlined in the module content. Such tasks will focus on PDP through planning and CV writing alongside communication and

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report-writing tasks.


Personal skills & Emotional Intelligence:

- Self-awareness: learning styles; models of how people learn; gaining insight into your own personal style and how this may impact on others; issues of continuous professional development.

- Managing personal stress

- being aware of one’s own abilities, needs and feelings

- recognising the needs of others, displaying trust and self-control, and responding to others in appropriate ways through well-developed interpersonal skills

Academic Skills:

- Identifying, locating and retrieving computing and business materials using appropriate sources.

- Writing in academic forms and wider learning skills such reading, note-taking, time management, using feedback etc

- Referencing of sources and the University’s Regulations on Academic Dishonesty

Specific communication skills:

- Making Oral and Written Presentations

- Conducting Interviews

- Conducting Meetings

- Writing reports

Personal Development & Employability Skills:

Developing a personal development plan directed at enhancing key skills.


Key Texts: Cottrell, S., 2010. Skills for Success: Personal Development and Employability (Palgrave Study Skills). London: Palgrave Macmillan. Literature: Goleman, D., 2004 Emotional Intelligence & Working with Emotional Intelligence, London: Bloomsbury Publishing McMillan, K. & Weyers, J., 2012. The Study Skills Book (Smarter Study Skills).3

rd Ed. Pearson

Moon, J., 2006. Learning journals: a handbook for reflective practice and professional development, 2

nd

edition. London: Routledge Walton, D., 2013. Introducing Emotional Intelligence: A Practical Guide, London: Icon Books. Whetten, D. and Cameron, K., 2011. Developing Management Skills. 8

th Ed. Pearson Education


None




1. identify the skills required within the workplace, and illustrate their use and application, particularly within a management or practitioner context

2. evaluate the emotional intelligence of self and others and explain the use and application of supportive communication skills

Intellectual, practical, affective and

3. demonstrate an understanding of different learning styles and how their own personal style may impact upon others

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transferable skills 4. design and evaluate a personal development plan thus demonstrating responsibility for their own personal and professional development




Other teacher managed learning: 10 1 - 4 Tutor led programme of activities to include the development of study skills, increased awareness of discipline specific knowledge, and discussion of the learning materials. Tutorial support via email and management of the online learning community. Formative feedback through tutor discussions and peer review.


Individual and group learning activities, research tasks and activities and knowledge check activities, as directed by the learning material. Plus Assignment completion.






Portfolio of tasks 1 - 4 100% FG 30% Portfolio of PDP tasks not to exceed 3000 words.



Delivery


Yes or No?


N/A


Page 106 of 242




Skills for Learning in Business & Law


Angela Burns RDI N/A


4 Standard


15 150

5. Restrictions


Co-requisites: None

Exclusions: None





This is a compulsory module for all students on BA (Honours) Business & Law programme and develops skills in self-assessment, self-reflection and personal development. In particular, it also allows students to develop skills in self-management, the assessment of emotional intelligence in self and others, and in communications.



The emphasis is on both the learners’ own individual needs and those of the organisation, within the context of how the development of self-management contributes both to effective teamwork, management and professional practice. Links are clearly made with the skills needs of the workplace with specific reference to the skills required in the disciplines of Business and Law.


The module lays the foundations for further study of the skills of the successful manager or practitioner which will be studied in greater detail in later modules. The module is the ‘anchor-point’ for level 4 on the degree. The assessment will comprise of a portfolio of tasks which will assess the various skills strands outlined in the module content. Such tasks will focus on PDP through planning and CV writing alongside communication and

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report/presentation-writing tasks and an annotated bibliography.







Academic Skills:

- Identifying, locating and retrieving legal and business materials using appropriate sources.

- Reading cases, statutes, legal and business journal papers and sourcing primary materials.

- Evaluating secondary materials – textbooks, journals and online sources.

- Writing in academic forms and wider learning skills such reading, note-taking, time management, using feedback etc.

- Problem solving and analysis – examining legal problems and the IRAC approach.






- Writing reports

PDP & Employability Skills



Key Text: Cottrell, S., 2010. Skills for Success: Personal Development and Employability (Palgrave Study Skills). London: Palgrave Macmillan. Literature: Goleman, D., 2004 Emotional Intelligence & Working with Emotional Intelligence, London: Bloomsbury Publishing McMillan, K. & Weyers, J., 2012. The Study Skills Book (Smarter Study Skills).3

rd Ed. Pearson


nd




None

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4. design and evaluate a personal development plan thus demonstrating responsibility for their own personal and professional development















Delivery


Yes or No?


N/A


Page 109 of 242




Skills for Learning in Criminology & Law




4 Standard


15 150

5. Restrictions


Co-requisites: None

Exclusions: None




The module is designed to provide students with the necessary academic skills and personal development skills to facilitate their current and future study of law and Criminology. Many of the students who come to study on the BA will not have experience of problem-solving and research. This module will introduce students to the wide range of primary and secondary legal sources and will also explore skills and techniques for undertaking research online.

Students will be introduced to using the legal databases such as Westlaw in accessing both primary and secondary legal sources which are current, credible and authoritative in supporting their studies. For Criminology, students will be introduced to PsycInfo. The module will also introduce students to being part of an online academic community.

The module will also develop key study skills and encourages students to reflect critically on their own performance and identify the steps needed to improve their own learning and performance.

This module is assessed by a portfolio of tasks which will enable students to evidence their development across each of the skill strands; academic skills and personal development skills. Such tasks will focus on PDP through planning and CV writing alongside communication and report/presentation-writing tasks and an annotated bibliography.


Academic Skills:

Identifying, locating and retrieving legal and Criminology materials using appropriate sources.

Reading cases, statutes, Criminology journal papers and sourcing primary materials.

Evaluating secondary materials – textbooks, journals and online sources.

Writing in academic forms and wider learning skills such reading, note-taking, time management, using feedback etc.

Problem solving and analysis – examining legal problems and the IRAC approach.

Referencing of sources and the University’s Regulations on Academic Dishonesty

Emphasis that different referencing systems are to be used for Law (Harvard) and Criminology (APA).

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Specific Communication Skills:

Professional Writing – form and tone

Presentation Skills – audience, planning and delivery.

PDP & Employability Skills

An introduction to PDP & Employability


Key Texts:

Finch, E., Fafinski, S., 2011. Legal Skills. 3rd Edition. Oxford: OUP

Finch, E., Fafinski, S., 2012. Criminology Skills. Oxford: OUP

Other:

Holland, J., Webb, J., 2010. Learning Legal Rules. 7th Edition. Oxford: OUP

Carr, H., 2009. Skills for Law Students (Online). Oxford: OUP





None




1. identify and provide evidence of personal qualities and transferable skills necessary for employability and further study.

2. use methods of enquiry to explore personal development opportunities and related issues.

3. identify, retrieve and evaluate legal and Criminology material for a given purpose and use such material appropriately


4. demonstrate the ability to communicate legal information in an appropriate form to a given scenario.




Other teacher managed learning: 10 1 - 4 Tutor led programme of activities to include the development of academic skills, legal skills and personal development in light of the learning materials. Tutorial support via email and Adobe Connect and management of the online learning community. Formative feedback through tasks set, tutor discussions and peer review.


Individual and group learning activities, research tasks and activities and knowledge check activities as contained in the learning materials. Additional reading and activities as posted by tutor and assignment completion.


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Portfolio of tasks 1 - 4 100% FG 30% Portfolio of tasks not to exceed 3000 words. Each task weighted equally.



Delivery


Yes or No?


N/A


Page 112 of 242




Skills for Learning in Criminology & Psychology




4 Standard


15 150

5. Restrictions


Co-requisites: None

Exclusions: None




The module is designed to provide students with the necessary academic skills and personal development skills to facilitate their current and future study of Psychology and Criminology. Many of the students who come to study on the BA will not have experience of problem-solving and research. This module will introduce students to the wide range of primary and secondary legal sources and will also explore skills and techniques for undertaking research online.

Students will be introduced to using the legal databases such as Westlaw in accessing both primary and secondary sources which are current, credible and authoritative in supporting their studies. For both disciplines, students will be introduced to PsycInfo. The module will also introduce students to being part of an online academic community.

The module will also develop key study skills and encourages students to reflect critically on their own performance and identify the steps needed to improve their own learning and performance.

This module is assessed by a portfolio of tasks which will enable students to evidence their development across each of the skill strands; academic skills and personal development skills. Such tasks will focus on PDP through planning and CV writing alongside communication and report/presentation-writing tasks and an annotated bibliography.


Academic Skills:

Identifying, locating and retrieving criminology and psychology materials using appropriate sources.

Reading cases, statutes, psychology journal papers and sourcing primary materials.





Emphasis that different referencing systems are to be used for Criminology (Harvard) and Psychology (APA).

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PDP & Employability Skills:



Key Text:

Latto, J. & Latto R, 2009. Study skills for Psychology students. New York: Open University Press.

Other:

Collins, S. & Kneale, P. (2001). Study skills for Psychology students: A practical guide. New York: Oxford University Press.

Finch, E., Fafinski, S., 2012. Criminology Skills. Oxford: OUP


None






7. identify, retrieve and evaluate legal and Criminology material for a given purpose and use such material appropriately














Portfolio of tasks 1 - 4 100% FG 30% Portfolio of tasks not to exceed 3000

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words. Each task weighted equally.



Delivery


Yes or No?


N/A


Page 115 of 242




Skills for Learning in HRM & Psychology


Paulette Wisdom RDI N/A


4 Standard


15 150

5. Restrictions


Co-requisites: None

Exclusions: None





This is a compulsory module for all students on BA (Honours) HRM & Psychology programme and develops skills in self-assessment, self-reflection and personal development planning with specific reference to the disciplines of human resource management and psychology. In particular, it also allows students to develop skills in self-management, the assessment of emotional intelligence in self and others, and in communications.



The emphasis is on both the learners’ own individual needs and those of the organisation, within the context of how the development of self-management contributes both to effective teamwork, management and professional practice. Links are clearly made with the skills needs of the workplace with specific reference to the skills required in the disciplines of human resource management and psychology.


The module lays the foundations for further study of the skills of the successful manager or practitioner which will be studied in greater detail in later modules. The module is the ‘anchor-point’ for level 4 on the degree.

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This module is assessed by a portfolio of tasks which will enable students to evidence their development across each of the skill strands; academic skills and personal development skills. Such tasks will focus on PDP through planning and CV writing alongside communication and research/report/presentation-writing tasks.







Academic Skills:

- Identifying, locating and retrieving computing and business materials using appropriate sources.

- Evaluating secondary materials – textbooks, journals and online sources.

- Writing in academic forms and wider learning skills such reading, note-taking, time management, using feedback etc






- Writing reports




Key Text: Cottrell, S., 2010. Skills for Success: Personal Development and Employability (Palgrave Study Skills). London: Palgrave Macmillan.

Latto, J. & Latto R, 2009. Study skills for Psychology students. New York: Open University Press.

Literature: Goleman, D., 2004 Emotional Intelligence & Working with Emotional Intelligence, London: Bloomsbury Publishing McMillan, K. & Weyers, J., 2012. The Study Skills Book (Smarter Study Skills).3

rd Ed. Pearson


nd




None



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4. design and evaluate a personal development plan thus demonstrating responsibility for their own personal and professional development















Delivery


Yes or No?


N/A


Page 118 of 242




Skills for Learning in Law & Psychology




4 Standard


15 150

5. Restrictions


Co-requisites: None

Exclusions: None




The module is designed to provide students with the necessary academic skills and personal development skills to facilitate their current and future study of law and psychology. Many of the students who come to study on the BA will not have experience of problem-solving and research. This module will introduce students to the wide range of primary and secondary legal sources and will also explore skills and techniques for undertaking research online. Students will be introduced to using the legal databases such as Westlaw in accessing both primary and secondary legal sources which are current, credible and authoritative in supporting their studies. For psychology, students will be introduced to PsycInfo. The module will also introduce students to being part of an online academic community. The module will also develop key study skills and encourages students to reflect critically on their own performance and identify the steps needed to improve their own learning and performance. This module is assessed by a portfolio of tasks which will enable students to evidence their development across each of the skill strands; academic skills and personal development skills. Such tasks will focus on PDP through planning and CV writing alongside communication and report/presentation-writing tasks and an annotated bibliography.


Academic Skills:

Identifying, locating and retrieving legal and psychology materials using appropriate sources.

Reading cases, statutes, psychology journal papers and sourcing primary materials.








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Key Text:

Finch, E., Fafinski, S., 2011. Legal Skills . 3rd

Edition. Oxford: OUP

Latto, J. & Latto R., 2009. Study skills for psychology students. New York: Open University Press.

Other:

Holland, J., Webb, J., 2010. Learning Legal Rules. 7th Edition. Oxford: OUP

Carr, H., 2009. Skills for Law Students (Online). Oxford: OUP


None






3. identify, retrieve and evaluate legal and psychology material for a given purpose and use such material appropriately.














Portfolio of tasks 1 - 4 100% FG 30% Portfolio of tasks not to exceed 3000 words. Each task weighted equally.


Page 120 of 242



Delivery


Yes or No?


N/A


Page 121 of 242




Understanding the Business Environment


David Newton RDI


4 Standard


30 300

5. Restrictions


Co-requisites: None

Exclusions: None




The purpose of this early module in a student’s studies is to help create a contextual awareness of the environment within which business decisions are made. It helps lay a platform for later modules including later modules with a more strategic decision making focus. This is a compulsory module for all students on the BA (Honours) Business programme and develops skills related to analysing the competitive environment within which businesses operate. The module seeks to provide students with an understanding of the legal and organisational structure of different organisational forms, and how to make informed choices between them. The role of key stakeholders and how their needs and influence will impact upon decision making, is explored. The nature of the external business environment and its relationship to the business organisation is assessed and modules whereby it can be better understood are introduced. The competitive environment of business, including the not-for-profit sector is considered primarily in a micro- and meso- economic context and students study the allocative market system and its alternatives, supply, demand and the theory of the firm. Students also study the microeconomic environment including the role of government decision making; the measurement of the size of a national economy and its rate of growth or decline; alternative approaches to the management of economic growth, inflation, employment and balancing national income. The concept of international trade is presented and its relationship to concepts such as globalisation. Students are encouraged to read widely, especially good quality financial press, and journals such as the Economist and their local equivalents were available. The assessment of this module is in two parts. Part 1 comprises a 2000 word assignment answering specific questions related to the legal and ownership formats of business, and the management of stakeholder interests. Part 2 comprises a 4000 word assignment covering primarily the broader economic environment aspects of the module and in particular the relationship between the competitive market structure faced by business and those factors that impact upon it, including both governmental and international aspects.


- Organisational types: Key legal structures used to differentiate organisational types. These include amongst others private company, public company, government, voluntary organisation, co-operative and charitable status.

- Importance of stakeholders: Types of stakeholders, stakeholder mapping and the responsibilities of organisations both in terms of legal and ethical considerations.

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- The competitive environment: an introduction to the environmental factors and competitive forces influencing organisations.

- Introduction to microeconomics: Economic systems including the allocation of scarce resources and their effective use, supply & demand and market structures & the theory of the firm.

- Introduction to economic policy: Approaches to macroeconomic policy, the money market and factors affecting the demand for and supply of money and the factors affecting the exchange rate alongside the role of demand and supply factors in determining equilibrium levels of national income.

- Globalisation: Key global factors that shape business activities in terms of international trade, trade blocs and core institutional level infrastructure.


Key Text: Baron, D.P., 2009. Business and its environment, 6

th edition. Pearson

Literature: Estrin, S., Laider, D. & Dietrich, M., 2012. Microeconomics, 6

th edition. Pearson

Griffin, R.W. & Pustay, M.W. , 2010. International business, 6th edition. London: Pearson

Guy, F., 2009. The Global Environment of Business, Oxford University Press Hill, C.W.L., 2011. International business: competing in the global marketplace, 8

th edition. New York:

McGraw-Hill Rugman, A.M. & Collinson, S., 2009. International business, 5

th edition. Financial Times/Prentice Hall

Sloman, J. & Jones, E., 2011. Economics and the Business Environment, 3rd

edition. Financial Times/Prentice Hall Sloman, J., 2009. Economics for Business, 5

th edition. Pearson


The Economist




1. distinguish between organisational types and the reasons for their selection by business organisations.

2. identify key stakeholders in business organisations and evaluate their needs and influence.

3. explain the nature of the national environment in which an organisation operates and its impact on selected businesses, including economic, political and legal factors.


4. critique the behaviour of selected organisations in their market environment 5. identify, select and use a range of economic tools to determine appropriate

business decisions under different economic, political and legal constraints 6. relate the influence of international factors to the structure of domestic markets

and the decision making of individual firms.





20 4 - 6 Tutor led programme of activities to include the development of study skills, increase awareness of sector specific knowledge and current trends, and discussion of the learning materials. Tutorial support via email and management of the online learning community. Formative feedback through tutor discussions and peer review.


280 1 - 3 Individual and group learning activities, research tasks and activities and knowledge check activities, as directed by the learning material. Plus Assignment completion.

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Assignment 1 & 2 25% FG 30% A 2000 word assignment answering specific questions related to the legal and ownership formats of business, and the management of stakeholder interests.

Assignment 3 - 6 75% FG 30% Part 2 comprises a 4000 word assignment covering primarily the broader economic environment aspects of the module and in particular the relationship between the competitive market structure faced by business and those factors that impact upon it, including both governmental and international aspects.


TECHNICAL DETAILS


Delivery


Yes or No?


N/A


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Applied Social and Developmental Psychology


Tulika Jaiswal RDI N/A


5 Standard


30 300

5. Restrictions


Co-requisites: None

Exclusions: None


None



This module builds on the core theories in social and developmental psychology introduced in the first year. The current module explores how social and developmental psychologists integrate theories and practice, for example, to change the behaviours of others. In addition, they make use of psychological methods and research results to understand and solve everyday life practical problems. Students are to learn and made aware of the different roles of an applied psychologist: researcher, invention designer and evaluator as well as an advocate to change the socio-political system. Such everyday life problems in the modern world are largely social in nature, e.g. family issues, drug abuse, prejudice and discrimination, war and terrorism. The module will also look at the developmental aspects of such human behaviours. Some examples are the development of prejudice and discrimination at different stages in a lifespan. With such consideration, age appropriate interventions can be effectively planned.

The module will be delivered through online based learning materials and interactive exercises. Students are also expected to learn collaboratively via the discussion forums. Students will be tested on the various skills needed in applying psychological theories and approaches. That includes working on a case study (e.g. on social policy making) for the applied social psychology component as well as an article review which gauges the critical evaluative skills. For the module final assessment, students will be required to propose a research study relevant for an applied developmental psychologist. The second part of the assessment requires the production of newspaper type articles. This module is assessed by two coursework assignments. Coursework 1 comprises of a case study and related article review. Coursework 2 comprises of the production of two newspaper articles.


Intergroup relations

Mate selection

Techniques of persuasion

Health

Networking on social media, e.g. Facebook


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Education

Organization

Criminal justice system

Environment

Community

Classroom

Personal Relationship development

Parenting

Aggression & violence

Depression

Children’s eyewitness reports

Prejudice and stereotype development

Terrorism


Key Text :

Lerner, R.M., Jacobs, F., & Wertlieb, D., 2005. Applied developmental science: An advanced textbook. Thousand Oaks, CA: Sage Publications.

Schneider, F.W., Gruman, J.A., & Coutts, L.M., 2012. Applied social psychology: Understanding and addressing social and practical problems. 2

nd ed. Thousand Oaks, CA: Sage Publications.

Other:

Hodgetts, D., Sonn. C., Curtis, C., Nikora, L., & Drew, N., 2010. Social psychology and everyday life. Basingstoke, UK: Palgrave Macmillan.

Weathington, B.L., Cunningham, C.J.L., O’Leary, B.J., & Biderman, M.D., 2011. Applied psychology in everyday life. Newcastle upon Tyne, UK: Cambridge Scholars Publishing.

Journal of Applied Social Psychology

Journal of Community & Applied Social Psychology

Journal of Applied Developmental Psychology.


Access to online library for electronic journals and database.



Knowledge and understanding 1. have knowledge and a critical understanding of a range of influences on

psychological functioning and well-being, and how they are conceptualised across and between social and developmental psychology

2. have more in-depth understanding on theories and practical issues (including ethical considerations) in social and developmental psychology


3. apply alternative perspectives to psychological issues, recognising that psychology involves a range of research methods, theories, evidence and applications

4. integrate ideas and findings across multiple perspectives in psychology, recognising distinctive psychological approaches to relevant issues

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5. critically evaluate research findings for practical problem solving

6. employ evidence-based reasoning and examine practical and theoretical issues associated with the use of different methodologies in psychology





20

1-6

Tutor led programme of activities to include the development of academic skills, understanding and application of module concepts and personal development in light of the learning materials. Tutorial support via email and Adobe Connect and management of the online learning community. Formative feedback through tasks set, tutor discussions and peer review.


TOTAL 300


Method Learning

Outcomes


Qualifying Mark

see guidance notes


Coursework 1-4 50% FG 30% Case study of 1500 words - detail

Article review (1500 words) - detail

Coursework 1, 2, 5, 6 50% FG 30% 2 x 1500 word newspaper article





TECHNICAL DETAILS



N/A


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Becoming a Reflective Learner


Kathy Daniels RDI N/A


Level 5 Standard


15 150

5. Restrictions


Co-requisites: None

Exclusions: None




This module offers students the opportunity to evaluate their progress in their studies and reflect upon their strengths and weaknesses. A thorough review of progress will be carried out, allowing students to draw upon their personal perceptions and those of their subject tutors. Students will consider how to develop their experience so that they can broaden and deepen their skills to fulfil their future needs and improve performance.

As a result of discussions and personal reflection students will identify learning and experiential needs to promote their progress. They will research possible activities to enhance their learning, and investigate future contributions in support of their work.

This module is assessed through a portfolio of tasks which focus on reflection both in and on action in respect of learning on the programme to this point.


What is reflective practice – setting out the process and how it is used

Importance of reflective practice in improving performance – thinking about how individual students can use it to improve their own performance.

Undertaking reflective analysis and Using your Feedback - here students will be asked to reflect on the feedback that they have received and to use that feedback

Action planning for future learning – the specific process of action planning will be introduced and applied for future learning

Support for learning and development – students will be encouraged to think about the learning and development that they need and how they can acquire this

Exploring professional development opportunities – opportunities for development specific to the student’s professional ambitions will be identified.


Key Text :

Moon, J., 2005. Reflection in Learning and Professional Development. Routledge


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Other:

Cottrell, S., 2010. Skills for Success. The Personal Development Planning Handbook. 2nd.

Palgrave Study Guides. Macmillan





1. reflect critically on the learning experience across a range of modules

2. understand the process of reflective learning


3. plan and implement how to improve and consolidate learning 4. take responsibility for and plan personal development




Online Tutor supported activity-based learning Student managed learning

10

140

1-4

1-4

On-line tutorials, directing student learning Individual and group learning activities, research tasks and activities and knowledge check activities, as directed by the learning material.

TOTAL 150


Method Learning

Outcomes


Qualifying Mark

see guidance notes


Skills Portfolio 1-4 100% FG 30% 3000 word portfolio of tasks which focus on reflection both in and on action in respect of learning on the programme to this point.





TECHNICAL DETAILS



N/A


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Civil Liberties & Human Rights




Level 5 Standard


15 150

5. Restrictions


Co-requisites: None

Exclusions: None




Civil Liberties aims to introduce students to the respective roles of State and individual in areas such as police powers and civil liberties such as freedom of assembly and association, and freedom of expression. It creates an opportunity to examine the Human Rights Act 1998 and the growing significance of the European Convention rights for the UK citizen. With issues such as European integration and state security currently in the news this continues to be a crucial area of legal study which prepares students for much of their subsequent studies. This module is assessed by a single assessment which has two elements based on a problem style question and

associated essay question. This assessment requires students to both evaluate and apply the law in relation to civil liberties and human rights.


An introduction to the European Convention on Human Rights and the Human Rights Act 1998.

Individual Freedom and the State – Concepts of liberty and the means of its protection. Judicial review under the HRA 1998.

Police Powers under PACE and Freedom of the Person & Personal Property

Freedom of expression as protected by both common law and statutory means.

Freedom of assembly and association

State security – Terrorism offences.


Key Text :

Barnett, H., 2011. Constitutional & Administrative Law 9th Edition. Routledge Cavendish

Other:

Parpworth, N., 2012. Constitutional & Administrative Law 8th Edition. Palgrave Macmillan Bradley & Ewing, 2010. Constitutional & Administrative Law 15th Edition. Longman



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1. demonstrate knowledge and understanding of the principles of civil liberties and human rights and identify key criticisms of the operation of the legal framework 2. show a critical awareness of the impact of the HRA 1998 3. analyse problem based scenarios, identify and apply relevant legal

principles to reach a logical conclusion


4. conduct independent research using appropriate learning strategies.






TOTAL 150


Method Learning

Outcomes


Qualifying Mark

see guidance notes


Assignment 1-4 100% FG 30% Two assignment tasks based on a problem style question and associated essay question. Not to exceed 3000 words. Tasks weighted equally.





TECHNICAL DETAILS



N/A


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Contract Law




5 Standard


15 150

5. Restrictions


Co-requisites: None

Exclusions: None




This module provides a foundation of the basic principles relating to the formation of contracts. The aim of this module is to provide an overview of English contract law and also considers the European dimension. This subject develops the idea of consensus and the rules and principles governing enforceability, performance and discharge of contracts. Students are introduced to common law and equitable principles as well as relevant legislation. In addition to studying ‘black letter’ law students are encouraged to critically assess the law and to evaluate it in its social, political and economic context.

This module is assessed by an assignment which will comprise of a problem question scenario based upon the elements of formation of a contract. There may also be a short discursive question on the effectiveness of the law in the associated area.


1. The basis of contractual liability and its development

2. The agreement and its formation – elements of offer and acceptance under the common law principles. 3. Consideration and privity of contract to include the examination of third party rights under the contract. 4. Intention to create legal relations in social/domestic contracts and commercial agreements. 5. Status and classification of terms; conditions, warranties and innominate terms. 6. Exclusion clauses – incorporation and control under both common law and statute. 7. Discharge of Contract - performance, breach, frustration and agreement.

8. Remedies - damages, specific performance, injunction and restitution.


Key Text :

Richards. P., 2011. Law of Contract. 11th Edition. Longman Pearson

Other: Stone, R., 2013. The Modern Law of Contract. 11

th Edition. London: Routledge

Elliott & Quinn, 2013. Contract Law. 9th Edition. London: Pearson


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None




1. explain and evaluate the main principles of contract law.


2. identify legal issues, select and apply principles of the law of contract to problem scenarios and reach logical and well-reasoned solutions.

3. demonstrate legal research skills and independent learning by locating and employing relevant information obtained from primary and secondary sources, electronic or otherwise














1 - 4 100% FG 30% Problem Question assignment based on a contractual scenario. Not to exceed 3000 words.



Delivery


Yes or No?


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N/A


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Steve Cookson RDI Law


5 Standard


15 150

5. Restrictions


Co-requisites: None

Exclusions: None




Students will be introduced to the complexities surrounding hate crime, targeted victimisation explore identity-based victimisation and related national/international responses. This module will examine a range of controversies and debates in Crime law and Order. The aim of the module is to allow the students to develop their knowledge of current debates such as Hate Crime, Ethnicity and Crime, age of criminal responsibility, miscarriages of justice, penal policy, law and order, globalisation of crime, the impact of legislation on agencies, communities and families. This will allow the students to expand their knowledge and enable them to provide a solid argument when critically exploring these controversies and debates. The module will explore a range of current debates raising questions about how crimes should be confronted, reduced and prevented, but also discussing issues over the effectiveness and competency of the system. The aim is to explore the controversies and debates in Crime law and Order, dealing with issues such as Hate Crimes, Ethnicity and Crime, wrongful searches and numerous other current concerns. It will explore the academic literature to address the theoretical perspectives and refer to case studies in order to apply the theoretical understanding. This module is assessed via the production of 2 newspaper articles (total length not to exceed 3000 words)


Define and question the terms 'hate crime' and 'extremist ideology'

Explore what is included (i.e. Race, faith, ability, sexual identity, gender identity) and what is not

included (i.e. Gender, age, subcultural group) in 'hate crime' categories.

Identify the development of hate crime theories and legislation recognising identity-based

victimisation.

Recognise the needs and wants of different 'hate crime' groups.

Explore myths about, responses to and attitudes surrounding 'extremist ideology'.

Understand policies influencing ideologies and responses to hate crime and extremist ideology.

Examine relationships between hate crime victims and the Criminal Justice System.

Locate their developing knowledge within a wider international focus on hate crime and extremist

ideology.

Miscarriages of justice – wrong sentencing, false confessions leading to wrongful punishments

Sentencing debates over lenient sentencing practices, Human Rights implications and patterns of

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sentencing relating to gender, age and ethnicity

Impact of crime on communities and victims

Globalisation of crime

Debates regarding the age of criminal responsibility

Counter-terrorism


Key Texts:

Chakraborti, N., 2010. Hate Crime: Concepts, Policy, Future Directions Collumpton: Willan Chakraborti, N. and Garland, J., 2009. Hate Crime: Impact, Causes, Responses. London: Sage Hall, N., 2005. Hate Crime. Cullompton: Willan






1. demonstrate a critical understanding of the principal debates and concepts relating Hate Crime, Law and Order.

2. demonstrate an in-depth understanding of the nature of contemporary debates and concepts relating Hate Crime, Law and Order.


3. undertaking critical analysis and evaluation of ideas, concepts and issues relating the debates and concepts relating Hate Crime, Law and Order, drawing on a range of sources to make considered judgements.

4. exercising autonomy and initiative in acquiring appropriate resources; taking responsibility for own judgements; and valuing the opinions of peers and others.












Coursework 1 - 4 100% FG 30% 2 x 1500 word newspaper articles


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Delivery


Yes or No?


N/A


Page 139 of 242




Environmental Criminology


Steven Cookson RDI Law


5 Standard


15 150

5. Restrictions


Co-requisites: None

Exclusions: None




This module has two inter-linking strands around the areas of crime and the environment. The first is concerned with the area broadly described as environmental criminology, which focuses on the spatial and temporal distribution of crime and theories and policies that stem from this approach, including recent developments in community safety. The second strand is concerned with the more critical contemporary discourse in criminology, that community safety should be more broadly conceived to embrace a wide range of risks, hazards and harms, including crimes against the environment and corporate crime. This module explores the social and historical origins of debates relating to the environment and nature in contemporary society. The module outlines the importance of social scientific understandings of nature and the environment, and is structured around central themes of the social construction of nature, the place of nature and the environment in western thought, and the emergence of new social movements in environmental politics in recent decades. This module encourages students to reflect upon theoretical debates about nature, the environment and sustainability and connect these with their own understanding and experience of nature. The module aims to extend students’ critical understanding of nature, the natural, and the environment in contemporary society by focusing on interrelated areas of social scientific inquiry and contemporary policy debates.

This module is assessed with an essay (3,000 words) which requires students to demonstrate their critical understanding of how and why environmental risks, hazards and harms may be or have been conceptualised as criminological and criminal justice issues.


Theories associated with environmental criminology, including social disorganisation approaches, routine activities.

Insights into the important role of crime pattern analysis in terms of prediction, prevention and targeting (e.g. problem oriented policing, situational crime prevention approaches)

Consideration of the merits and demerits of the ‘what works’ paradigm in relation to crime and disorder and community safety.

The contribution of radical and critical criminologies in the reframing of ‘crime’ as harm, i.e. zemiological or harm reduction approaches

Case studies in green criminology, corporate crime, crime and sustainable development, and other crimes by powerful groups, including state crimes.

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The case for a ‘pan-hazard’ approach to community safety. Environment and Society: What is nature? How is nature social? How is the natural political? This section of the class reviews the strengths and weaknesses of various academic approaches to understanding the environment and nature, ranging from conventional ideas about the externality of nature to society, ecocentric notions of nature / environment, to technocratic conceptions of the environment and natural resources.

The Evolution of Environmental Consciousness: This section of the module reviews how conceptions of nature and the environment in Western thought have changed over time and explores how society 'knows' the environment, produces discourses about it, and intervenes directly in nature.

The Rise of Green Politics: Drawing on the literature on new social movements this section synthesises material and issues developed in earlier lectures to describe and analyse the social contestation of nature. This section will examine the development of green politics across different societies, and will use case studies on the governance of natural resources (such as water and food) to explore the political and social dimensions of the environment. Society, nature and sustainability: The policy debate on sustainable development across the globe is used as a concrete case to explore the dynamic interrelationship of society and environment. Beginning with the Club of Rome report this section traces the evolving policy debates on sustainability through to the 2012 UN conference on sustainable development. This block explores the complexity of environmental governance, linking from the global / EU (supranational) to the local (UK) levels, and examines the leading actors engaged in defining sustainable development, and critically evaluate the outcomes of these processes.


Key Text:

Andresen, M.A., 2014. Environmental Criminology: Evolution, Theory, and Practice. London: Routledge

White, R. and Heckenberg, D., 2014. Green Criminology: An Introduction to the Study of Environmental Harm. London: Routledge

Wortley, R. & Mazerolle, L., 2008. Environmental Criminology and Crime Analysis (Crime Science Series). Cullompton: Willan

Other:

Castree, N. ‘Neoliberalism and the Biophysical Environment 2: Theorising the Neoliberalisation of Nature’, Geography Compass 4/12, pp. 1734–1746 (2010)

White, R., 2008. Crimes Against Nature: Environmental Criminology and Ecological Justice. Willan

White, R., 2011. Transnational Environmental Crime: Toward an Eco-global Criminology. Willan






1. demonstrate knowledge and understanding of environmental and geographical approaches towards crime and offending behaviour

2. develop the capacity to evaluate situational crime prevention and its relationship to the ‘what works’ movement.


3. show an awareness of a range of theoretical perspectives and develop initial skills and abilities to critically analyse the social construction of crime through such perspectives;

4. effective oral communication skills and effective use of ICT for information

retrieval in preparation illustrated by an articulate and personal view on

where the future of criminology as a discipline lies in an individual essay




Other teacher managed learning: 10 1 - 4 The tutor led programme will include the development of study skills, the use

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of discussion boards for additional activities, discussion questions and research questions. Complemented by tutor support on email, feedback to formative assessments and initiating student discussions.

Student managed learning: 140 1 - 4 Individual and group learning through the module resources, use of the discussion boards, development of research skills and engaging in on-going activities.






Assignment 1 - 4 100% (FG) 30% A 3,000 word assessment, answering a question based on how and why environmental risks, hazards and harms may be or have been conceptualised as criminological and criminal justice issues.



Delivery


Yes or No?


N/A


Page 142 of 242



European Union Law


Claire Bradley RDI N/A


Level 5 Standard


15 150

5. Restrictions


Co-requisites: None

Exclusions: None


None



This module aims to introduce students to the general constitutional and legislative structure of the European Union, and to provide students with a sound knowledge of the function and application of European Union Law (EU) in the areas of free movement of goods, the free movement of workers, freedom of establishment and the freedom to provide services throughout the Member States. It also aims to equip students with an ability to look for, and deal with, the "European dimensions" present in various situations.

Students will examine the historical evolution of the European Union and the functions and development of the EU institutions, starting with the creation of the European Coal and Steel Community through to the present day. The module will explain the primary and secondary sources of EU law. Students will critically analyse the function of the treaties, and the status of the treaties as primary EU law. The module will examine the ordinary legislative procedure and the other decision making processes and the concepts of direct and indirect effect are explored. The principles of free movement of goods will be examined as well as the principles and conditions behind the free movement of services. The module will explain the key principles behind free movement of people. It will also examine the concept of State Liability and discuss how EU Law may be enforced.

Students will be assessed by an examination which will be unseen and comprises of both problem and essay style questions.


The History and Institutions of the European Union- this Unit covers the historical evolution of the European Union and the functions and development of the EU institutions.

Sources of European Union Law – this Unit explains the primary and secondary sources of EU law.

The decision-making process and preliminary rulings procedure – following on from the previous unit, this unit goes on to examine the ordinary legislative procedure and the other decision making processes. It also covers the preliminary ruling procedure.

The relationship between EU law and domestic law: Direct and Indirect Effect. The concept of direct effect and indirect effect is explored in this Unit.

Free Movement of Goods forms one of the four fundamental freedoms. This Unit explores the


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principles of free movement of goods, and key cases such as Cassis de Dijon and Keck will be critically examined. The Unit also explains the permitted restrictions to the free movement of goods.

Free Movement of Services/Freedom of establishment. This Unit will examine the principles and conditions behind the free movement of services and the freedom of establishment, including restrictions on the doctrine.

Free Movement of People: This Unit will explain the key principles behind free movement of people, including the situations where the free movement of people may be restricted.

State Liability and Enforcement of Union law. This Unit will examine the concept of State Liability and discuss how EU law may be enforced in national courts.


Key Text :

Chalmers, D., 2011. European Union Law (Kindle E-Book) 2nd edn. Cambridge University Press

Other:

Craig, P., and de Burca, G., 2011. EU Law, Text, Cases and Materials 5th edn. OUP Fairhurst, J., 2010. Law of the European Union 8

th edn. Longman

Davies, K., 2010. Understanding European Union Law 4th ed. Routledge Cavendish

Hartley, T., 2010. The Foundations of European Union Law 7th edn., OUP





1. critically evaluate the nature and framework of EU law

2. demonstrate a detailed knowledge of the substantive provisions of European Community Law in selected areas and show a critical awareness of relevant social and political issues.


3. utilise analytical and problem-solving skills under time constraints to identify issues of EU law, selecting relevant legal principles to reach logical conclusions

4. communicate legal arguments in written form using appropriate legal terminology




Other teacher managed learning: 12 1-4 Tutor led programme of activities to include the development of academic

skills, legal skills and personal development in light of the learning materials. Tutorial support via email

and Adobe Connect and management of the online learning community.

Formative feedback through tasks set, tutor discussions and peer review.

Student managed learning: 138 1-4 Individual and group learning activities, research tasks and activities and

knowledge check activities as

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contained in the learning materials. Additional reading and activities as

posted by tutor and assignment completion.

TOTAL 140


Method Learning

Outcomes


Qualifying Mark

see guidance notes


Exam 1-4 100% FG 30% 3 hour exam comprising of essay style and problem style questions.





TECHNICAL DETAILS



N/A


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Human Resource Management


Sarah Mollitt RDI


5 Standard


30 300

5. Restrictions


Co-requisites: None

Exclusions: None




Human resource management describes the range of strategies and processes used to achieve competitive advantage by matching the needs of the organisation with the aspirations and potential of employees. The late 1980's saw a shift in terminology away from 'personnel management' towards 'human resource management' (HRM). Although some have suggested this is simply a change in name, there are also other issues to take into consideration. Much has been made of the suggestion that organisations are looking to win employee commitment, rather than mere compliance to rules and operating procedures. HR practitioners now talk about ‘new’ concepts such as employee engagement and talent management even though these are underpinned by pre-existing concepts. Another development since the late 1980’s is a more strategic orientation in HRM. Increasingly, HRM specialists are adopting a strategic business orientation. HRM is thus about organisational effectiveness, and not simply about employee welfare. These pressures are themselves developing and changing in light of the changes in the business environment including a growing emphasis on ‘Human Capital Management’. This module aims to address some of these underlying themes and evaluate the nature of the HRM function in its organisational context and appraise the strategic contribution of HRM to organisational effectiveness, with emphasis on employee resourcing, development, employee relations and reward. The delivery of content will involve tutor led inputs (such as narrated PowerPoint presentations, video and written case study material) and student led inputs (such as online live seminars, and interactive formative tests). The student will be encouraged to draw upon their own work or personal experience where possible and thereby better contextualise the theoretical content of the module. Group activities will encourage critical analysis of fellow students’ work as well as of the published materials available. Student will also be given support specific to the assessments. By introducing a range of examples from a number of different national contexts, students will gain an insight into the application of HRM across cultures. The application of theory and practice will give students analytical skills which can be carried across to the workplace and will enhance their employability. This module is assessed by a 6000 word assignment including a 1000 word reflective learning statement


The meaning and purpose of HRM

The nature and development of HRM: HRM strategy and planning

HR Planning: Recruitment and selection

The Employment Relationship

Employee Development: Skills and training

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Performance management

Employee Engagement

Reward: Reward Strategies


Key Text: Redman T. and Wilkinson A., 2013. Contemporary Human Resource Management 4

th Edition. London:

Pearson Education Ltd.


Human Resource Management Journal Work, Employment and Society




1. explain the meaning and purpose of the theory and practice of HRM within a

business and social context

2. assess the main HRM processes of employee resourcing, development,

relations and reward

3. appreciate how the main HRM processes of employee resourcing,

development, relations and reward support an organisation’s strategy and

contribute to organisational effectiveness.


4. apply relevant HRM theory to practice in a range of organisational settings

using case studies examples

5. critically analyse relevant business issues which have implications for the

practice of HRM and appraise the formulation of appropriate HRM responses

to these business issues

6. critically evaluate the effectiveness of the main HRM processes of employee

resourcing, development, relations and reward and their respective

contributions to an organisation’s effectiveness




Other teacher managed learning: 20 1,2,3,4,5 and 6

Tutor led programme of activities to include the development of study skills, increase awareness of sector specific knowledge and current trends, and discussion of the learning materials. Tutorial support via email and management of the online learning community. Formative feedback through tutor discussions and peer review.

Student managed learning: 280 1,2,3,4, 5 and 6







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Assignment 1,2,3,4,5 and 6

100% FG 30% 6000 word assignment including a 1000 word reflective learning statement

NB Students will be permitted to submit a 500 word plan to receive formative feedback.


TECHNICAL DETAILS


Delivery


Yes or No?


N/A


Page 148 of 242



Law of Tort




Level 5 Standard


30 300

5. Restrictions


Co-requisites: None

Exclusions: None


None



The law of tort encompasses a range of civil actions and operates as a compensation system. Unlike the criminal law, which determines guilt, tort seeks to apportion liability and award damages to compensate the injured party. Part I of this module will aims to introduce students to the most prominent area of tortious liability is negligence, and the elements which are required to establish liability are examined in detail. Part II of this module aims to introduce students to the other forms of tortious liability including occupier’s liability, trespass (to land and to the person), defamation and nuisance. In all cases the module seeks to develop a critical awareness of the issues which underpin the adversarial process and to develop the analytical and presentation skills involved in undertaking such cases. As the numbers of personal injury claims continue to rise and new areas of liability emerge tort continues to be a crucial area of legal study. This module is assessed in two parts. The Part 1 assessment focuses on the tort of negligence and its application to a problem scenario and associated short essay question. The Part 2 assessment marks the ‘step up’ to study at Level 5 requiring students to undertake an analysis of three landmark cases in a land or miscellaneous tort. Students will also be required to submit and evaluative essay with a HRA focus as part of this assessment.


1. Definitions of tort, tort as an obligation and relationship with contract. 2. Features of a fault based liability system – limits and benefits, nature of Liability: Strict Liability,

Vicarious Liability. 3. Introduction to Negligence - Establishing the duty of care, breaching the duty of care, Causation and

Remoteness of damage. 4. Defences and Remedies. 5. Occupier’s Liability Acts 1957 & 1984 – An examination of the statutory form of negligence. 6. Employer’s liability – Duties on the employer with regard to training, place and systems of work. 7. Trespass to the Person – Assault, battery and false imprisonment 8. Trespass to Land – acts which will constitute a trespass, nature of land. 9. Nuisance – The distinction between private and public nuisance. Private actions in public nuisance.


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Relationship with negligence and Rylands v Fletcher. 10. Defamation – Slander and libel. Acts which will constitute a defamation, publication and defences.


Key Text :

Cooke, J., 2013. Tort Law 11th Edition. Longman

Other:

Horsey & Rackley, 2011. Tort Law 2nd

Edition. OUP Bermingham & Brennan, 2012. Tort Law Directions 3rd Edition. OUP Giliker & Beckwith, 2011. Tort 4

th Edition. Sweet & Maxwell





1. critically analyse the aims and legal principles of tort law 2. critically evaluate the success of tort law in meeting the needs of society. 3. critically interrogate key judgements on a selected theme to reach well-

reasoned conclusions.


4. select and apply the principles of tort law to problem and essay questions to a variety of situations

5. demonstrate a capacity for legal research and in dependent learning by locating and employing relevant information obtained from primary and secondary sources, electronic or otherwise







TOTAL 300


Method Learning

Outcomes


Qualifying Mark

see guidance notes


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3-5 50% FG 30% This element of assessment comprises two tasks to be submitted together: a negligence based problem scenario (worth 70% of the mark) and an associated evaluative question (worth 30% of the mark). Not to exceed 3000 words in total.

Case Analysis 1-6 50% FG 30% Cases analysis of key decisions in a specified land/miscellaneous tort. Not to exceed 3000 words.





TECHNICAL DETAILS



N/A


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Managing Across Cultures


Paul Dudley RDI


5 Standard


30 300

5. Restrictions


Co-requisites: None

Exclusions: None


None



This module is compulsory for all students taking the BA (Honours) Business programme. The purpose of the module is to provide students with a contemporary, applied and critical approach to the study of cross cultural management in an organisational context. The module will challenge perceptions of how to develop a range of managerial solutions within the context of a changing and increasingly diverse working environment. In doing so the module examines contemporary theoretical developments in the field of global business. A key theme that runs through this module is the development of cultural awareness in doing business on a global stage. In doing so issues around human interaction and behaviour are explored. Students are encouraged to read widely and to explore commercial case, and current organisational decision making related to cross cultural settings and activities. This module is assessed in two parts. Part 1 focuses on the theories of leadership and how they apply in a cross-cultural context. Part 2 applies the learning to a cross-cultural development in an organisation with which the students are familiar.


The examination of cross cultural management theorists (including Hofstede, Trompenaars, Hall) – a critical perspective

Cross cultural aspects of leadership and motivation

Ethnocentrism, polycentricism and geocentric views in management theory

Cross cultural communications: the effect of language and cultural factors on negotiating and communication styles

Multi-cultural team working: collaboration and cooperation across national/cultural boundaries

Cross cultural management and human resource management practices

Managing international assignments, the expatriate manager.


Key Text: Deresky, H., 2010. International Management Managing Across Borders and Cultures, 7

th ed. Pearson

International.

Page 152 of 242

Other: Schneider, S. & Barsoux, J-L., 2003. Managing Across Cultures. New York, Prentice-Hall. Browaeys, M-J & Price, R., 2008. Understanding Cross-Cultural Management. FT Prentice Hall. Hofstede, G., 1989. Cultures Consequences. London, Sage. Steers, R.M., Sanchez-Rude C.J., Nardon, L. 2010. Management Across Cultures – Challenges and Strategies. Cambridge University Press. Thomas, D.C., 2008. Cross-Cultural Management – Essential Concepts. SAGE.


http://geert-hofstede.com/countries.html http://www.mindtools.com/pages/article/seven-dimensions.htm




1. critically evaluate the subject of cross cultural management and its relevance to issues of management and organisational behaviour

2. systematically understand the importance of awareness and sensitivity to their own and others’ cultural background and influences

3. critically evaluate key issues influencing cultural difference, which may affect leadership and motivation, communications and negotiating, decision making and organisational relationships generally.


4. assess the impact of techniques for managing cross cultural teams for high performance

5. demonstrate flexibility in changing organisational contexts 6. reflect upon the impact of their own actions upon others in a variety of

inter-personal contexts.





Student managed learning: 280 1 - 6 Individual and group learning activities, research tasks and activities and knowledge check activities, as directed by the learning material. Plus Assignment completion.






Assignment 1 25% (FG) 30% 2000 word assessment. Part 1 focuses on the theories of leadership and how they apply in a cross-cultural context.

http://geert-hofstede.com/countries.html

http://www.mindtools.com/pages/article/seven-dimensions.htm

Page 153 of 242

Assignment 2 - 6 75% (FG) 30% 4000 word assessment. Part 2 applies the learning to a cross-cultural development in an organisation with which the students are familiar.


TECHNICAL DETAILS


Delivery


Yes or No?


N/A


Page 154 of 242



Psychology in Practice


Tulika Jaiswal RDI N/A


5 Standard


30 300

5. Restrictions


Co-requisites: None

Exclusions: None


None



The module provides the students with a comprehensive insight into how professional psychologists work. It will cover important areas and current approaches for practising psychologists, e.g. the ethical code, client communications, management of the practice, clients, co-workers and employees. Some of them will be area specific while some will be for all practising psychologists. It will draw on and extend on the knowledge in ethics and research methods acquired in Year 1. The module will focus on four important areas: Forensic psychologists, sport & exercise psychologists, clinical psychologists and counselling psychologists. The other important areas such as occupational, educational psychology will be introduced as they will be covered by dedicated modules at Level 6 (Year 3). On completion, the students are expected to demonstrate knowledge of the ethical and professional responsibilities of a practising psychologist.

The module will be delivered through online based learning materials and interactive exercises. Students are also expected to learn collaboratively via the discussion forums. Students will be tested on their knowledge of ethical considerations and client assessment and management via two 1500 word case studies and an examination which require students to research and explore the challenges (including ethical considerations) facing a particular area of their choice – it can be those covered in the module or another up and coming area.


Introduction to what chartered psychologists do including the knowledge, understanding and skills needed for the following: clinical, forensic, educational, counselling, occupational, sport & exercise and health psychologists

Professional Practice Guidelines including ethical consideration

Practice Management

Forensic Psychologists (e.g. Role, Assessment, Training and Professional Issues)

Sport and Exercise Psychologists (e.g. Nature, Interventions, Professional Structure)

Clinical Psychologists (e.g. Knowledge, Training and Development)

Counselling Psychologists (e.g. Knowledge, Research, Approaches, Model and Clinical settings)



Page 155 of 242

Key Text :

Davey, G.C.L., 2011. Applied psychology. Chichester, UK: BPS Blackwell.

Francis, R.D., 2009. Ethics for psychologists. 2nd

ed. Chichester, UK: BPS Blackwell.

Other:

Morrissey, S.A., & Reddy, P., 2006. Ethics & professional practice for psychologists. Melbourne: Thomson.

The British Psychological Society’s Generic Professional Practice Guidelines

http://www.bps.org.uk/sites/default/files/documents/generic_professional_practice_guidelines.pdf

Health and Care Professions Council’s standards of proficiency for practitioner psychologists

http://www.hpc-uk.org/assets/documents/10002963SOP_Practitioner_psychologists.pdf

The American Psychological Association's Ethical Principles of Psychologists and Code of Conduct

http://www.apa.org/ethics/code/principles.pdf

Practice Management

http://www.apapracticecentral.org/business/management/index.aspx

American Psychological Association Career Guides http://www.apa.org/careers/resources/guides/index.aspx http://www.apa.org/helpcenter/about-psychologists.aspx


Access to online library for electronic journals and database.



Knowledge and understanding 1. have knowledge and a critical understanding of a range of influences on

psychological functioning and well-being, and how they are conceptualised across and between the core domains

2. have knowledge of how psychologists work in real life

3. have understanding of the ethical codes that psychologists need to observe at work


4. employ evidence-based reasoning and examine practical, theoretical and ethical issues associated with the use of different methodologies, paradigms and methods of analysis in psychology

5. integrate ideas and findings across multiple perspectives in psychology, recognising distinctive psychological approaches to relevant issues

6. plan own learning to undertake time constrained activity.





20

1-6

Tutor led programme of activities to include the development of academic skills, understanding and application of module concepts and personal development in light of the learning

http://www.bps.org.uk/sites/default/files/documents/generic_professional_practice_guidelines.pdf

http://www.hpc-uk.org/assets/documents/10002963SOP_Practitioner_psychologists.pdf

http://www.apa.org/ethics/code/principles.pdf

http://www.apapracticecentral.org/business/management/index.aspx

http://www.apa.org/careers/resources/guides/index.aspx

http://www.apa.org/helpcenter/about-psychologists.aspx

Page 156 of 242

materials. Tutorial support via email and Adobe Connect and management of the online learning community. Formative feedback through tasks set, tutor discussions and peer review.


TOTAL 300


Method Learning

Outcomes


Qualifying Mark

see guidance notes


Coursework 1-5 50% FG 30% Two 1,500 word case

Examination 1-6 50% FG 30% Three hour examination





TECHNICAL DETAILS



N/A


Page 157 of 242




Research Methods in Business & Computing


David Mankin RDI N/A


5 Standard


15 150

5. Restrictions


Co-requisites: None

Exclusions: None




The purpose of the module is to provide students with a conceptual framework from which research philosophies, strategies and methods associated with research in the disciplines of Business and Computing can be critically reviewed. The module content and assessment strategy are focused on helping students develop research competencies which enable them to design, undertake and evaluate independent research in an organisational setting. There is particular emphasis on those competencies relating to data collection and analysis.

This is a compulsory module for the BA (Honours) Business & Computing programme and it is intended that this module complements other modules on the BA programme and in particular the Applied Computing Project module.

Students will be provided with an overview of research philosophies and strategies relevant to Business and Computing research. They will be introduced to a range of research design options and, in particular case study design. The importance and feasibility of research questions, in conjunction with the aim and objectives of the proposed study, will be highlighted. The rest of the module will focus predominantly on the fundamentals of how to collect and analyse quantitative and qualitative data, including differentiating between primary and secondary data; and how to carry out a critical literature review. The importance of sampling, validity and reliability will be highlighted along with ethical issues. Students will also learn how to manage the research process in a timely and effective manner and how to produce a research proposal.

The delivery of content will involve tutor led inputs (such as narrated PowerPoint presentations, video and written case study material) and student led inputs (such as online live seminars, and interactive formative tests). Students will be encouraged to draw upon their own work or personal experience where possible and thereby better contextualise the theoretical content of the module. Group activities will encourage critical analysis of fellow students’ work as well as of the published materials available. Student will also be given support specific to the assignment.

The assessment for this module consists of an individual assignment comprising a project proposal and sample ethics approval supported by an initial literature review. (3000 words)


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Research philosophies and strategies: deductive and inductive theory; competing paradigms; quantitative and qualitative strategies

Research Process: developing a research topic; research questions; research aim and objectives; design options; ethical considerations; reliability and validity

Conducting a literature review: literature sources; critical review; structure of the literature review; informing the research design

Planning the Project: Data gathering techniques: focus groups, interview, observation and questionnaire; mixed methods; sampling; using secondary data.

Analysis of quantitative and qualitative data: preparing data for analysis; summarising and presenting data; transcribing data; content analysis; statistical techniques; interpreting findings and drawing conclusions

Managing the research process: time management; project management; student-supervisor relationship; developing a reflexive approach; evaluating the research project

Presentation: structuring and writing up a dissertation; common pitfalls; report writing in the required format

Research & Ethics: producing a research proposal, what should be included and why


Key Text:

Berndtsson, M., Hansson, J., Olsson, B., Lundell, B., 2008. Planning and Implementing your Final Year Project - with Success!: A Guide for Students in Computer Science and Information Systems, Springer, ISBN

1852333324

Literature: Aaker, D. A., 2010. Marketing research 10th edition: International Student version. Hoboken, NJ: John Wiley & Sons Anderson, V., 2009. Research Methods in Human Resource Management. London: CIPD Bryman, A. and Bell, E., 201) Business Research Methods 3

rd edition. Oxford: Oxford University Press.

Fink, A., 2009. Conducting Research Literature Reviews: From the Internet to Paper, 3rd edition, Sage Gill, J. and Johnson, P., 2010. Research Methods for Managers 4th edition. London: SAGE Publications Ltd. Jesson, J., Matheson, L. and Lacey, F. M., 2011. Doing Your Literature Review: Traditional and Systematic Techniques, London: SAGE Publications Ltd. Saunders, M. N. K., Lewis, P. and Thornhill, A., 2012 Research Methods for Business Students 6

th edition.

Harlow: Pearson Weaver, P., 2003. Success in Your Project: A Guide to Student System Development Projects. Springer,

ISBN 1848000081 Wilson, J., 2010) Essentials of Business Research: A Guide to Doing Your Research Project, London: SAGE Publications Ltd. Academic journals such as published by: The British Computer Society, http://www1.bcs.org.uk/ The Institution of Electrical Engineers (IEE), http://www.iee.org.uk The Institute of Electrical and Electronics Engineers (IEEE) Computer Society, http://www.computer.org The Association of Computing Machinery (ACM), http://www.acm.org Other Electronic journal of business research methods International journal of social research methodology Journal of mixed methods research Sociological methods & research Internet based sources and search engines.



Page 159 of 242



1. design a research proposal which demonstrates a sound understanding of business and computing research methodologies 2. show a critical understanding of the merits of a range of literature in support of the proposal 3. demonstrate an awareness of the ethical issues related to research.


4. show personal initiative and independence in identifying and examining professional literature relevant to research proposal












Research proposal 1 - 4 100% FG 30% 3000 words. Individual assignment comprising a project proposal and sample ethics approval supported by an initial literature review



Delivery


Yes or No?


N/A


Page 160 of 242




Research Methods in Business & Law




5 Standard


15 150

5. Restrictions


Co-requisites: None

Exclusions: None




The purpose of the module is to provide students with a conceptual framework from which research philosophies, strategies and methods associated with research in the disciplines of Business and Law can be critically reviewed. The module content and assessment strategy are focused on helping students develop research competencies which enable them to design, undertake and evaluate independent research in an organisational setting. There is particular emphasis on those competencies relating to data collection and analysis.

This is a compulsory module for the BA (Honours) Business & Law programme and it is intended that this module complements other modules on the BA programme at levels HE 2/3 and in particular the Business & Law Research Project module.

Students will be provided with an overview of research philosophies and strategies relevant to Business and Law research. They will be introduced to a range of research design options and, in particular case study design. The importance and feasibility of research questions, in conjunction with the aim and objectives of the proposed study, will be highlighted. The rest of the module will focus predominantly on the fundamentals of how to collect and analyse quantitative and qualitative data, including differentiating between primary and secondary data; and how to carry out a critical literature review. The importance of sampling, validity and reliability will be highlighted along with ethical issues. Students will also learn how to manage the research process in a timely and effective manner and how to produce a research proposal.


The assessment for this module consists of an individual assignment comprising a project proposal and sample ethics approval supported by an initial literature review. (3000 words)


Page 161 of 242

Research Information – this Unit explains the importance of research skills and the ability to look up a

wide variety of information and sources.

The Research Process – this Unit describes the different elements that make up the research process.

The Literature Review - this Unit explains what is meant by the term “Literature review, why they are important, and how to undertake a literature review.

An Introduction to areas relating law and business – this Unit gives an introduction to fields relating law and business, so that students can design an inter-disciplinary research proposal.

Planning Your Research Project – The Research Proposal – this Unit explains how you to plan your research project and develop your research proposal.

Managing Your Research Project – this Unit explains how to manage your research project, and how to manage all of the sources of information you will need to draw together.

Research & Ethics - this Unit highlights some of the ethical issues you need to bear in mind when undertaking research.


Key Text:

Bryman, A. and Bell, E., 2011. Business Research Methods 3rd

edition. Oxford: Oxford University Press.

Literature:

Aaker, D. A., 2010. Marketing research 10th edition: International Student version. Hoboken, NJ: John Wiley & Sons

Anderson, V., 2009 Research Methods in Human Resource Management, London: CIPD

Fisher, C., 2010. Researching and Writing a Dissertation: An Essential Guide for Business Students 3rd

edition. Harlow: Pearson

Gill, J. and Johnson, P., 2010 Research Methods for Managers 4th edition. London: SAGE Publications Ltd.

Jesson, J., Matheson, L. and Lacey, F. M. (2011) Doing Your Literature Review: Traditional and Systematic Techniques, London: SAGE Publications Ltd.

Saunders, M. N. K., Lewis, P. and Thornhill, A., 2012 Research Methods for Business Students 6th edition.

Harlow: Pearson

Smith, M., 2008. Research Methods in Accounting 2nd

edition. London: SAGE Publications Ltd.

Wilson, J., 2010. Essentials of Business Research: A Guide to Doing Your Research Project, London: SAGE Publications Ltd.


Electronic journal of business research methods

International journal of social research methodology

Journal of mixed methods research

Sociological methods & research




1. design a research proposal which demonstrates a sound understanding of legal and business research methodologies

2. show a critical understanding of the merits of a range of literature in support of the proposal

3. demonstrate an awareness of the ethical issues related to research






Page 162 of 242









Research proposal 1 - 4 100% FG 30% 3000 words. Individual assignment comprising a project proposal and sample ethics approval supported by an initial literature review



Delivery


Yes or No?


N/A


Page 163 of 242




Research Methods in Criminology & Law


Steven Cookson RDI N/A


5 Standard


15 150

5. Restrictions


Co-requisites: None

Exclusions: None




Building on the skills, knowledge and understanding developed at Level 4, this module is intended as preparation for the dissertation and as such will lead students through the process of a research project in law and Criminology employing a variety of exercises culminating in an individual presentation of a dissertation proposal on an area related to law and Criminology. Students are required to show an informed and at the same time critical understanding of the fundamental principles in both law and Criminology which apply to research, including a consideration of comparative research, developing advanced level skills, reaching an understanding of research strategies and ethics.

3000 word research proposal supported by sample ethics approval.






An Introduction to areas relating law and Criminology – this Unit gives an introduction to fields relating law and Criminology, so that students can design a research proposal which can be later developed into a Law and Criminology Research Project at Level 6.





Key Text

Kapardis, A., 2010. Criminology and law: A critical introduction. Cambridge, UK: Cambridge University Press.

Page 164 of 242

Other:

Memon, A. A., Vrij, A. & Bull, R., 2003. Criminology and law: Truthfulness, accuracy and credibility 2nd

ed. Chichester: UL: John Wiley & Sons.





5. design a research proposal which demonstrates a sound understanding of legal and business research methodologies


7. demonstrate an awareness of the ethical issues related to research














Research proposal 1 - 4 100% FG 30% 3000 word research proposal supported by sample ethics approval.


Page 165 of 242


Delivery


Yes or No?


N/A


Page 166 of 242




Research Methods in Criminology & Psychology


Jon Vagg RDI N/A


5 Standard


15 150

5. Restrictions


Co-requisites: None

Exclusions: None




Building on the skills, knowledge and understanding developed at Level 4, this module is intended as preparation for the dissertation and as such will lead students through the process of a research project in Psychology and Criminology employing a variety of exercises culminating in an individual presentation of a dissertation proposal on an area situated within both disciplines. Students are required to show an informed and at the same time critical understanding of the fundamental principles in both Psychology and Criminology which apply to research, including a consideration of comparative research, developing advanced level skills, reaching an understanding of research strategies and ethics.







An Introduction to areas relating Psychology and Criminology – this Unit gives an introduction to fields relating Psychology and Criminology, so that students can design a research proposal which is interdisciplinary.


Analysis of quantitative and qualitative data – this unit explains preparing data for analysis; summarising and presenting data; transcribing data; content analysis; statistical techniques; interpreting findings and drawing conclusions




Page 167 of 242

Key Texts:

Kapardis, A., 2010. Psychology and law: A critical introduction. Cambridge, UK: Cambridge University Press.

Matthew, B., & Ross, L., 2010. Research Methods: A Practical Guide for the Social Sciences. UK: Longman

Other:

Davies, P., et al., 2010. Doing Criminological Research. UK: Sage Publications Ltd

Memon, A. A., Vrij, A. & Bull, R. 2003. Psychology and law: Truthfulness, accuracy and credibility 2nd

ed. Chichester UL: John Wiley & Sons.





1. design a research proposal which demonstrates a sound understanding of legal and Criminology research methodologies


3. demonstrate an awareness of the ethical issues related to research.
















Page 168 of 242



Delivery


Yes or No?


N/A


Page 169 of 242




Research Methods in HRM & Psychology


Paulette Wisdom RDI N/A


5 Standard


15 150

5. Restrictions


Co-requisites: None

Exclusions: None




The purpose of the module is to provide students with a conceptual framework from which research philosophies, strategies and methods associated with research in the disciplines of HRM and Psychology can be critically reviewed. The module content and assessment strategy are focused on helping students develop research competencies which enable them to design, undertake and evaluate independent research in an organisational setting. There is particular emphasis on those competencies relating to data collection and analysis.

This is a compulsory module for the BA (Honours) HRM & Psychology programme and it is intended that this module complements other modules on the BA programme at levels HE 2/3 and in particular the HRM & Psychology Research Project module.

Students will be provided with an overview of research philosophies and strategies relevant to HRM and Psychology research. They will be introduced to a range of research design options and, in particular case study design. The importance and feasibility of research questions, in conjunction with the aim and objectives of the proposed study, will be highlighted. The rest of the module will focus predominantly on the fundamentals of how to collect and analyse quantitative and qualitative data, including differentiating between primary and secondary data; and how to carry out a critical literature review. The importance of sampling, validity and reliability will be highlighted along with ethical issues. Students will also learn how to manage the research process in a timely and effective manner and how to produce a research proposal.






Page 170 of 242



An Introduction to areas relating Psychology and HRM – this Unit gives an introduction to fields relating Psychology and HRM, so that students can design a research proposal which is interdisciplinary.


Analysis of quantitative and qualitative data – this unit explains preparing data for analysis; summarising and presenting data; transcribing data; content analysis; statistical techniques; interpreting findings and drawing conclusions




Key Texts:

Anderson, V., 2013. Research Methods in Human Resource Management: Investigating a Business Issue, London: CIPD

Bryman, A. and Bell, E., 2011 Business Research Methods 3rd

edition. Oxford: Oxford University Press.

Coolican, H., 2009. Research methods and statistics in psychology. London: Hodder and Stoughton Ltd.

Literature:


Anderson, V., 2009 Research Methods in Human Resource Management, London: CIPD

Fisher, C., 2010. Researching and Writing a Dissertation: An Essential Guide for Business Students 3rd

edition. Harlow: Pearson




Harlow: Pearson












1. design a research proposal which demonstrates a sound understanding of HRM and psychology research methodologies



Intellectual, practical,

Page 171 of 242

affective and transferable skills
















Delivery


Yes or No?


N/A


Page 172 of 242




Research Methods in Law & Psychology




5 Standard


15 150

5. Restrictions


Co-requisites: None

Exclusions: None




Building on the skills, knowledge and understanding developed at Level 4, this module is intended as preparation for the dissertation and as such will lead students through the process of a research project in law and psychology employing a variety of exercises culminating in an individual presentation of a dissertation proposal on an area related to law and psychology. Students are required to show an informed and at the same time critical understanding of the fundamental principles in both law and psychology which apply to research, including a consideration of comparative research, developing advanced level skills, reaching an understanding of research strategies and ethics.







An Introduction to areas relating law and psychology – this Unit gives an introduction to fields relating law and psychology, so that students can design a research proposal which can be later developed into a Law and Psychology Research Project at Level 6.


Analysis of quantitative and qualitative data – this unit explains preparing data for analysis; summarising and presenting data; transcribing data; content analysis; statistical techniques; interpreting findings and drawing conclusions.




Page 173 of 242

Key Text:


Other:

Memon, A. A., Vrij, A. & Bull, R., 2003. Psychology and law: Truthfulness, accuracy and credibility 2nd

ed. Chichester, UL: John Wiley & Sons.





1. design a research proposal which demonstrates a sound understanding of legal and psychology research methodologies




5. show personal initiative and independence in identifying and examining

professional literature relevant to research proposal













In order to pass this module, students are required to achieve an overall mark of 40%. In addition, students are required to: (a) achieve the qualifying mark for each element of fine graded assessment as specified above

Page 174 of 242



Delivery


Yes or No?


N/A


Page 175 of 242




Strategic Information Systems


Robert Manderson RDI N/A


ARU2 FHEQ5 Standard


30 300

5. Restrictions


Co-requisites: None

Exclusions: None

Pathways to which this module is restricted: N/A



The module is designed to provide students with an understanding of the role of information systems in business organisations from a strategic perspective. It builds on the basic concepts of the Information Systems in Organisations module at Level ARU1. The module describes introductory information system concepts in the context of their strategic importance to business organisations which operate in a competitive environment. Porter’s five forces model is used to describe the nature of competition. Information system strategy and business strategy are explained in terms of their alignment. Generic information system strategies and strategic tools are introduced. Information system trends are introduced alongside BI, CRM, ERP and BPI. A framework for electronic business is introduced alongside B2B, B2C and supply chain management. The role of information systems within e-commerce is explained. The module is assessed using two case study based assignments. The first assignment involves the student analysing a case study organisation using the concepts introduced in the module and will culminate in a report which evaluates the organisation’s current information systems use and evaluate their development into key information system trends. The second assignment involves the student setting out in an extended management summary the information systems terminology, knowledge and principles, from a strategic perspective to convince the senior management of a business organisation that information systems are critical to the business strategy going forward.


Introductory concepts of information systems in organisations from a business strategies perspective

Porter’s five forces model

Business strategy and information system strategy alignment, the value chain

Generic information system strategies and strategic tools

Legal & ethical considerations

Current information system trends, business intelligence (BI), Customer Relationship Management

(CRM), Enterprise Resource Planning (ERP), business performance improvement (BPI), outsourcing

Framework for electronic business

Business-to-business (B2B), business-to-customer (B2C), supply chain management

Electronic commerce (e-commerce)


Page 176 of 242

Key Text :

Laudon, J. & Laudon, K., 2013. Management Information Systems 13th Edition. Upper Saddle River,

Pearson

Other texts

Alter, S., 2002. Information Systems: The Foundation of E-Business 4th Edition. Upper Saddle River,

Prentice Hall

Pearlson, K. & Saunders, C., 2012. Managing and Using Information Systems 5th Edition:

Chichester, Wiley

Ward, J. & Peppard J., 2002. Strategic Planning for Information Systems. Chichester, John Wiley

Journals: Academic publications from credible sources such as: The Institute for the Management of Information Systems, www.imis.org.uk/ The Association for Information Systems (AIS), http://www.aisnet.org/ The UK Association for Information Systems (UKAIS), http://www.ukais.org.uk/ The British Computer Society (BCS), http://www1.bcs.org.uk/ Websites: Special Interest Group (SIG) web sites such as the BCS Information Systems Strategy SIG. Other: Internet based sources and search engines such as Google Scholar.





1. demonstrate an understanding of information systems and generic business organisation strategies 2. critically evaluate the strategic importance of information systems within an organisation 3. critically evaluate what is involved in the creation of a business strategy and how information systems should be aligned with them 4. critically evaluate and apply an understanding of tools used to evaluate the strategic placement of information systems 5. critically evaluate key trends in information systems strategy and the impact they can have


6. demonstrate personal reflection skills through independent learning




Other teacher managed learning: 20 1,2,3,4,5 Tutorial support via online learning community discussions, email and management of the online learning community. Formative feedback through tutor discussions and peer review.

Student managed learning: 280 1,2,3,4,5,6 Individual learning activities, research tasks and activities and knowledge check activities, as directed by the learning material. Plus Assignment completion.

TOTAL 300

Page 177 of 242






Assignment 1,2,3,4,5,6 50% FG 30% 3000 words. Individual Assignment comprising a scenario based case study of a typical large-scale business organisation which requires the student to analyse it in terms of the role of information systems in its business strategy according to the competitive business environment in which it operates.

Assignment 1,2,3,4,5,6 50% FG 30% 3000 words. Individual Assignment comprising a scenario based case study of a typical large-scale business organisation with a focus on senior management which requires the student to set out the principal terms and concepts of strategic information systems and how these relate to the business strategy of the organisation.


TECHNICAL DETAILS


Delivery


Yes or No?


N/A


Page 178 of 242




Systems Analysis & Design


Steve Presland RDI N/A


ARU2 FHEQ5 Standard


15 150

5. Restrictions


Co-requisites: None

Exclusions: None


N/A



This module has been designed to provide students with the opportunity to develop a sound understanding, both theoretical and practical, of approaches to analysis, common methodologies, and the tasks of systems analysis and design. Students will initially review a number of different lifecycle models including Systems Development Lifecycle (SDLC), Rapid Application Design (RAD), Spiral Life Cycle, Agile Development, Dynamic Systems Design Methodology (DSDM), Waterfall and prototyping. They will explore a number of examples of lifecycle stages within different models. They will review a number of different fact-finding techniques (e.g. Interviews, observation, investigation of documentation, questionnaires and focus groups) to gather essential requirements information. They will then develop their ability to identify stakeholders and specify user requirements (e.g. scope, inputs, outputs, processes, process descriptors, consideration of alternate solutions, quality assurance required). Students will be introduced to elementary analysis and design techniques. They will then develop a working knowledge and understanding of these techniques (e.g. Context diagrams, data flow diagrams, entity relationship diagrams, business system options, technical system options). They will then develop their ability to document their investigation results using accepted report structures. Students will apply this knowledge by undertaking a systems analysis investigation using a recognised systems analysis and design methodology. The assignment will consist of a case study for the students to analyse. The student will be required to select and justify an approach to systems analysis. Using this approach they will produce a requirements specification, analyse the system using appropriate tools/techniques and produce recommendations for the client.


Lifecycle models: Systems Development Lifecycle (SDLC), Rapid Application Design (RAD), Spiral,

Agile, Dynamic Systems Design Methodology (DSDM), Waterfall and prototyping.

Lifecycle procedure/stage: Lifecycle stages within different models, lifecycle stage examples.

Fact finding techniques: Interviews, observation, investigation of documentation, questionnaires,

focus groups.

Identify requirements: Stakeholders. Requirements identification, requirements specification, scope,

inputs, outputs processes, process descriptors, consideration of alternate solutions, quality

assurance required.

Constraints: Costs, organisational policies, legacy systems, hardware platforms.

Report documentation: Structure, background information, problem statements, data collection

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process and summary, recommendations, appendices.

Terminology and tools: Context diagrams, data flow diagrams, entity relationship diagrams, business

system options, technical system options, total quality management.


Key Text : Dennis, A., Haley Wixom,. B. & Roth, R., 2012. Systems Analysis and Design, 5/e. John Wiley Other Texts: Kendall, K.E. & Kendall, J.E., 2013. Systems Analysis and Design, 9/e. Pearson Whitten, J.L. & Bentley, L.D., 2006. Systems Analysis and Design Methods, 7/e. McGraw-Hill Yeates, D. & Wakefield, T., 2003. Systems Analysis and Design, 2/e. Pearson Journals: Academic publications from credible sources such as: The British Computer Society, http://www1.bcs.org.uk/ The Institution of Electrical Engineers (IEE), http://www.iee.org.uk The Institute of Electrical and Electronics Engineers (IEEE) Computer Society, http://www.computer.org The Association of Computing Machinery (ACM), http://www.acm.org Other: Internet based sources and search engines.





1. demonstrate a critical understanding of systems life cycles

2. compare and contrast different systems life cycles

3. demonstrate a critical understanding of systems analysis & design techniques


4. apply their understanding of systems analysis and design techniques by

undertaking a systems investigation on a given scenario and critically

evaluating their solution.




Other teacher managed learning: 10 1, 2, 3, 4 Tutorial support via online learning community discussions, email and management of the online learning community. Formative feedback through tutor discussions and peer review.

Student managed learning: 140 1, 2, 3, 4 Individual learning activities, research tasks and activities and knowledge check activities, as directed by the learning material. Plus Assignment completion.

TOTAL 150



% Weighting & Fine Grade (FG) or

Qualifying Mark see


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pass/fail (PF) guidance notes

Assignment

1, 2, 3, 4

100% FG

30%

3, 000 words. The assignment will consist of a case study for the students to analyse.


TECHNICAL DETAILS


Delivery


Yes or No?


N/A


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Applied Computing Project


Steven Presland RDI N/A


6 Standard


30 300

5. Restrictions


Co-requisites: None

Exclusions: None




The Applied Computing Project gives the learner the opportunity to plan and execute a substantial piece of independent work. The subject matter is chosen by the learner, but must be aligned to at least one of the taught modules studied earlier in the degree programme. The work takes the form of an experiment, an investigation, a development, the solution of a problem, or some combination of those. The practical work is supported by detailed study of academic literature and technical resources. The learner is responsible for searching, selecting, and reviewing academic and other source materials. Students who do not wish to create physical IT artefacts such as software may design their project as a literature-based analysis with no hands-on element. It is also open to the learner to gather primary data through surveys or interviews. The learner is responsible for the full sequence of project tasks, from concept to delivery. A supervisor guides the learner’s thinking, especially in the critical early stages when the biggest decisions are usually taken. The supervisor reviews and approves the project concept and a short specification document, then reviews each draft chapter of the learner’s report. The process also includes an ethics review. There are two assignments: (1) a specification, due at the end of the first learning period and accounting for 10% of the total mark; (2) a final deliverable, due at the end of the module. This accounts for the remaining 90% of the total mark, and is split into two parts: (a) a report (60% of the total) and (b) an artefact (30% of the total). Learners are expected to complete the Applied Computing Project within 6 to 9 months of enrolment. (Two or three learning periods.) It is expected that many learners will wish to design a project that is based on an organisation they have close knowledge of, including an employer. The module is assessed via a 10,000 word research project. The development of this project is supported by a supervisor using Skype or Live Chat. The supervisor is responsible for signing off the proposal and any ethics approval.


Conception of the driving idea for the project, including the title, aim and objectives. This is likely to be a

development, a solution for a problem, or an investigation. It must be approved by the supervisor.

Planning of the work. This is a self-management task. The learner should create a simple Gantt chart or

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flowchart and review and update it periodically.

Analysis and investigation. The student will create a detailed specification of the requirements or problem, supported by desk research using suitable academic literature and other source materials. The outputs from the concept, planning, and the early stages of analysis will together form part of the input to the assessed specification document.

Action and synthesis. The learner executes the project (e.g. by creating software in the case of a development project), gathers and evaluates the findings and results, and determines to what extent the project objectives have been achieved.

Delivery. The final outputs of the project, consisting of the report and artefact, are created and delivered to RDI for assessment.


Key Text : Dawson, C., 2009 Projects in Computing and Information Systems: A Student's Guide, 2

nd edition. Addison

Wesley. Other: Cornford, T. & Smithson, S., 2005. Project Research in Information Systems: A Student's Guide, 2

nd edition.

Palgrave Macmillan. Weaver, P., 2003. Success in Your Project: A Guide to Student System Development Projects, Financial Times / Prentice Hall.

http://www-h.eng.cam.ac.uk/help/tpl/talks/project_management.html http://www.pums.cam.port.ac.uk/projects/docs/projchse.htm


Learners use inexpensive or free development tools on their own computers, or those provided by organisations with which they are affiliated. RDI does not provide lab facilities, software or technical services, and will not host any executable software or scripts that students may create.




1. understand how to research a complex problem or situation relevant to the

degree.

2. understand how to critically assess theoretical source materials and other data

that are related to the problem or situation.

3. appreciate how to create a solution, solve the problem, or complete an analysis.


4. design and organise a practical computing project.

5. assess, evaluate and synthesise the findings or results of the project.

6. recommend further actions and/or judge the outcome using critical reflection.





Independent work with supervisor guidance.






1st assignment 1,3,4 10% FG 30% 1,000 word specification

2nd

assignment 1,2,3,4,5,6 90% FG 30% 9,000 word project report to include the submission of an (1,500 word equivalent for artefact). The artefact is strictly

http://www-h.eng.cam.ac.uk/help/tpl/talks/project_management.html

http://www.pums.cam.port.ac.uk/projects/docs/projchse.htm

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limited to one of the following: (a) a video uploaded to YouTube or (b) a PowerPoint presentation uploaded to the RDI Student Server or (c) a website on the Internet with access controls.



Delivery


Yes or No?


N/A

11. Subject: see guidance notes G020

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Business & Law Research Project




6 Major project


30 300

5. Restrictions

Pre-requisites: Research Methods in Business & Law

Co-requisites: None

Exclusions: None




This is a compulsory module for all students taking the BA (Honours) Business & Law programme. The purpose of the module is to assess a student’s ability to conduct independent research. Students are required to design a research project on an applied topic of their choice but which must span the disciplines of Business and Law. This involves the application of managerial and/or practitioner concepts and research techniques to a significant organisational issue or problem. The focus is on helping students to develop their skills as an independent learner and to apply research competencies initially developed on the Research Methods in Business & Law module which enable them to design, undertake and evaluate independent research in an organisational setting. The assessment takes the form of an 8,000-10,000 word dissertation based on the project.

Students will be expected to communicate with their supervisor in a constructive and proactive manner and at the start of the module to develop a clear and workable modus operandi for supervision. Students must identify and obtain their own research resources as an integral part of the dissertation requirement. However, supervisors may recommend particular papers/books/articles as appropriate to the field and topic in question. Students will be expected to use online databases to retrieve relevant journal articles, to make judicious and critical use of any unpublished literature, and to use other sources of evidence as appropriate to the dissertation (e.g. technical reports, government reports).

As well as being allocated a supervisor students undertaking the module will receive additional support including: a comprehensive student guide; online material on undertaking a research project and how to write a dissertation (e.g. narrated PowerPoint presentations; pod casts); and tutor-led seminars on specific topics (e.g. designing data collection instruments; analysing quantitative and qualitative data; presentation of findings).

The module is assessed via a 10,000 word research project. The development of this project is supported by a supervisor using Skype or Live Chat. The supervisor is responsible for signing off the proposal and any ethics approval.


• Managing the research process, including the student-supervisor relationship, and developing a project

plan

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• Identifying an appropriate research topic, methodology and strategy

• Conducting a critical literature review

• Evaluating information

• Gathering data in an effective and ethical manner

• Processing quantitative and/or qualitative data

• Critically appraising and presenting findings using appropriate media • Writing a dissertation and plagiarism


Key Texts:

Bryman, A. and Bell, E., 2011. Business Research Methods 3rd edition. Oxford: Oxford University Press.

Saunders, M. N. K., Lewis, P. and Thornhill, A., 2012. Research Methods for Business Students 6th edition. Harlow: Pearson

Other:


Fisher, C., 2010. Researching and Writing a Dissertation: An Essential Guide for Business Students 3rd edition. Harlow: Pearson

Gill, J. and Johnson, P., 2010. Research Methods for Managers 4th edition. London: SAGE Publications Ltd.

Greetham, B., 2009. How to Write your Undergraduate Dissertation (Palgrave Study Skills). Basingstoke: Palgrave Macmillan

Jesson, J., Matheson, L. and Lacey, F. M., 2011. Doing Your Literature Review: Traditional and Systematic Techniques. London: SAGE Publications Ltd.

Ridley, D., 2012. The Literature Review: A Step-by-Step Guide for Students (SAGE Study Skills Series). London: SAGE Publications Ltd.

Smith, M., 2008. Research Methods in Accounting 2nd edition. London: SAGE Publications Ltd.

Wilson, J., 2010. Essentials of Business Research: A Guide to Doing Your Research Project. London: SAGE Publications Ltd.









1. design and implement a research project

2. collect, organise, understand and interpret data and information from a variety of appropriate resources, acting autonomously, with minimal supervision.

Intellectual, practical, affective and

3. critically evaluate evidence to justify and support conclusions,

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transferable skills recommendations and reflections

4. Select and apply effective tools for information collection and analysis

5. critically evaluate the techniques and processes used to investigate and apply effective tools for information collection and analysis

6. communicate findings professionally using appropriate language and

terminology.




Other teacher managed learning: 20 1 - 6 Supervisor support, tutor-led sessions, and asynchronous tutor facilitation of online forum discussions

Student managed learning: 280 1 - 6 Independent learning supplemented by shared learning in online forum (e.g. seminars. Discussion forum)






Major project (dissertation)

1 - 6 100% (FG) 40% 10,000 word interdisciplinary final project



Delivery


Yes or No?


N/A

11. Subject: see guidance notes G020

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Company Law




Level 6 Standard


15 150

5. Restrictions


Co-requisites: None

Exclusions: None




The module is designed to provide students with an understanding and a grasp of the essentials of substantive Company Law. It is intended to give students the understanding and skills to deal confidently with any aspect of Company Law.

This module aims to cover the general principles of Company Law. The module examines the various structures through which businesses may be run; the method of establishing and running a company; ways of financing and conducting the affairs of a company; the duties and rights of directors; shareholder rights; insolvency. This module is assessed by one assessment which will have both problem and essay style elements


Promotion, formation and the consequences of incorporation – legal requirements of formation under CA 2006 and company names.

The company as a separate legal entity – consequences of incorporation, separate legal personality and lifting the veil of incorporation.

The company as a contracting party – questions of agency and authority.

Directors’ appointment, removal and duties – under the CA 2006.

Shareholders and the protection of minority shareholders – majority rule and the Rule in Foss v Harbottle, the statutory derivative action.

Maintenance of share capital – capital maintenance rules under CA 2006.

Borrowing and security – Share capital and loan capital (debentures).

Corporate insolvency


Key Text :

Dignam, A, Lowry, J., 2010. Company Law 6th Edition. OUP

Other:

The on-line learning material with associated links to websites and journal articles will provide the student with the material necessary to achieve the module learning outcomes. Those requiring further background


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can refer to texts in the recommended reading list.

French, D., Mayson, S., Ryan, C., 2010. Mayson, French and Ryan on Company Law, 27th Edition. OUP

Wild, C., Weinstein, S., 2009. Smith & Keenan’s Company Law, 14th Edition. Longman





1. analyse and distinguish between the different forms of business organisation.

2. summarise and appraise the essential rules and concepts which underpin the substantive rules of contemporary company law


3. analyse complex problem scenarios to identify and apply relevant legal principles to reach a logical conclusion.

4. critically evaluate the impact of company law on business and society.





10 1-4 The tutor led programme will include the development of study skills, the use of discussion boards for additional activities, discussion questions and research questions. Complemented by tutor support on email, feedback to formative assessments and initiating student discussions.


140 1-4 Individual and group learning through the module resources, use of the discussion boards, development of research skills and engaging in on-going activities.

TOTAL 150


Method Learning

Outcomes


Qualifying Mark

see guidance notes


Assignment 1-4 100% FG 30% Assignment tasks comprising of problem and essay style questions not to exceed 3000 words.





TECHNICAL DETAILS



N/A


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Contemporary Management Issues


David Newton RDI


6 Standard


30 300

5. Restrictions


Co-requisites: None

Exclusions: None




This is a compulsory module for all students taking to BA (Honours) Business Programme. The module seeks to introduce students to a range of contemporary and issues in management and to provide a critical understanding of related management decision making and pressures for organisational change. It is intended that this module complements other modules on the BA (Honours) Business programme at this level, in particular those of Strategic Management and the Dissertation. The content of the module in terms of topic areas will focus upon four decision making pressures relating to Globalisation and the changing balance of economic power; Social and Demographic Change; Sustainable Business Practice including corporate governance, changing business modules, changing stakeholder needs and corporate leadership; Ethical and social responsibility including pressures for ‘green’ decision making. The module will examine the implications for strategic planning of these contemporary issues, and help students’ to appreciate how these issues have emerged; their scope in terms of geography and range of commercial activities; their intensity in terms of their scale and immediacy of impact for a range of organisations; and their sensitivity – i.e. to what extent one part of the world or business is impacted by a change elsewhere. Each topic will comprise a two week delivery process including tutor led inputs (such as narrated powerpoint presentations, video and written case study material) and student led inputs (such as online live seminars, and interactive formative tests). The student will be encouraged to draw upon their own work or personal experience and thereby contextualise the theoretical and commercial materials provided. Group activities will encourage critical analysis of fellow students’ work as well as of the published materials available. Student will also be given support specific to the assignment. The assessment will comprise two elements. Part 1 will require a 2000 word essay comprising a critical review of the evidence, from appropriate sources to support the view that a single contemporary management issue (selected by the student) is likely to have a significant impact upon business strategy in the next decade. Part 2 will require a 4000 word report analysing the impact of two additional contemporary management issues (selected by the student) upon specific organisations (again selected by the student), and a critical review of the organisational response.


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The concept of a ‘contemporary’ issue

Sustainable Business Practice – including modern business modules, the role of key stakeholders,

the importance of corporate leadership

Ethical and Social Responsibility – including corporate values, moral and ethical dimensions,

including pressures for ‘green decision making.

Social and Demographic and its impact upon demand for products and services

Globalisation and the change world economic order

Assignment support


Key Text : Morrison, J., 2011. The Global Business Environment: Meeting the Challenges 3

rd edition. Palgrave Macmillan

Other: Pinkse, J. & Kolk, A., 2008 International business and global climate change. Routledge Rowley, C., Saha, J. & Ang, D., 2011. Succeed or sink: Business sustainability under globalisation. Oxford: Chandos Publishing Smit, E. and Morgan, N. I. (eds), 2002. Contemporary Issues in Strategic Management. Kagiso, SA Wetherly, P. & Otter, D., 2011. The business environment: themes and issues, 2nd edition. Oxford University Press Wild, J.J., 2008. International business: the challenges of globalization, 4

th edition. Prentice Hall


The Economist Journal of Contemporary Management Issues




1. exhibit a critical understanding of the key dynamic forces impacting on

business and society and the relationship between the two in terms of effective

strategic decision making

2. critically analyse the relevant theoretical foundations to support the

identification and application of effect corporate responses to contemporary

management issues.


3. critically analyse the relevant theoretical foundations to support the

identification and application of effect corporate responses to contemporary

management issues.

4. select and use decision making tools to address contemporary drivers for

change.

5. question the accuracy and relevance of differing sources of information and

opinion relating to global issues impacting upon corporate decision making.

6. utilise judgement to draw appropriate conclusions and make recommendations

when faced with conflicting information or data.




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Student managed learning: 280 1 - 6 Individual and group learning activities, research tasks and activities and knowledge check activities, as directed by the learning material. Plus Assignment completion.






Assignment 1 & 2 25% (FG) 30% This 2000 word essay requires a critical review the evidence, from academic, commercial, government and interest group sources, to support the view that a selected single contemporary management issue is likely to have a significant impact upon business strategy in the next decade.

Report 3 - 6 75% (FG) 30% A 4000 word report requiring an analysis of the impact of two selected contemporary management issues upon specific organisation, and a critical review of the organisational response.


TECHNICAL DETAILS


Delivery


Yes or No?


N/A

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Crime Prevention


Jon Vagg RDI Law


6 Standard


15 150

5. Restrictions


Co-requisites: None

Exclusions: None




Within criminology there has been much more theoretical and empirical interest in studying the underlying causes of crime than in understanding and explaining forms of crime prevention and control. Crime prevention has been considered as largely a matter for more administrative and policy orientated evaluation, but more recently there has been a growing body of technical and pragmatic knowledge aimed specifically at helping to put criminological ideas about crime causation into the practical aspects of crime prevention and control. The work in this field tends to focus upon crime as a technical problem, which requires a practical solution, and this module will aim to engage with the ongoing debate of the strengths and weaknesses of this ‘policy and practice’ dimension. An especial focus of the module will be on the relative merits of both ‘situational’ versus ‘social’ measures in crime prevention and control. Building on the principles of community engagement and partnership working, this module debates and evaluates a range of policies and practices for crime prevention and reduction. The context to community engagement with crime prevention issues is explored though a critical review of notions of social control and situational crime prevention, the relationship between environment and crime, and the principles of 'policing' the community. Students will develop policy evaluation and appraisal skills by examining key initiatives, and their assessment will require engagement with a chosen stakeholder group to generate proposals which could be implemented in partnership with the community and other agencies. This module is assessed with an essay (3,000 words) which requires students to demonstrate their critical understanding of the theories, policies, practices and/or evaluative techniques relating to crime prevention.


Social control and situational crime prevention: the relationship between environment and crime.

The legislative and policy framework, and its relevance to community engagement and crime reduction in the 21st century.

The politics and practice of community engagement and partnership working.

'Policing' the community: Exploring and evaluating the principles of 'policing' in communities through partnership working and community engagement.

The surveillance debate.

Crime prevention through environmental design.

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Approaches to and tools for policy evaluation.


Key Text:

Lab, S., 2013. Crime Prevention: Approaches, Practices, and Evaluations 8th Edition. Anderson

Tilley, N., 2010. Crime Prevention (Criminal Justice Series). Cullompton: Willan

Tilley, N. (ed.), 2005. Handbook of Crime Prevention and Community Safety. Cullompton: Willan

Other:

Farrington, D. et al (eds.) 2006. Evidenced-Based Crime Prevention. London: Routledge.

Criminology and Criminal Justice

www.crimereduction.gov.uk – Government community safety priorities for 2006-2009

www.community-safety.net – National Community Safety Network

www.homeoffice.gov.uk - Government initiatives in crime reduction






1. demonstrate an informed and in-depth critical understanding of the principal areas, features, boundaries, terminology and conventions of the subject.

2. demonstrate a critical awareness of the main theoretical paradigms and assumptions that underpin criminological theory, academic research and policy evaluations in relation to crime prevention


3. demonstrate a reflective and critical understanding of, and an ability to analyse, key historical and current developments in crime prevention and reduction.

4. show effective communication skills and effective use of ICT in the preparation of arguments and evaluations relating to crime prevention and reduction theory and practice.








% Weighting & Fine Grade (FG) or

Qualifying Mark see


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pass/fail (PF) guidance notes

Assignment 1 - 4 100% (FG) 30% A 3,000 word assessment, answering a question to demonstrate critical understanding of the theories, policies, practices and/or evaluative techniques relating to crime prevention.



Delivery


Yes or No?


N/A


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Criminal Justice Research Project


Angela Burns RDI


6 Major Project


30 300

5. Restrictions


Co-requisites: None

Exclusions: None




Working in conjunction with the supervising tutor, the student will identify the precise area to be researched. Building on previous studies of Research Methods, students will develop and apply critical researcher skills, both with regard to methodological justification and subject specific issues. Each student is to choose a specific topic within any area of law and Criminology which reflects the student’s own interest. The work should reflect a critical analysis of theoretical approaches and/or empirical findings. It should also offer some new insights on the topic area with theoretical backing and hence contribute positively to future research. The content is geared towards support at the point of need as students will work under the close supervision of a member of the LLB or Criminology team with interest in the area.

This module is assessed by a 10,000 word Criminal Justice Project. The development of this project is supported by a supervisor using Skype or Live Chat. The supervisor is responsible for signing off the proposal and any ethics approval.


The exact content of the project will be determined by the chosen topic and the guidance of the supervisor. The topic should be related to both the Law and Criminology disciplines. In the course of the Project module students will focus on:

Managing the research process, including the student-supervisor relationship, and developing a project

plan • Identifying an appropriate research topic, methodology and strategy • Conducting a critical literature review • Evaluating information • Gathering data in an effective and ethical manner • Processing quantitative and/or qualitative data • Critically appraising and presenting findings using appropriate media • Writing a dissertation and plagiarism


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The specific literature is dependent on the project area selected by the student. Individual supervisors will suggest initial readings. The following guide on literature review and research is recommended: Bem, D.J. (1995). Writing a review article for Psychological Bulletin. Psychological Bulletin, 118(2), 172-177.

van Hoeke, M., 2011. Methodologies of Legal Research: Which Kind of Method for What Kind of Discipline? London: Hart

Turner, C. et al 2012. Unlocking Legal Learning 3rd edn. London: Hodder Education





1. select, evaluate and apply critical thinking to a contemporary law and Criminology issue.

2. critically evaluate the techniques and processes used to investigate a contemporary law and Criminology issue.

3 synthesise information to arrive at a coherent conclusion.


4. critically reflect on his or her development of knowledge, skills and techniques used during the preparation of the Law and Criminology Research Project.




Other teacher managed learning: 20 1-4 Tutorial support via online learning community discussions, email and Live Chat or Skype

Student managed learning: 280 1-4 Individual learning activities, research tasks and activities. Additional reading and activities as posted by tutor and assignment completion.






Assignment 1 - 4 100% (FG) 30% 10,000 word Criminal Justice research project.


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Delivery


Yes or No?


N/A


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Criminology & Psychology Research Project


James Au-Yeung RDI


6 Major Project


30 300

5. Restrictions


Co-requisites: None

Exclusions: None




Working in conjunction with the supervising tutor, the student will identify the precise area to be researched. Building on previous studies of Research Methods, students will develop and apply critical researcher skills, both with regard to methodological justification and subject specific issues. Each student is to choose a specific topic within any area of Psychology and Criminology which reflects the student’s own interest. The work should reflect a critical analysis of theoretical approaches and/or empirical findings. It should also offer some new insights on the topic area with theoretical backing and hence contribute positively to future research. The content is geared towards support at the point of need as students will work under the close supervision of a member of the Psychology or Criminology team with interest in the area.

This module is assessed by a 10,000 word Criminology & Psychology Research Project. The development of this project is supported by a supervisor using Skype or Live Chat. The supervisor is responsible for signing off the proposal and any ethics approval.


The exact content of the learning will be determined by the chosen topic and the guidance of the supervisor. The topic should be related to both the Psychology and Criminology disciplines.



van Hoeke, M., 2011. Methodologies of Legal Research: Which Kind of Method for What Kind of Discipline? London: Hart


Matthew, B., & Ross, L., 2010. Research Methods: A Practical Guide for the Social Sciences. UK: Longman

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Other:

Davies, P., et al, 2010. Doing Criminological Research. UK: Sage Publications Ltd

Memon, A. A., Vrij, A. & Bull, R., 2003. Psychology and law: Truthfulness, accuracy and credibility 2nd

ed. Chichester, UL: John Wiley & Sons.





1. select, evaluate and apply critical thinking to a contemporary law and Criminology issue.

2. critically evaluate the techniques and processes used to investigate a contemporary issue situated within the disciplines of Psychology and Criminology



4. critically reflect on his or her development of knowledge, skills and techniques used during the preparation of the Psychology and Criminology Research Project.











Assignment 1 - 4 100% (FG) 30% 10,000 word Criminology & Psychology research project.



Delivery


Yes or No?


N/A

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Cross-Cultural Psychology


Nick Rendell RDI N/A


6 Standard


30 300

5. Restrictions


Co-requisites: None

Exclusions: None


None



We cannot ignore the fact that psychological functioning is different across many regions of the world. Much of psychological research that we are aware of is carried out in western society and as such only contains precisely to this limited population. With the ever increasing blurring borders between Eastern and Western cultures it is important to gain an appreciation of the differences in the way the two societies operate psychologically and ask questions about how we understand each other and act in relation to each other in different cultural settings. Therefore, cross cultural psychology primarily deals with how psychological processes may vary across cultures. A number of different areas within psychology are examined in this module with a view to exploring similarities and differences between cultures. This course also looks at the way in which cross-cultural research is carried out from a methodological point of view with a view to giving students the tools to carry out their own cross-cultural research.

This module is assessed in two parts. Assessment 1 is a coursework assignment with a case study and newspaper article element typically on current issues and debates. Assessment 2 is a time-constrained assessment based around a pre-seen case study.


The content outlined in this section comes under a number of headings.

Introduction to the Topic

Defining Culture

External (Political organisation, ecological and social context)

Internal (beliefs, ideas, philosophies, attitudes)

Cross Cultural Research

Sampling (How to represent your population)

Qualitative and Quantitative approaches (Experiments, questionnaires and interviews)

Ethical considerations (With participants across racial / cultural)


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Psychological areas of study

Social Behaviour (Culture as a cause and result of social behaviour)

Values

Social Context

Child Development (Do we all start off the same, regardless of culture?)

Personality (The relationship between culture and personality)

Cognition (Principles of perception across cultures)

Emotions

Language Acquisition (The language acquisition device)

Cultural Neuroscience


Key Text :

Berry, J. W., 2011. Cross Cultural Psychology: Research and Applications. University Press. Cambridge.

Berry J. W., 1996. Handbook of Cross-Cultural Psychology, Volume 1: Theory and Method. 2nd Edition. Allyn & Bacon.

Berry J. W., 1997. Handbook of Cross-Cultural Psychology, Volume 2: Basic Processes and Human Development. 2nd Edition. Allyn & Bacon

Berry J. W., 1997. Handbook of Cross-Cultural Psychology, Volume 3: Social Behaviour and Applications 2nd Edition. Allyn & Bacon

Other:

Shiraev, E. B. Cross-Cultural Psychology: Critical Thinking and Contemporary Applications (5th Edition)

Website: Social Psychology Network, Cross Cultural Psychology

http://www.socialpsychology.org/cultural.htm#crosscultural


No specialist learning resources will be necessary for this module




1. demonstrate knowledge and critical understanding of the different approaches to the definition of culture.

2. demonstrate knowledge and critical understanding of the contrasts in several psychological perspective between cultures.

3. demonstrate knowledge and critical understanding of conducting research within cross cultural psychology (including ethical considerations).


4. apply knowledge of the culturally fluid nature of psychology to theories which may be presented otherwise.

5. integrate their understanding of the different aspects of psychology from a western view with those from different cultures.

6. identify the differences in behaviour, psychological functioning and experience between eastern and western psychological perspectives.





20

1-6

Tutor led programme of activities to include the development of academic skills, understanding and application of module concepts and personal development in light of the learning

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materials. Tutorial support via email and Adobe Connect and management of the online learning community. Formative feedback through tasks set, tutor discussions and peer review.


TOTAL 300


Method Learning

Outcomes


Qualifying Mark

see guidance notes


Coursework 1,2,3,4 50% FG 30% 1500 word article review -

1500 word case study

Exam 1 2,5,6 50% FG 30% 3000 word equivalent 24 hour assessment based on pre-seen content





TECHNICAL DETAILS



N/A


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Cybercrime


John Hendy RDI Law


6 Standard


15 150

5. Restrictions


Co-requisites: None

Exclusions: None




The design of this module is aimed at providing students with a comprehensive overview of the main developments in the contemporary field of Criminology and the ‘new’ cyber and Information technologies. Students will be provided with the opportunity to increase their knowledge of contemporary developments in theoretical criminology and social theory in relation to the study of crime and the ‘new’ technologies available in the early part of the 21st century. Students will acquire an ability to critically evaluate and analyse the main criminological and sociological debates pertaining to crime and the ‘new’ technologies. They will develop a critical awareness of the diversity of competing theoretical paradigms in criminology in relation to the areas of study, and of the different epistemological and ontological assumptions about knowledge that underpin criminological theory and research in these areas. Students will also gain knowledge of the links between the social and biological sciences in relation to the study of crime and the ‘new’ cyber and Information technologies, and be able to debate and explain the importance of theoretical and ethical considerations in this area of study. Students will develop and demonstrate IT skills in the course of study.

This module is assessed with an essay (3,000 words) which requires students to demonstrate their critical understanding of the relationships between crime, cyber-technologies, and a range of criminological approaches to their conceptualisation and analysis.


In the early part of the module, students will examine ‘Virtual Criminology’ and Cyber-Crime in addition to the global phenomenon of serious organised crime and terrorism.

As the module unfolds, students examine crime and the ‘new’ Information technologies, and in particular, the impact of the World Wide Web and theoretical links between the ‘cyber’ and ‘the social’.

In the latter part of the module, students examine Bio-Social explanations for crime, and post-Postmodern attempts to conceptualise the relationship between crime and the ‘new’ Information and cyber technologies.

Research, reflection, critical evaluation, analytical, communication and time-management skills will be developed through independent research, exercises and debate, and the written essay assignment. Students will be strongly encouraged to keep abreast of current media reports on the topics under investigation.


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Key Text :

Johnson, M., 2013. Cyber Crime, Security and Digital Intelligence 3rd

Edition. Academic Press

Streeter, M. & Warren, P. 2013. Cyber Crime & Warfare (ATM.) London: Hodder & Stoughton

Other:

Barnaby, F., 2007. The Future of Terror: A 21st Century Handbook. London: Granta Books.






1. demonstrate a critical understanding of the main developments in the contemporary field of Criminology and the ‘new’ cyber and Information technologies.

2. demonstrate a critical awareness of the diversity of competing theoretical paradigms in criminology in relation to cybercrime and how they underpin research.


3. critically analyse the main developments in the contemporary field of Criminology and the ‘new’ cyber and Information technologies.

4. show highly effective oral communication skills, research skills and

effective use of ICT in the preparation of an individual essay.











Assignment 1 - 4 100% (FG) 30% A 3,000 word assessment, answering a question based on the relationships between crime, cyber-technologies, and a range of criminological approaches to their conceptualisation and analysis.


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Delivery


Yes or No?


N/A


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Employment Law




Level 6 Standard


15 150

5. Restrictions


Co-requisites: None

Exclusions: None


None



The purpose of the module is to enable the student to develop an understanding of the various rights, obligations, responsibilities and potential liabilities arising from the employment relationship, as well as to gain an appreciation of the wider social, economic and political context within which the legal rules operate. This will help students to further develop their skills, particularly of advocacy and negotiation, when dealing with procedures for the enforcement of rights. The module topics cover all the key areas of employment law. The students will be introduced to the tests of employment status, and issues associated with the contract of employment. The key topics of dismissal and discrimination will be addressed. The module also looks at issues associated with trade unions and industrial conflict. This helps to link the module back to the important issues relating to the employment relationship The assessment for this module is by a number of tasks which are predominantly shorter problem scenarios within the context of the contract of employment, its processes and procedures.


1. Nature and purpose of employment law, including a brief historical background and an outline of the major institutions involved. This is to set out a basic understanding of how the law works 2. The nature of the contract of employment. This will include employment status and an explanation of the basis of the employment relationship 3. The terms of the employment contract. Looking at what needs to be included as a legal requirement and additional clauses that employers often use 4. Employment Tribunals, including a brief survey of total jurisdiction, as well as a consideration of procedure. 5. Dismissal and redundancy – setting out the procedures that need to be followed 6. Discrimination and equal pay – setting out the protected characteristics and the different forms of discrimination 7. Collective Bargaining. This will focus on the legal requirements once trade union recognition has been received. 8. Industrial conflict and the law. This will address lawful and unlawful action.


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Key Text :

Pitt, G., 2013. Employment Law 9th.

. Sweet and Maxwell,

Other:

Emir, A., 2012. Selwyn’s Law of Employment, 17th edition. OUP.

Smith, I., & Baker, A., 2013. Smith & Wood’s Employment Law 11

th Edition. OUP,





1. critically appraise the nature of the employment relationship and the law relating to the formation, operation and termination of the employment contract

2. critically evaluate current developments in employment law


3. evaluate arguments and assumptions and make judgments on legal scholarship and research in the area of employment law.

4. communicate legal arguments in written form using appropriate legal terminology





10

140

1-4

1-4


TOTAL 150


Method Learning

Outcomes


Qualifying Mark

see guidance notes


Essay based on problem scenarios

1-4 100% FG 30% 3000 word series of tasks based on problem scenarios.


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TECHNICAL DETAILS



N/A


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HRM & Psychology Research Project


David Mankin RDI


6 Major Project


30 300

5. Restrictions

Pre-requisites: Research Methods in HRM & Psychology

Co-requisites: None

Exclusions: None




This is a compulsory module for all students taking the BA (Honours) HRM & Psychology programme. The purpose of the module is to assess a student’s ability to conduct independent research. Students are required to design a research project on an applied topic of their choice but which must span the disciplines of HRM and Psychology. This involves the application of managerial and/or practitioner concepts and research techniques to a significant organisational issue or problem. The focus is on helping students to develop their skills as an independent learner and to apply research competencies initially developed on the Research Methods in HRM & Psychology module which enable them to design, undertake and evaluate independent research in an organisational setting. The assessment takes the form of an 8,000-10,000 word dissertation based on the project.

Students will be expected to communicate with their supervisor in a constructive and proactive manner and at the start of the module to develop a clear and workable modus operandi for supervision. Students must identify and obtain their own research resources as an integral part of the dissertation requirement. However, supervisors may recommend particular papers/books/articles as appropriate to the field and topic in question. Students will be expected to use online databases to retrieve relevant journal articles, to make judicious and critical use of any unpublished literature, and to use other sources of evidence as appropriate to the dissertation (e.g. technical reports, government reports).

As well as being allocated a supervisor students undertaking the module will receive additional support including: a comprehensive student guide; online material on undertaking a research project and how to write a dissertation (e.g. narrated PowerPoint presentations; pod casts); and tutor-led seminars on specific topics (e.g. designing data collection instruments; analysing quantitative and qualitative data; presentation of findings).



• Managing the research process, including the student-supervisor relationship, and developing a project plan

• Identifying an appropriate research topic, methodology and strategy

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• Conducting a critical literature review

• Evaluating information

• Gathering data in an effective and ethical manner

• Processing quantitative and/or qualitative data

• Critically appraising and presenting findings using appropriate media • Writing a dissertation and plagiarism


Key Texts:

Anderson, V., 2013. Research Methods in Human Resource Management: Investigating a Business Issue. London: CIPD

Bryman, A. and Bell, E., 201. Business Research Methods 3rd edition. Oxford: Oxford University Press.

Saunders, M. N. K., Lewis, P. and Thornhill, A., 2012. Research Methods for Business Students 6th edition. Harlow: Pearson

Bem, D.J. (1995) Writing a review article for Psychological Bulletin. Psychological Bulletin, 118(2), 172-177

Other:

Aaker, D. A., 2010. Marketing research (10th edition: International Student version), Hoboken, NJ: John Wiley & Sons

Fisher, C., 2010. Researching and Writing a Dissertation: An Essential Guide for Business Students 3rd edition. Harlow: Pearson


Greetham, B., 2009. How to Write your Undergraduate Dissertation (Palgrave Study Skills), Basingstoke: Palgrave Macmillan




Harlow: Pearson











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1. design and implement a research project

2. collect, organise, understand and interpret data and information from a variety of appropriate resources, acting autonomously, with minimal supervision.

3. critically evaluate evidence to justify and support conclusions, recommendations and reflections


4. Select and apply effective tools for information collection and analysis

5. critically evaluate the techniques and processes used to investigate and apply effective tools for information collection and analysis

6. communicate findings professionally using appropriate language and

terminology.




Other teacher managed learning: 20 1 - 6 Supervisor support, tutor-led sessions, and asynchronous tutor facilitation of online forum discussions

Student managed learning: 280 1 - 6 Independent learning supplemented by shared learning in online forum (e.g. seminars. Discussion forum)






Major project (dissertation)

1 - 6 100% (FG) 40% 8,000 - 10,000 word interdisciplinary final project



Delivery


Yes or No?


N/A


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Law & Psychology Research Project


Angela Burns RDI


6 Major Project


30 300

5. Restrictions


Co-requisites: None

Exclusions: None




Working in conjunction with the supervising tutor, the student will identify the precise area to be researched. Building on previous studies of Research Methods, students will develop and apply critical researcher skills, both with regard to methodological justification and subject specific issues. Each student is to choose a specific topic within any area of law and psychology which reflects the student’s own interest. The work should reflect a critical analysis of theoretical approaches and/or empirical findings. It should also offer some new insights on the topic area with theoretical backing and hence contribute positively to future research. The content is geared towards support at the point of need as students will work under the close supervision of a member of the LLB or Psychology team with interest in the area.



The exact content of the learning will be determined by the chosen topic and the guidance of the supervisor. The topic should be related to both the Law and Psychology disciplines.



van Hoeke, M, 2011. Methodologies of Legal Research: Which Kind of Method for What Kind of Discipline? Hart

Turner, C. et al, 2012. Unlocking Legal Learning 3rd edn. London: Hodder Education

Holborn, G., 2001. Butterworths Legal Research Guide 2nd edn. Oxford: OUP

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1. select, evaluate and apply critical thinking to a contemporary law and psychology issue.

2. critically evaluate the techniques and processes used to investigate a contemporary law and psychology issue.



4. critically reflect on his or her development of knowledge, skills and techniques used during the preparation of the Law and Psychology Research Project.











Project 1 - 4 100% (FG) 30% 10,000 word law and psychology research project.

Supervisor signs off abstract of the comparative law research project. One to one personal tutorial with the supervisor via Skype or Live Chat



Delivery


Yes or No?


N/A


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Law of Evidence


John Hendy RDI N/A


Level 6 Standard


15 150

5. Restrictions


Co-requisites: None

Exclusions: None


None



The purpose of this module is to provide students with knowledge of the law relating to the collection and use of evidence as part of both civil and criminal cases. The rules of evidence have become more important over recent years, particularly since the implementation of the Human Right Act and high profile cases highlighting issues regarding the use of evidence and treatment of witnesses. This puts the law of evidence and its rules into greater focus.

The module will focus on the burden and standard of proof and types of evidence used within both criminal and civil cases, including the rules of permitting evidence, admissibility and the importance of confessions. Witnesses, their examination and role within a case and the relevance of evidence and its collection will also be considered in detail, enabling students to consider the role and importance of evidence throughout the entire legal process.

This will enable students to obtain a solid understanding of the key legal principles and rules regarding the collection and use of evidence, examination of the evolution in the law of evidence, and the potential for reform. It will also provide students with greater detail on the judicial process, particularly court processes and the structure of trials. This module is assessed by a 3000 word critically evaluative essay which focuses on the rules and procedure and potential for reform in this area.


Principles of the law of evidence – covering the evolution of the law, notably the Human Rights Act and treatment of witnesses and defendants within a court

The burden and standard of proof – particularly its application in both criminal and civil cases, differences and the reasons for these

Types of evidence and associated rules – focusing on relevance, hearsay and exceptions, confessions and the admissibility of evidence (rules)


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The role and importance of witnesses – the importance of being competent and compelling, corroboration and cross examination, privileges of witnesses and communication

The relevance of evidence within a trial – including the way in which evidence is collected and stored to ensure admissibility, and the evolution of the law


Key Text :

Keane A & McKeown P., 2012. The Modern Law of Evidence 9th edition. Oxford

Other:

Doak J., 2012. Evidence in Context 3rd

edition Routledge

Dennis I., 2010. The Law of Evidence 4th edition. Sweet & Maxwell






1. understand and examine the legal rules and principles of law relating to the use of evidence

2. scrutinise these legal rules and court processes regarding the use of evidence and witnesses in a case, and its evolution


3. analyse and apply the rules of evidence to scenarios and cases accurately and coherently, evidencing the arguments

4. effectively communicate their knowledge, using the correct legal terminology




Other teacher managed learning: 10 3 & 4 The tutor led programme will include the development of study skills, the use of discussion boards for additional activities, discussion questions and research questions. Complemented by tutor support on email, feedback to formative assessments and initiating student discussions.

Student managed learning: 140 1 & 2 Individual and group learning through the module resources, use of the discussion boards, development of research skills and engaging in on-going activities.

TOTAL 150


Method Learning

Outcomes


Qualifying Mark

see guidance notes


Assignment 1 to 4 100% FG 30% A 3,000 word assessment, answering a question based on the module contents


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TECHNICAL DETAILS



N/A


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Management in IT


Martin Beaver RDI N/A


ARU3 FHEQ6 Standard


15 150

5. Restrictions


Co-requisites: None

Exclusions: None


N/A



This module is designed to provide students with the generic skills, knowledge and understanding required by a Technology/IT Manager. The module will look at the role of a Technology/IT Manager from two viewpoints. The first viewpoint is the role the Technology/IT Manager will play in the Management Team of the organisation. The second viewpoint is the role the Technology/IT Manager will play in managing a Technology/IT Department. The module will consider the various ways that the staffing of a Technology/IT Department can be provided. This will cover direct employees, contractors, consultants, outsourcing approaches. The module will consider recruitment, retention, development of staff and redundancy. The module will enable the student to understand the relationship of a Technology/IT Department to the rest of the organisation. The module will cover the role of identifying and recommending new technology/IT Systems, it will cover how new technology/IS Systems can be evaluated. The role of budgets will be discussed specifically the type of budgets that there are, the budget setting process, the management of budgets, how budgets can assist in meeting the Technology/IT Departments and the overall organisation’s objectives. The module will cover the strategic planning process and how various strategies need to link together to enable an organisation to meet its objectives. This module is assessed by a 3000 word assignment based upon a case study. This will typically include the development and appraisal of resource and performance management proposals based upon the organisation in the case study.


Staff Management – Recruitment, retention, redundancy, policies, role of contractors, consultants and outsourcing.

Strategic Planning – The strategic planning process, role of IT in strategy process.

Current technology developments – Internal IT developments - methodologies, development tools, development support tools, External IT developments – new services, new products, efficiency, increase customer satisfaction, role of existing investment and skill sets.



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Key Text: Holtsnider, B. & Jaffe. B., 2012. IT Manager’s Handbook: Getting Your New Job Done, 3rd edition. Morgan Kaufman Robson, W., 2007. Strategic Management and Information Systems: An Integrated Approach, 2nd edition. Prentice Hall Pearlson, K.E. & Saunders, C.S., 2012. Managing and Using Information Systems: A Strategic Approach, 5

th

edition. John Wiley Galliers, R.D. & Leidner, D.E., 2009, Strategic Information Management: Challenges and Strategies in Managing Information Systems, 4

th edition. Routledge

Chaffey, D. & White G., 2010, Business Information Management: Improving performance Using Information Systems, 2

nd edition. Prentice Hall

Computing Magazine





1. demonstrate understanding of the different possible staffing approaches for an IT Department.

2. critically appraise the role of the strategic planning process and the IT Manager’s role within it.


3. prepare and evaluate as a group a staffing policy and plan for an IT Department. 4. produce an evaluation of the impact of new technology on an organisation’s

strategic plan.




Other teacher managed learning: 10 1, 2, 3, 4 Tutorial support via online learning community discussions, email and management of the online learning community. Formative feedback through tutor discussions and peer review.

Student managed learning: 140 1, 2, 3, 4 Individual learning activities, research tasks and activities and knowledge check activities, as directed by the learning material. Plus Assignment completion.

TOTAL 150


Method Learning

Outcomes

% Weighting & Fine Grade

(FG) or pass/fail (PF)

Qualifying Mark see

guidance


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notes

Assessment 1,2,3,4, 100% FG 30% 3000 words. The assignment will be based on a case study.


TECHNICAL DETAILS


Delivery


Yes or No?


N/A


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Occupational Psychology


Filia Garivaldis RDI N/A


6 Standard


30 300

5. Restrictions


Co-requisites: None

Exclusions: None


None



This module explores occupational psychology, one of the growing and wide ranging areas of applied psychology. In particular, the module covers key topics across individual, group, and organisational domains, such as personality and motivation, leadership and teamwork, and organisational development and change. Within these areas, the module emphasises the dynamic and rapidly changing environment of the world of work. Technological, economic, social and political changes impact on organisations, and the groups and individuals who work within them. A globalization of business theme will also be introduced and cross-cultural issues discussed. This module aims to provide students with an introduction to the current theories, methods (including ethical considerations) and debates in occupational psychology, and encourages students to critically evaluate psychological methods and approaches adopted in understanding organisational behaviour. At this level, students are expected to utilise critical and analytical skills, and to apply their knowledge and understanding in a practical way to provide solutions to problems. Thus, the module provides students with an opportunity to apply their knowledge through case studies. Other learning approaches include the use of video clips, forum discussions, and independent study. To support their distance learning experience, students need to supplement the existing module content with further reading.

The students are assessed on the theoretical aspect of occupational psychology with an essay critically evaluating contemporary theories in the area. For the practical aspect, students are to conduct two separate case studies which will test their problem solving skills as well as consideration to ethics.


The nature and context of the world of work

Globalization of business and cross-cultural issues

Individual differences in personality, ability, and learning

Decision-making and communication

Motivation, job satisfaction, and commitment

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Stress, burnout, and well-being

Creativity and Innovation

Conflict management and teamwork

Leadership

Organisational structure, planning, and job patterns

Managing behaviour, performance, and change

Organisational development and culture

Contemporary issues, such as emotional intelligence, and interventions in organisational behaviour

Ethical issues in research and practice in occupational psychology


Key Text :

Arnold, J., & Randall, R., 2010. Work Psychology. 5th ed. Prentice Hall.

Other:

Bratton, J., Forshaw, C., Callinan, M., 2010. Work And Organizational Behavior: Understanding The Workplace. 2nd ed. Palgrave Macmillan.

McKenna, E., 2006. Business Psychology and Organizational Behavior. East Sussex: Psychology Press.

Robbins, S. & Judge, T. A., 2010. Organizational Behavior. 14th ed. Pearson Education.

Key journal articles


N/A




1. integrate up-to-date knowledge of theory, research and practice in occupational psychology

2. critically analyse the effectiveness of interventions, and apply methods to solve particular workplace issues

3. consider and work with cultural and contextual influences on organisational behaviour


4. conduct research to provide insight into occupational psychology issues

5. develop reflective practice and manage continued professional development

6. demonstrate written skills in engaging an audience, and in the effective communication of ideas





20

1-6

Tutor led programme of activities to include the development of academic skills, understanding and application of module concepts and personal development in light of the learning materials. Tutorial support via email and Adobe Connect and management of the online learning community. Formative feedback through tasks set, tutor discussions and peer review.

Student managed learning 280 1-6 Individual and group learning activities,

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research tasks and activities and knowledge check activities as contained in the learning materials. Additional reading and activities as posted by tutor and assignment completion.

TOTAL 300


Method Learning

Outcomes


Qualifying Mark

see guidance notes


Coursework 1 1, 2, 4 50% FG 30% 3000 word essay based around theoretical concepts.

Coursework 2 2, 3, 5, 6 50% FG 30% 2 x 1500 word case studies focusing on problem-solving and ethics.





TECHNICAL DETAILS



N/A


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Professional Ethics & Law


Angela Burns RDI Law


6 Standard


15 150

5. Restrictions


Co-requisites: None

Exclusions: None




The aim of this module is to introduce students to the key principles of jurisprudence in relation to law, ethics and morality. It also aims to begin the process of professional preparation at the earliest possible stage and to provide a foundation upon which subsequent stages can build. There are many possible outcomes that are consistent with this aspiration, relating broadly to the knowledge, skills, attitudes and motivation of prospective entrants to the legal and other professions

The assessment for this module comprises of a portfolio of tasks which will assess both theoretical and applied issues of law and ethics. This will comprise of short essay and problem style questions. Not to exceed 3000 words.


Ethics and Law: Law and morality; Civil and human rights; Life, liberty and security of person; equality before the law; discrimination and diversity.

Ethics and the administration of justice: democratic values, e.g. equality (including equality before the law) freedom, access to and control of power; natural justice; the rule of law; independence of the judiciary, lawyers' responsibilities for defending the rule of law and upholding the administration of justice.

Theory of professionalism: Relationship to the state; Market control and reserved activities; Professional ideals.

Legal professions: Professional values; regulatory bodies; education, training and conduct

• Professional ethics: Codes of conduct; Duty to the Court and to the administration of justice; Duties to clients; Loyalty; competence; confidentiality; conflicts of interest.


Key Text :

Boon, A., Levin, J., 2006. The Ethics and Conduct of Lawyers in England and Wales 2nd

edition. Hart Publishing

Harris, P, 2006. An introduction to law (Law in Context) (Kindle edition) 7th edn. Cambridge University Press.

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Other:

Austin, J, in Cotterrell, R., 1998. The Politics of Jurisprudence 2

nd Edition. Butterworths 1989

Devlin, Lord, 1959. The Enforcement of Morals. Oxford: OUP Durkheim, E., 1964. The Division of Labour in Society. New York Penner, JE., 2008. McCoubrey & White’s Textbook on Jurisprudence 4

th Edition. Oxford: OUP

Twining, W., and Miers, D., 1999. How to Do Things with Rules 4

th Edition. Butterworths

Wacks, R., 1999. Understanding Jurisprudence: An Introduction To Legal Theory 2nd Edition. Oxford: OUP


Ethics: an international journal of social, political and legal philosophy




1. examine and explain the relationship between morality and Law with reference to established theories and the notion of professional ethics.

2. analyse and appraise the mechanisms by which the inherent values of the English Legal System are maintained.


3. evaluate the institutions, professional roles and ethics of the judiciary and legal professions with reference to decided case law.

4. appraise the ethical responsibilities of lawyers











Portfolio 1 - 4 100% (FG) 40% A portfolio of tasks which will assess both

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theoretical and applied issues of law and ethics. This will comprise of short essay and problem style questions. Not to exceed 3000 words.



Delivery


Yes or No?


N/A


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Skills for Employability & the Workplace




Level 6 Standard


15 150

5. Restrictions


Co-requisites: None

Exclusions: None


None



The purpose of this module is to develop skills relevant to the workplace and enhancing employability. Students will be required to think about their future career plans, and the skills that they will require to successfully achieve their ambitions. The concept of employability will be explained, with an explanation of how that can be enhanced.

Students will then be introduced to a number of different skills which are related to employability. Each of the skills will be explained, with practical examples of the development and application of those skills. The skills will be linked to workplace situations so that the importance of the skill can be understood.

Students will be taught important skills relating to the management of people, including being a leader and being part of a team. This module is assessed through a portfolio of tasks which draw on the professional elements of the skills strands in a reflective way.


1. Career development and future planning – asking the student to thinking about their aims for the future 2. Employability – setting out the concept of employability and how students can improve their own employability 3. Positive Thinking & Assertiveness – particularly focused on how to address situations when things are not going well 4. Creativity and Decision Making – how to develop creative thinking and to use this in the decision making process 5. Communication – looking at communication on a team basis 6. Managing & Leading People – how to inspire people and encourage them in their work 7. Working as Part of a Team – the skills required to operate effectively as part of a team 8. Learning, Development and Motivation – looking at how to develop existing skills, and where


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the motivation to do this comes from.


Key Text :

Moon, J., 2012. Learning journals: a handbook for reflective practice and professional development 2

ndRoutledge

Other:

Pedler, M., 2006. A Managers Guide to Self Development, 5th Edition. McGraw Hill

Rayner, C., & Adam-Smith, D., 2009. Managing and Leading People 2

nd Edition. CIPD

Brooks, I., 2008.Organisational Behaviour, Individuals, Groups and the Organisation. Financial Times Prentice Hall





1. plan, develop and implement strategies to assist organisations to respond to changing attitudinal, behavioural and skill requirements

2. understand and explore the concept of employability


3. reflect on personal performance in order to demonstrate learning from experience

4. utilise appropriate skills in order to communicate effectively to different audiences





10 140

1-4 1-4


TOTAL 150


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Method Learning

Outcomes


Qualifying Mark

see guidance notes


Skills Portfolio 1-4 100% FG 30% Not to exceed 3000 words – portfolio of reflective tasks.





TECHNICAL DETAILS



N/A


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Strategic Issues in HRM


Sarah Mollitt RDI


6 Standard


30 300

5. Restrictions


Co-requisites: None

Exclusions: None


None



This module is designed to develop a further understanding of strategic HRM and of the more significant contemporary and likely future developments in the HRM field, their origins and practical management significance. During this module students will draw on relevant conceptual models to analyse developments in society and the labour market. Coupled with this they will evaluate these changes and their practical implications for HRM and the world of work. Students will draw on relevant models to analyse developments in HRM and evaluate their practical implications. The module will consider how some of the big issues facing business organizations today impact on HR practices. These issues will include environmental developments that are having an effect on the evolution of HRM practice in the UK and overseas. Current examples are: global financial and economic instability; intensified competitive pressures; demographic and labour market trends; social trends and trends in social attitudes; patterns of skills shortages; the significance of positive corporate reputations. Major cross-functional developments in HRM research and practice will also be considered. In this area human resource planning and strategy-making; the psychological contract; the role of emotion in the workplace; the role of ethics in HRM; employee engagement; flexible working practices and managing a diverse workforce will be covered. The delivery of content will involve tutor led inputs (such as narrated PowerPoint presentations, video and written case study material) and student led inputs (such as online live seminars, and interactive formative tests). The student will be encouraged to draw upon their own work or personal experience where possible and thereby better contextualise the theoretical content of the module. Group activities will encourage critical analysis of fellow students’ work as well as of the published materials available. Student will also be given support specific to the assessments. By introducing a range of examples from a number of different national contexts, students will gain an insight into the nature of these changes across cultures. It is hoped that the application of theory and practice will give students analytical skills which can be carried across to the


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workplace and will enhance their employability. Detail of assessment strategy 6000 word assignment including a 1000 word reflective learning statement


The Foundations of HRM

International HRM

Demographic, social and labour market trends

Equal Opportunities, Managing Diversity and HRM

HR and Ethics:

Emotional and Aesthetic labour

HR Leadership

The future of Work


Key Text Storey, J., 2007. Human Resources Management: A Critical Text, 3rd edition. Cengage.


Human Resource Management Journal Work, Employment and Society




1. apply relevant conceptual models and theories to inform HR responses to major trends in the business environment.

2. critically analyse key cross-functional developments in contemporary HRM practice.

3. explain the importance of vertical- and horizontal-strategic alignment between an organisation’s business and HRM strategies.


4. identify and analyse relevant data on major trends in the business environment and in particular those impacting on the strategic nature of HRM.

5. evaluate major cross-functional developments in contemporary HRM practice. 6. critically evaluate the efficacy of strategic HRM models using case study

examples.




Other teacher managed learning: 20 1,2,3,4,5, and 6

Tutor led programme of activities to include the development of study skills, increase awareness of sector specific knowledge and current trends, and discussion of the learning materials. Tutorial support via email and management of the online learning community. Formative feedback through tutor discussions and peer review.

Student managed learning: 280 1,2,3,4,5 and 6

Individual and group learning activities, research tasks and activities and knowledge check activities, as directed

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by the learning material. Plus Assignment completion.


Method Learning

Outcomes


Qualifying Mark

see guidance notes


Assignment 1,2,3,4,5 and 6

100% (FG) 30% 6000 word assignment including a 1000 word reflective learning statement

NB Students will be permitted to submit a 500 word plan for formative feedback.


TECHNICAL DETAILS


Delivery


Yes or No?


N/A


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Strategic Management


Peter Murray RDI


6 Standard


15 Standard

5. Restrictions


Co-requisites: None

Exclusions: None


None



This module is compulsory for all BA (Honours) Business programme students. Its purpose is to develop knowledge at the forefront of the strategic management discipline and a strategic awareness by analysing and evaluating strategic options and issues of implementation within the context of an increasingly volatile, turbulent and interconnected environment. The student will examine the nature of change at the strategic level and how key drivers for change can be identified and analysed in the context of both the external and internal organisational environment. The module explains to concept of a corporate vision and mission, and how this relates to the setting of SMART corporate objectives. The central elements of the module explore the choices available to organisations and the basis upon which decisions to create and/or sustain competitive advantage are made. The ethical and value systems influencing such decisions are examined, and the basis of effective implementation of strategic change assessed. Students learn to assess the relevance of a range of theoretical and empirical models, and to critique the work of previous writers. The module is grounded in practical organisational examples from a range of commercial and geographic territories. The assessment comprises a ‘seen’ case study based, time constrained assignment.


- Strategic formulation: The process of strategic formulation incorporating internal and external audits. RBV of the firm including the value chain and the process of strategy formulation.

- Strategic Choice: Examination of theories, models and typologies that can help in selecting an appropriate approach on which to compete.

- Strategic Implementation: Change management related issues within a range of contexts including single business, M&A activity, partnership working and national and international contexts.

- Alternative theoretical developments: An evaluation of different approaches to theories on strategy incorporating the development of strategic thinking and the relevance of past theoretical contributions in today’s business environment.

- Multinational and Global context: Local responsiveness versus global integration decisions. Models that examine strategic decision making within a global context.

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Key Text: Johnson, G., Whittington, R. and Scholes, K., 2010. Exploring strategy, 9

th ed. Prentice Hall

Literature: Grant, R., 2012. Contemporary strategy analysis, 8

th ed. Blackwell

Thompson, J.L. and Martin, F., 2005. Strategic management: awareness and change, 5

th ed. London:

Thomson Learning Lynch, R.L., 2011 Strategic management, 6

th ed. Harlow: Financial Times: Prentice Hall

Wheelen, T.L. and Hunger, D.L., 2009. Strategic management and business policy: achieving sustainability, 12

th ed. Pearson

De Wit, B. and Meyer, R., 2010. Strategy: process, content, context : an international perspective, 4

th ed.

Cengage Learning De Wit, B. and Meyer, R., 2010. Strategy synthesis, Cengage Learning Lynch, R., 2006. Corporate Strategy, 4

th ed. Financial Times: Prentice Hall


Strategic Management journal Long Range Planning Harvard Business Review




1. apply a number of theoretical models and their potential for developing strategy and supporting strategic decisions.

2. critically analyse theoretical developments in strategy.


3. critically evaluate the process of strategy making in multinational organisations in an increasingly volatile and turbulent environment.

4. appreciate the significance of and the difficulties in formulating and implementing strategy.




Other teacher managed learning: 10 3 & 4 Tutor led programme of activities to include the development of study skills, increase awareness of sector specific knowledge and current trends, and discussion of the learning materials. Tutorial support via email and management of the online learning community. Formative feedback through tutor discussions and peer review.

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Student managed learning: 140 1 & 2 Individual and group learning activities, research tasks and activities and knowledge check activities, as directed by the learning material. Plus Assignment completion.






Case study based assignment

1 - 4 100% FG 30% 3,000 word time constrained assessment based on a pre-seen case study.


TECHNICAL DETAILS


Delivery


Yes or No?


N/A


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Understanding Systems


Martin Beaver RDI N/A


ARU3 FHEQ6 Standard


15 150

5. Restrictions


Co-requisites: None

Exclusions: None


N/A



This module will enable students to understand what a system is and relate this understanding to the development of Information Systems. The Aim of the module is to enable the students to understand the role of the systems approach in analysing and understanding problem areas. So the focus is wider than just a computer system. The module will show that for any major software development the factors, perspectives and the interconnections need to be identified and understood if the development is to be successful. By going through the process of identifying systems, their components, the perspectives and stakeholders involved the students will learn that identifying, analysing and designing systems is a complex process and understanding the complexity involved has a direct relationship to the success of the system development. The module will explore the types of systems that can be identified such as open systems, closed systems, dynamic systems, social systems, human activity systems. The module will enable the student to understand that the tools and techniques involved in the systems approach will provide a rich toolkit to analyse complex situations. The module will consider the ‘hard’ systems approach which is standard approach for information systems development but it will also consider the ‘soft’ approach which can be used to analyse ill-defined problem areas and where human factors are involved. The module will make extensive use of various modelling techniques to support systemic analysis. A 3000 word assignment based around a specified case study typically developing and appraising a system of interest, accounting for stakeholder perspectives.


Types of system – open, closed, dynamic, social, human activity.

The role of the systems approach in identifying problem areas and designing physical systems.

System Components – System purpose, inputs/outputs, transformation, hierarchy, feedback. control,

dynamic equilibrium, environment

Hard systems, soft systems, the holistic approach and systemic analysis approach, the reductionist

and systematic approach.

Role of models in systemic analysis - this will cover verbal models, picture models, mathematical

models, static models and dynamic models. It will look at how in a complex situation a number of

models need to be used to gain a full understanding of the situation.

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Key Text : Stowell, F. & Welch, C. 2012. The Manager’s Guide To Systems Practice: Making Sense of Complex Problems. John Wiley Other: Checkland, P., 1999. Systems Thinking, Systems Practice. John Wiley Checkland, P. & Scholes. J, 2001. Soft Systems Methodology in Action. John Wiley Morgan, G., 2006. Images of Organisation, 2nd edition. Sage





1. identify what a system is and how systems approach relates to Information Systems. 2. differentiate the ‘hard’ and ‘soft’ systems approach to analysis and design. 3. critically appraise the role of models in systemic analysis.


4. able to produce and evaluate a systemic analysis.




Other teacher managed learning: 10 1,2,3,4 Tutorial support via online learning community discussions, email and management of the online learning community. Formative feedback through tutor discussions and peer review.

Student managed learning: 140 1,2,3,4 Individual learning activities, research tasks and activities and knowledge check activities, as directed by the learning material. Plus Assignment completion.

TOTAL 150






Assignment 1,2,3,4 100% FG 30% 3,000 words The assignment will be based on a case study and will involve identifying and defining a system and reflecting on the system definition the student has produced.

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TECHNICAL DETAILS


Delivery


Yes or No?


N/A


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Youth Justice


Jo Vagg RDI Law


6 Standard


15 150

5. Restrictions


Co-requisites: None

Exclusions: None




This module will draw upon the research and theoretical literature from the disciplines of law and criminology, examining the different ways in which young people and criminal behaviour are constructed in society. Module content will introduce, and reflect, the major competing discourses surrounding youth and crime in society. This will include an examination of: criminological understandings of the ways in which youth crime is constructed, the historical development of youth justice and critical consideration of the contemporary youth justice system. In the second part of the module students will build on their initial understandings of youth and crime to look at contemporary policy and practice in the youth justice system. A range of current issues and debates will be introduced, as appropriate at the time of delivery. Issues will be chosen that both highlight and provide opportunities to examine the key shifts in state responses and the factors that influence such changes. This module has three principal aims. Firstly, to provide a general introduction to the different social constructions of, and responses to, young people and criminal behaviour and the major theoretical and research literatures in this area. Secondly, the module aims to allow students to develop their understanding of, and reflect upon, the competing and sometimes contradictory purposes of youth justice. Thirdly, to provide the opportunity to analyse key issues at the forefront of contemporary debates in youth justice. In doing so, the module aims to allow an exploration of the way in which policy and practice reflect shifting notions and ideas of justice for young people.

This module is assessed with an essay (3,000 words) which requires students to demonstrate their critical understanding of youth justice system policy and practice, and theoretical debates about the youth justice system and its context.


This module provides students with a comprehensive study of the development of Youth Justice.

The welfarist principles upon which the youth justice system is based will be studied in term of their

effectiveness.

Changes to the youth justice system, brought about by recent legislative changes, will also be

examined.

The students will be able to explore the implications of recent policy initiatives on the management

and delivery of youth justice, such as the assimilation of human rights into the youth justice model,

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the introduction of antisocial behaviour orders, restriction of liberty orders, electronic monitoring of

young offenders and the introduction of specialist youth courts. The effectiveness of interagency

approaches is also considered.

Theoretical underpinnings include a study of welfare, punitive justice, and liberal justice and how

these have informed criminal justice policy in relation to the governance of children and young

people.

The module gives students the opportunity to study the characteristics of young people who offend, the types of offences that they commit, and what happens to children and young people who offend.


Key Text:

Taylor, W., Earle, R. and Hester, R. (eds.), 2013. Youth Justice Handbook: Theory, Policy and Practice. Muncie, J., Hughes, G., & McLaughlin, E. (Eds.). (2002). Youth justice: critical readings. London, United Kingdom: Sage Cullompton: Willan.

Other:

Agnew, R., & Brezina, T. (2011). Juvenile delinquency: causes and control. Oxford, United Kingdom: O.U.P. Chakraborti, N., 2010. Hate Crime: Concepts, Policy, Future Directions. Cullompton: Willan Chakraborti, N. and Garland, J., 2009. Hate Crime: Impact, Causes, Responses. London: Sage Hall, N., 2005. Hate Crime. Cullompton: Willan Goldson, B. (2000). The new youth justice. London, united Kingdom: Russell House Publishing. Goldson, B., & Muncie, J. (Eds.). (2006). Youth crime and justice. London, United Kingdom: Sage. Goldson, B. (Ed.). (2008). Dictionary of youth justice. London, United Kingdom: Sage. Haines, K., & Drakeford, M. (1998). Young people and youth justice. Houndmills, United Kingdom: Palgrave Muncie, J., Hughes, G., & McLaughlin, E. (Eds.). (2002). Youth justice: critical readings. London, United Kingdom: Sage. Newburn, T. (2007). Youth Crime and Youth Culture. In M. Maguire, R. Morgan and R. Reiner (Eds.). The Oxford handbook of criminology. (4th Ed.). Oxford, United Kingdom: Oxford University Press






1. demonstrating knowledge and understanding of the development of relevant historical, political and cultural contexts of youth justice and analyse leading theory and research relating to youth crime.

2. critically analyse the competing and sometimes contradictory aims and purposes of the main principles and theories that inform studies of youth justice.


3. systematically deploy knowledge and critically evaluate proposals for

reform of youth justice. 4. using relevant statistical and numerical data relating to youth crime

produce a coherent, critical and well-focused piece of writing directed at a

central and relevant question pertaining to youth and crime.




Other teacher managed learning: 10 1 - 4 The tutor led programme will include the development of study skills, the use of discussion boards for additional

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activities, discussion questions and research questions. Complemented by tutor support on email, feedback to formative assessments and initiating student discussions.







Assignment 1 - 4 100% (FG) 30% A 3,000 word assessment, answering a question based on youth justice system policy and practice, and theoretical debates about the youth justice system and its context.



Delivery


Yes or No?


N/A


Documents

JointH CourseModule Handbook (1)