Course Information

BA (Hons) Criminology

BA (Hons) Criminology

BA (Hons) 3 years 6 years School of Social and Political Sciences Lincoln Campus [L] Subject to Validation 300 Points M931 BA (Hons) 3 years 6 years School of Social and Political Sciences Lincoln Campus [L] Subject to Validation 300 Points M931

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National award for teaching quality in Criminology

The University of Lincoln has won a national education award for the quality of teaching on its Criminology degree.

The University was named the winner of the National Award for Excellence in Teaching Criminology 2013, which is awarded annually by the British Society of Criminology (BSC).


Read more on our news pages...

This degree provides an excellent foundation of knowledge and expertise within the subject of criminology.

Students will develop additional skills in IT, Research Methods and extensive presentational skills. They will also gain a high level of competence in a wide range of general and transferable skills, including time-management skills, team working skills, and problem solving and analytic skills.

The course places a strong emphasise upon not merely 'learning about' criminology, but also being able to apply that knowledge to real life issues and problems.

Introduction

This exciting subject helps students to understand the contested and complex nature of crime, punishment, victims and justice. At the forefront of contemporary debate, the course analyses challenging problems and assesses alternative solutions.

This degree is unique, offering a dedicated, integrated and distinct curriculum. It is organised and taught by a team of criminologists with extensive qualifications and experience.

BA (Hons) Criminology offers specialist modules designed to complement each other and develop specific skills in criminological studies and research.

There are two ways to study Criminology at the University of Lincoln. Students can specialise in Criminology as a single subject or study Criminology on a combined Honours Degree alongside another subject.

Is This Course Right For Me?

If students are looking for a course that provides the foundation for considering some of the most contentious issues in contemporary society, this is the right course.

It also is if students consider the challenging issues which Criminology addresses not merely interesting but worthy of understanding as more complex issues than are 'popularly' though. It is if students wish to take that understanding into the wider world.

This is a subject area that has generated a whole industry of experts. If working in such areas is of high interest to them, then this course may be just the course that students have been looking for.

How You Study

A substantial training in research methods and a thorough grounding in the wider issues of identity, citizenship and social justice is employed to underpin the comparative approach and this is supplemented by an appreciation of policing as dependent on a much broader web of social controls.

Criminology draws heavily from the social sciences to inform our analysis but also consider the reflective potential of considering historical presidents for contemporary events and issues.

Criminology at Lincoln combines aspects of both directed and independent learning. Each module is usually delivered by means of a weekly lecture and an associated weekly seminar. These seminars provide an opportunity for students to consider, discuss and argue about the issues raised in the lecture and engage in critical reflection on set readings relating to such issues.

Students will also have the opportunity to meet with their seminar tutors for individual tutorial sessions to explore in greater detail their own individual learning needs. As well as directed study, students will undertake independent learning utilising traditional library as well as a wide range of electronic resources.

The Level One module Applying Research aims to provide students with the requisite skills for effective independent learning and students can explore primary research activities here with the opportunity to conduct questionnaires and more in-depth qualitative interviews.

How You Are Assessed

A distinctive feature of Criminology at Lincoln is the innovative way in which the degree is both taught and assessed involving:

  • Student-centred work
  • Group-based and individual research projects and assessments
  • Large/small scale and multimedia presentations
  • Case studies
  • Auto-critiques
  • Self-appraisal
  • Vocationally relevant 'live' projects
  • Conferences.

The subject area is therefore well placed to make a significant contribution to the consolidation of important transferable skills, so valued by employers.

What We Look For In Your Application

On the Criminology degree we really value a keen and critical interest in crime, crime control, policing and thus Criminology. This may be symptomatic of what is a active and inquisitive mind.

Useful reading in preparation for Criminology includes:

  • Carrabine, E. (et al) (2004) Criminology: A Sociological Introduction London: RKP
  • McLaughlin, E. and Muncie, J. (eds.) (2001) Controlling Crime, Sage, London
  • Muncie, J. and McLaughlin, E. (eds.) (2001) The Problem of Crime, Sage, London
  • Pearson, G. (1983) Hooligan: A History of Respectable Fears, Macmillan, London.

Entry Requirements

Applicants should have a minimum of 300 UCAS Tariff points from a minimum of two A Levels (or the equivalent). In addition to the minimum of two A Levels, other qualifications such as AS Levels, the Extended Project and the ASDAN CoPE for example, will be counted towards the 300 point requirement.

We also accept a wide range of other qualifications including the BTEC Extended Diploma, Diploma and Subsidiary Diploma, the European and International Baccalaureate Diplomas, and Advanced Diplomas.

Applicants will also be required to have at least three GCSEs at grade C or above (or the equivalent), including English Language.
Applications are welcomed from mature students who are studying towards an Access to Higher Education programme. A minimum of 45 level 3 credits at merit or above will be required. We will also consider applicants with extensive relevant work experience.

If you would like further information about entry requirements, or would like to discuss whether the qualifications you are currently studying are acceptable, please contact the Admissions team on 01522 886097, or email admissions@lincoln.ac.uk.

Level 1

Applying Research (Social Sciences)

This module aims to enable students to both recognise and also understand the different methodologies employed in social research and to apply these to their own research project and critique of methods. After completing this module students should be able to:

  • Explain what research is and why we do it
  • Explain how research may be carried out: quantitatively
  • Explain how research may be carried out: qualitatively.

Overall, the aim of this module is to set out methodological skills, and involve students in their application, and to encourage critical reflection on a variety of levels.

Key Social Science Concepts

This module explicitly adopts an interdisciplinary approach to core questions of relevance to today’s society. It will provide a knowledge and understanding of key social science thinkers and concepts pertinent to all of the disciplines taught within the school. It will provide a wider understanding of theoretical approaches in Social Science, organised around a variety of significant thinkers (sample thinkers might include: Mary Wollstonecraft, John Stuart Mill, Erving Goffman, Karl Marx, Howard Becker, Stan Cohen) and important concepts (for example, gender, race, sexuality and so on). In doing so, it will provide a broad theoretical grounding that will tie in with other modules at level one and feed into core modules at levels two and three. Students will apply these concepts and theories to contemporary social issues as well as drawing on knowledge from their own discipline(s). Throughout, students will be encouraged to think critically about the ideas presented and to examine social problems in the light of a range of academic perspectives.

Social Issues and Social Justice

This foundation module examines some key contexts and practices of social policy in the UK. It provides an overview of contemporary British society and some of its pressing issues and challenges. It explores how social policy, as a broad framework of welfare, justice and rights agendas and interventions has sought to address these issues and challenges. This is set in historical and comparative context. The module highlights the importance of understanding how social policies are framed, made and implemented and how these can be analysed within understandings of societal inequality and poverty.

Level 2

Approaches to Qualitative Research (Option)

The module will build on the teaching of qualitative research in Applying Research in year 1. In particular, it will take students through all the stages of the research process as well as introduce a range of methodological approaches to qualitative research. The module will begin with an overview of the theoretical foundations of qualitative research before moving into the more applied issues of research design, ethics, questions, samples and fieldwork strategies. Thereafter, the course covers some of the main approaches. The penultimate section covers the analysis, including the use of specialist software, and writing up of qualitative research. Particular attention will be paid to the interpretation and presentation of findings. The final sessions explore the potential and problems of data storage and secondary analysis of qualitative research. Throughout the course assessing and achieving quality in qualitative research will be a key concern.

Approaches to Quantitative Data Analysis (Option)

The module will build on the teaching of quantitative research in Applying Research in year 1. It introduces students to a range of approaches to secondary data analysis, including multiple linear regression. The students will initially learn about different levels of measurement before covering descriptive data analysis in some detail. The second part of the course will cover issues of correlation and multiple regression. There will be strong emphasis on the presentation of findings with particular reference to graphical methods of different kinds (e.g. Rosling’s gapminder software). While the focus of this course is on secondary analysis, attention will be paid to different forms of data collection. Datasets such as Understanding Society (the new UK Household Longitudinal Survey replacing and subsuming BHPS), British Crime Survey and the British Social Attitude Survey are likely to feature prominently in the course. However, students will be encouraged to familiarise themselves with a range of data sources specific to their subject and interests. The main analysis software used for this course is likely to be SPSS.

Comparative Politics and Policy (Option)

The use of comparative methodology in the social sciences is neither value-free nor uncontroversial. Nevertheless this module proceeds with the belief that comparative methodology can be a useful tool for social and political analysis. The module therefore begins with a consideration of the development of comparative approaches, the use of a range of comparative techniques and the validity of comparison.

The module then proceeds to an examination of some basic concepts that can help provide an understanding of the bases upon which governments are built and operate, such as political culture, legitimacy and authority.

The analytical and theoretical tools from the early parts of the module are then applied empirically to consider a variety of features of contemporary politics and policy, particularly in the context of democratic transition in different regions of the world, including (but not limited to) Asia, Africa, Latin America and Central and Eastern Europe. Social policy issues such as health, education, immigration and poverty are examined in the context of a country or region’s political climate. The issues and countries studied may vary to take account of staff specialisms political and social developments around the world.

Health Law (Option)

This module is designed to firstly develop and expand on issues of negligence and personal autonomy (assault and consent) first encountered by students in tort law at level I and dealt with in this module in the clinical context. Building on this the module will consider the regulation of clinical practice; and the interface between the law, ethics and regulation focusing on emerging areas of difficulty. Both caselaw, statute law, regulations and current matters of media and policy controversy will be considered.

Ideology into Practice (Option)

This module examines the impact (and sometimes the lack of impact) of ideology on practice in social policy. Whilst the focus of the module is on the experience of the United Kingdom, comparison with other states will be made where appropriate.

The module begins with a brief introduction to ideology and the ways in which it can be seen as relating to social policies, their formulation and implementation. It moves on to consider perspectives on social ‘problems’ and the relationship with social policies and an exploration of the meaning and purpose of ‘social policy’ and how it might relate to other ideas and functions of the state, such as social control. Moving on to a combination of subject specific and more general topics, it considers the impact of ideology on social policy in the post-war period, including the relationship between pressure groups and policy, the impact of ‘crises’, and the growing extension of key social policy concepts to broader policy domains. It concludes with a discussion of possible futures.

Issues and Ideas in Political Economy (Option)

The module provides an introduction to the development of key ideas, principles and institutions in political economy. Taking a broadly historical approach, the module is structured around understanding the development of political economy both by examining the scientific contributions of and issues addressed by its key figures (e.g. Smith, Marx, Keynes, Hayek) while placing such contributions in historical context. Thus the ideas of the ‘great’ political economists will be applied to contemporary and current controversies, including policy debates.

Overall the module will provide students with a grounding in and understanding of the key principles, ideas and controversies in the history of political economy with a view to understanding their relevance to the current era. A particular focus will be the contested role of the market and the state in the social and historical construction of the political economy.

Model United Nations (Option)

This module is designed to provide an introduction to the activities of the United Nations, as well as providing an understanding of the practices of international diplomacy and governance. The module will use a discussion of contemporary international issues to explore some of the protocol and procedures of diplomacy. It will also provide students with an introduction to issues of international organization and international law and treaty-making. All of this will assist students in preparing for their role as a 'diplomat' at a Model United Nations conference.

Political Parties

This module will cover a variety of issues relating to political parties in the United Kingdom. The political science literature covers a wide variety of topics around parties. Amongst those which are examined in this module are the following; the historical development of parties; the role of parties in terms of mobilisation of support, electioneering and campaigning, recruitment of personnel; representation of the electorate and issue-based politics; and the partisan divide. These will be examined primarily within the context of a discussion of the three major parties within the British political system including their development, their ideological tenets and their contemporary positions. However, towards the end of the module these will be set against the position of other parties within the UK including the Scottish National Party, Plaid Cymru and the Northern Irish parties, to which will be added a comparative perspective, drawing upon the roles and experiences of parties in Western Europe.

Social Engagement (Option)

This module encourages students to undertake one or more external activities relevant to their programme of study, and to engage in critical reflection of the nature of this activity as it relates to society as a whole and to their personal development as individuals.

Relevant activities will involve significant interaction with an organisation outside the University providing an appropriate experience additional to the student’s programme of studies, such as voluntary work or mentoring within a service-providing organisation.

The Vigilant State: intelligence and national security (Option)

While the creation of large intelligence communities and the use of intelligence in support of policy have become established features of the modern nation state, intelligence remains a largely 'missing dimension' in studies of government, politics and policymaking. This module aims to provide students with an introduction to the study of intelligence. It focuses on the basic concepts in intelligence by establishing first what is meant by intelligence, before examining the various elements of intelligence - collection, analysis, counterintelligence and associated activities such as covert political action. Drawing on examples from a diverse range of states, the module will also examine debates about the relationship between intelligence and policymaking, and the challenges of providing democratic accountability for intelligence agencies. Through an examination of intelligence documents the module will also provide students with an appreciation of the various means by which intelligence is fed into the policy process through, for example, the production of warning indicators and national intelligence estimates.

Understanding the European Union (Option)

This module will provide students with an understanding of the history, institutions, policies and general workings of the European Union. Beginning with an overview of the history of European integration, students will also learn in more depth about critical moments in EU history such as waves of enlargement, treaty negotiations (and failures), and other critical junctures. The historical section of the course is then linked with an examination of the major theories of European integration, themselves tied in with the history of the Union, including an overview of the state of the art in EU theorisation including the sociology of the EU. Moving on to the workings of the main institutions, students will come to understand how the EU adopts legislation and other decisions, and the evolution of decision-making procedures to the present day. Various policies of the EU will provide focal points for deepening this procedural knowledge and exploring the political issues surrounding EU decisions. How European Union decision-makers are influenced by external actors will form another focus for this course, with theories of interest representation and case studies on business and civil society influence presented.

Level 3

Advanced Quantitative Analysis (Option)

The module will build on the teaching in Approaches to Quantitative Data Analysis in year 2 and on Applying Research in year 1. In particular it will enhance the understanding of a variety of different, more sophisticated statistical approaches. Initially the focus is on multiple regression modelling of ordinal and categorical variables. Thereafter, the course will cover different aspects of survey and questionnaire design before moving on to more advanced techniques such as cluster and factor analysis. The final part will engage with analysing change over time using longitudinal analysis methods. A number of surveys will be used as examples throughout the course such as Understanding Society and the European Social Survey. However, students will be encouraged to familiarse themselves with a range of data sources specific to their subject and interests. Students will learn to use the appropriate software to carry out the different analysis techniques. Like in the preceding module, there will be strong emphasis on the interpretation, communication and presentation of results.

Analysing the Policy Process (Option)

Building upon Understanding the Policy Process, this module requires students not only to continue to develop their knowledge of a range of perspectives on the policy process but, in addition, to use these to analyse a case study relevant to their degree programme. Where Understanding the Policy Process places its emphasis on important models and perspectives, this module explores a range of current ideas which have a significant impact upon the making and implementation of policy, such as the concept of partnership, notions of participation, and issues of accountability.

Children, Families and the State (Option)

This module examines the nature of family policy as it has developed for different family forms and for different purposes, and considers why an understanding of family policy is important in the twenty-first century. This is set in historical, ideological and comparative contexts.

The module begins with an introduction to the changes to family structures, family theories and ideologies and family composition. These three sessions provide the background for more the more in-depth examination of the relationship between the state, families and children that follows over the next three lectures focusing in turn on financial support, service provision and regulation. The changes, concepts and tensions identified in the initial sessions are then explored in more depth in the following four sessions by focusing on particular issues based on the research interest of staff. The topics reflect the research interests of members of staff at the time as well as current topics/ developments and are therefore likely to change over time. Students are expected to learn about the complexity of family policy and are asked to demonstrate their understanding in an essay and through making a policy proposal to improve a particular area of family policy as part of the assessment. The policy proposals will be presented and discussed in the final two sessions.

Community and Conflict 1 (Option)

This module is all about communities – in particular, communities that are poor, disadvantaged, isolated or 'socially excluded'. In recent years, interest has been re-awakened in the whole idea of community and in what sorts of policies might be most effective in helping communities and solving their problems. This has happened for a number of reasons: New Labour policy, concerns about crime and disorder, increased emphasis on self-help, fears of racial segregation and ‘no go’ areas, rural decline, and the failure of government interventions over the years that have taken no account of the feelings of local people. The new focus on community is often associated with a number of beliefs: for example, that it is better in principle for local people to 'do it for themselves'; that the involvement of communities is essential if run-down areas are to be renewed or regenerated; and that neither market forces nor the state can on their own offer satisfactory long-term solutions to our social problems. This module will look critically at all these beliefs and come to conclusions about their validity. Community and Conflict II focuses on the application of theory, concepts and perspectives developed in Community and Conflict I to particular areas of public policy making including policy implementation.

Community and Conflict 2 (Option)

This module is all about communities – in particular, communities that are poor, disadvantaged, isolated or 'socially excluded'. In recent years, interest has been re-awakened in the whole idea of community and in what sorts of policies might be most effective in helping communities and solving their problems. This has happened for a number of reasons: New Labour policy, concerns about crime and disorder, increased emphasis on self-help, fears of racial segregation and ‘no go’ areas, rural decline, and the failure of government interventions over the years that have taken no account of the feelings of local people. The new focus on community is often associated with a number of beliefs: for example, that it is better in principle for local people to 'do it for themselves'; that the involvement of communities is essential if run-down areas are to be renewed or regenerated; and that neither market forces nor the state can on their own offer satisfactory long-term solutions to our social problems. This module will look critically at all these beliefs and come to conclusions about their validity. Community and Conflict II focuses on the application of theory, concepts and perspectives developed in Community and Conflict I to particular areas of public policy making including policy implementation.

Counselling and Guidance Skills (Option)

The module will introduce you to a range of contemporary models of counselling and guidance practice. The module will be delivered by qualified and experienced practitioners, who will promote and enable you to develop your own skills and attitudes that can be of value in a variety of human service settings. A key feature of the module will be enabling you to make judgements as to the appropriateness of using such techniques in different scenarios.

Family Law (Option)

This module examines the law in England and Wales relating to the family and in particular the law on marriage, divorce, cohabiting couples, financial and property rights, rights and duties relating to children. This module seeks to provide students with an interest in this area the opportunity to develop a detailed understanding of the practical law relating to the family and to examine ethical issues and the wider policy considerations that lie behind it.

Global Civil Society (Option)

Notions of national civil society have a long history in political writings. Since the 1980s and the ending of the Cold War, however, renewed academic interest in popular involvement in political life and the ideas and development of global civil society is evident. This module will address the historical origins of global civil society (e.g. the anti-slavery movement), together with diverse and competing contemporary meanings of global civil and ‘uncivil’ society. It will also investigate the impact of this discourse on notions of sovereignty, democracy, citizenship and power and the relationship of transnational social movements to global institutions, forces of globalization, states and individuals. The module will examine case studies of global civil society (e.g. the anti-globalization movement, the anti-trafficking movement), to determine their structure, tactics and effectiveness. Fundamental questions addressed will include the degree to which ‘global civil society’ should be considered a single entity and what impact it has (and could have) on global governance.

Harm, Agency and Regulation (Option)

•\tHarm, Crime And Criminology
•\tOrganisation & Crime
•\tIndividual/Organisational Agency
•\tConcepts Of White-Collar/Corporate Crime
•\tCorporate Killing
•\tTransnational/International Crime
•\tState Crime/State Neglect
•\tProfessional Misconduct
•\tSelf-Regulation
•\tRegulatory Bodies
•\tPublic Inquiries
•\tSanctions
•\tPublicity/Shaming
•\tCompensation/Restoration
•\tJustice

Human Rights (Social Sciences)

This module addresses the general ideas of Human Rights and focuses in particular on the critical reading of Human Rights as one single universal paradigm. The practical critique of Human Rights proposed in this module is founded on the belief that Human Rights are important and worthy of protection. The three main propositions outlined in this module relate to the presentation of Human Rights as if they are universal; the notion that they pertain to a logic which focuses on the individual to the neglect of solidarity and other social values; and the argument that the concept of Human Rights derives from a reasoning which is far too abstract.

The academic interdisciplinary approach of this module should be emphasised, as the aid of several disciplines will be called upon, mainly but not exclusively, politics, legal philosophy, sociology, anthropology, international relation studies, post-colonial studies and criminology, in order to deconstruct the notion of the universality of Human Rights.

International Law (Option)

The aim of this module is to introduce students to a dynamic, constantly evolving area of international law. Students will study legal rules which operate in a much broader theatre than national law, and this will help them develop a greater understanding of a changing world order. The module will examine both theoretical and practical applications of Law and will provide students with ample scope for research and independent study.

Multiculturalism and Britishness (Option)

The module explores political challenges and debates around the presence of culturally diverse populations in the United Kingdom and examines the role this presence plays in understandings of British and English identities. These identities have been re-worked and expanded, as well as asserted and defended, in light of rising levels and a changing composition of diversity in Britain. The political issues that emerge when identities are revised will be of interest and will be explored in the module from a variety of perspectives and by focusing on national as well as local contestations.

The module will begin by providing a comprehensive overview of identity politics at the national level, taking account of recent episodes of immigration and settlement, the debate over multiculturalism, political claims-making by majority and minority actors and changing majority identities, for example as a result of devolution. It will consider recent phenomena against the background of earlier political decisions and debates regarding post-war migration and post-immigration settlement. It will then use the case of Lincolnshire as an example for dynamics around minority and majority identities and challenge students to explore identity politics at the local level and hands-on. Moving thus to the microcosm of identity politics and aligning itself with the ‘student as producer’ framework, the module will familiarize students with the conceptual background and research-practical toolkit to study expressions of identity, reactions towards difference and the political dynamics that emerge when identities are asserted and contested in contemporary Britain.

New Social Movements (Option)

Social Movements have been key agents of social change in the world and in the development of democracy. This module seeks to understand the significance of these movements, examining political participation and protest outside of ‘mainstream’ traditional politics. Focusing on ‘New Social Movements,’ we will explore whether the concept is still relevant today, the politics of identity, how NSMs construct particular social identities (e.g. gender, age, race) and the different methods they use to engender social change. The module will outline the concept of a ‘new’ social movement, contrasts with ‘old’ social movements and the emergence of ‘new’ social movements in contemporary history. The module will look in depth at specific movements (sample movements might include: the Women’s Movement, the Youth Movement, the the Global Justice Movement, ‘Occupy’ and online activism) in order to facilitate an understanding of the internal complexity of such groups, particularly where groups become transnational. We will think about why people join social movements, how far social movements are ‘anti-political’ and the nature of political participation and representation. In order to enable us to explore these issues in a more sophisticated way, we will draw on diverse and competing academic theories of NSMs and apply these perspectives to the specific movements studied. A reflexive approach to the issues will be taken and students will be encouraged throughout to consider their own engagement in politics (or lack thereof) to shed light on the nature of NSMs.

Parliamentary Studies (Option)

Parliamentary studies aims to provide students with an in-depth knowledge of how the UK Parliament works, in theory and in practice. It will examine Parliament’s twin relationships with the Executive and with the citizen, and will situate these within broader theories and debates about democratic accountability and the nature of representation. The module will look in detail at particular aspects of Parliamentary activity, such as the legislative process, parliamentary questions and debates and the select committee system, and will examine ongoing debates around the operation of Parliament, including House of Lords reform. The module will also examine how Parliament interacts with other legislative bodies, most notably the devolved assemblies and the European Union.

The module also aims to bring students into closer contact with Parliament through handling Parliamentary materials and by facilitating contact with Parliamentarians through, for example an external speaker series, and when possible a visit to Parliament. The dynamic nature of Parliament will also be reflected in the module which will provide students with the opportunity to tracking legislative progress and select committee inquiries during the course of the module.

Political Transformations of Russia and China (Option)

This module aims to sharpen analytical skills and broaden students’ knowledge by exposing them to the wide-ranging debates on the problems of transition from Communism. More generally, it aims to provide students with the intellectual equipment to interpret current and future developments in Russia and China. Given the continuing importance of these two states in international relations, this is likely to be of practical benefit to undergraduate students in careers other than academia – among them politics, the civil service, international banking, and journalism.

The Colonial Present (Option)

This international relations module explores the ways in which the contemporary international order can be explained as deriving from the global experience of European colonialism and imperialism. It provides students with an account of the nature, politics and consequences of the Western imperial penetration (broadly, from the 15th century onward). The module identifies how the expansion of Europe acted to globalise and entrench certain categories of Western modernity – state, nation, development, political economy – that continue to shape and define contemporary global politics as well as the relationship between the global North and the global South. The module uses these insights to scaffold students’ understandings of ongoing theoretical debates that criticise international relations, development studies and globalization theory as Eurocentric and incomplete. Attention will be paid to the postcolonial critique of disciplinary international relations and to the importance of seeking alternative sources of knowledge about international processes. Throughout, students will be encouraged to identify and reflect upon their own position within these on-going theoretical and disciplinary debates.

The Developing World (Option)

This module takes the politics, economics and societies of the developing world as its subject matter. Necessarily, this involves an engagement with imperial and neoimperial global politics, with the divisions between North and South and the contemporary patterns of global political economy and critiques of the development process. With this by way of context, the module explores a range of contemporary issues confronting the developing world. Case studies are used extensively throughout in order to illuminate theory and to demonstrate the broader relevance of the issues under discussion to the study of international relations. As well as introducing students to a range of non-Western materials and cases drawn from the developing world, the module encourages students to reflect on their own positions as scholars and to explore the politics, pitfalls and potentials of intervention within other societies.

The Politics of Global Health (Option)

Global health policy is an area of growing concern in both theory and practice. Increasingly, health and healthcare issues cross national borders. Political, economic, social, cultural and environmental factors at all levels, from local to global, influence the health statuses of individuals and populations. International institutions (e.g. the World Health Organization), philanthropic organisations (e.g. The Bill and Melinda Gates Foundation) and multinational corporations (‘big pharma’) play key roles in the politics of health, as well as national governments and health systems. This module examines the concepts that shape debates in (and are shaped by) global health, including global health governance and global health diplomacy. It then critically assesses programmes and strategies designed to address global health challenges such as pandemics, infectious and non-communicable diseases, reproductive health, biosecurity and inequalities of health.

The Politics of Masculinity (Option)

This module explores the politics of masculinity in contemporary society. It starts by addressing key theoretical perspectives on gender and masculinity, taking an in-depth look at these concepts, along with related ideas such as ‘hegemonic masculinity,’ ‘heteronormativity’ and ‘intersectionality.’ We will examine important theoretical debates in masculinities scholarship, such as around hegemonic masculinity, whether this is a useful concept and how far it can explain (global) gendered power relations. Students will be encouraged to develop their own critical and informed answers to key questions such as how far gender is a performance (as opposed to biologically determined), how masculinity relates to men (and women), how we ‘know’ masculinity when we see it and how we understand the relationship between gender and other social and political identities (race, class, sexuality and so on). In order to extend and illustrate these abstract questions, we will explore different masculinities and masculinity in different settings. Sample topics covered might include men’s movements, militarised masculinities, masculinity and fatherhood and representations of masculinity in popular culture. As gender is relational, these masculinities will be considered in the light of corresponding constructions of femininity. Overall, the module will aim to ‘make the familiar strange’ and enable students to question their own assumptions, as well as popular and common sense notions of gender.

Understanding the Policy Process (Option)

This module focuses upon the processes of policy making and implementation at both practical and theoretical levels. It introduces students to a variety of models of policy making and discusses the complexities of the distribution of power and decision making, primarily, but not limited to, the field of social policy.

The module encourages students to develop an understanding of a range of ideas that can contribute to the ways in which we analyse policy, and to recognise that these perspectives are themselves contestable and changing. It begins with a consideration of the policy process and different ways of viewing it, including the impact of different approaches under governments from the 1970s, moving on to examine a variety of models of decision making and the range of actors involved in the making and implementation of policies.

War Crimes and Genocide (Option)


This module is constructed as an attempt to understand the ‘anatomy’ of war crimes and genocide – their origins, ideological basis, socio-political contexts, the techniques and technologies used and relevant theoretical perspectives. The module considers the historical, philosophical, political and sociological aspects of war crimes and genocide and for this reason it is particularly appealing to students who wish to develop a wider understanding of academic disciplines such as criminology, sociology, international relations, politics, psychology, law and modern and contemporary history.

The module will include consideration of key case-studies which may include Armenia, Rwanda, Sudan, the Former Republic of Yugoslavia, Cambodia and Tibet. This module will also offer some reflections on responses to genocide and discuss the challenges involved in addressing these particular categories of crimes at the international level.

Special Features & Research Highlights

The Single Honours course is relatively unique, offering a dedicated, integrated and distinct curriculum. It is organised and taught by a team of nine Criminologists with extensive qualifications and experience.

One of these Criminology tutors will be assigned to each Single Honours Criminology student as their personal academic tutor to assist in their studies as they progress through each level of their degree. Students on other joint awards are usually assigned a personal academic tutor from their other Joint Honours subject area.

Student as Producer

Student as Producer is a development of the University of Lincoln's policy of research-informed teaching to research-engaged teaching. Research-engaged teaching involves more research and research-like activities at the core of the undergraduate curriculum. A significant amount of teaching at the University of Lincoln is already research-engaged.

Student as Producer will make research-engaged teaching an institutional priority, across all colleges and subject areas. In this way students become part of the academic project of the University and collaborators with academics in the production of knowledge and meaning. Research-engaged teaching is grounded in the intellectual history and tradition of the modern university.

Please visit the Student as Producer website for further information. [http://studentasproducer.lincoln.ac.uk/]

Career Opportunities

Graduates proceed to a range of jobs, training and further postgraduate study in diverse areas including the probation and prison services, health and social services, police authorities, youth work, lecturing, victim support and government departments.

Graduates may choose to continue their studies at postgraduate level.

Careers Service

While you are at the University of Lincoln, you will have different services at your disposal that will help you best prepare for your future career.

The University's Careers & Employability Team offers qualified advisors who can work with you to provide tailored, individual support and careers advice during your time at the University and once you graduate.

This service includes one-to-one coaching, CV advice and interview preparation to help you maximise your future opportunities. Having achieved new knowledge and skills, you will be fully supported to fulfil your career ambitions.

The service works closely with local, national and international employers, acting as a gateway to the business world. It advertises a range of graduate positions around the country.

Visit our Careers Service pages for further information. [http://www.lincoln.ac.uk/home/campuslife/studentsupport/studentcareersservice/]

What's Included?

At the University of Lincoln, we provide access to excellent teaching and learning facilities, library materials, laboratories, laboratory equipment, consumables and IT equipment that you would expect to find included in your tuition fee.

In addition, we cover other necessary costs associated with modules which are a compulsory part of your course. These compulsory items are included in your tuition fee.

Introduction

The study of the nature, causes, control and prevention of criminal behaviour is inevitably at the forefront of political discourse. Criminology is an interdisciplinary field that draws on sociology, anthropology, psychology and the law, meaning that you graduate from this programme well qualified for a diverse range of careers.

Lincoln’s Criminology degree helps you to develop an understanding of the complex nature of crime, punishment and justice. You examine alternate solutions to crime prevention and investigate the impact of crime on society.

Criminology is a well-established discipline at Lincoln, that has received awards for teaching, and recorded high levels of student satisfaction and good employment prospects. It combines science, social science and politics with specialist areas such as youth culture, human rights, resistance, penal policy and war crimes. A programme of lectures by visiting experts offers opportunities to engage in real-world projects.

Is This Course Right For Me?

If students are looking for a course that provides the foundation for considering some of the most contentious issues in contemporary society, this is the right course.

How You Study

Criminology at Lincoln combines aspects of both directed and independent learning. Each module is usually delivered by means of a weekly lecture and an associated weekly seminar. These seminars provide an opportunity for students to consider, discuss and argue about the issues raised in the lecture and engage in critical reflection on set readings relating to such issues.

Students will also have the opportunity to meet with their seminar tutors for individual tutorial sessions to explore in greater detail their own individual learning needs. As well as directed study, students will undertake independent learning utilising traditional library as well as a wide range of electronic resources.

How You Are Assessed

A distinctive feature of Criminology at Lincoln is the innovative way in which the degree is both taught and assessed involving student-centred work, group-based and individual research projects and assessments and large and small scale and multimedia presentations.

What We Look For In Your Application

On the Criminology degree we really value a keen and critical interest in crime, crime control, policing and thus Criminology. This may be symptomatic of what is a active and inquisitive mind.

Entry Requirements

Applicants should have a minimum of 300 UCAS Tariff points from a minimum of two A Levels (or the equivalent). In addition to the minimum of two A Levels, other qualifications such as AS Levels, the Extended Project and the ASDAN CoPE for example, will be counted towards the 300 point requirement.

We also accept a wide range of other qualifications including the BTEC Extended Diploma, Diploma and Subsidiary Diploma, the European and International Baccalaureate Diplomas, and Advanced Diplomas.

Applicants will also be required to have at least three GCSEs at grade C or above (or the equivalent), including English Language.
Applications are welcomed from mature students who are studying towards an Access to Higher Education programme. A minimum of 45 level 3 credits at merit or above will be required. We will also consider applicants with extensive relevant work experience.

If you would like further information about entry requirements, or would like to discuss whether the qualifications you are currently studying are acceptable, please contact the Admissions team on 01522 886097, or email admissions@lincoln.ac.uk.

Special Features & Research Highlights

There is an active and broad academic research base, which includes study in the areas of war crimes, the penal system, philosophy of punishment, the social exclusion of older people, domestic violence, and the policing of lesbian, gay, bisexual and transgender people.

Teaching Excellence

The University of Lincoln won the annual National Award for Excellence in Teaching Criminology from the British Society of Criminology in 2013.

Student as Producer

Student as Producer is a development of the University of Lincoln's policy of research-informed teaching to research-engaged teaching. Research-engaged teaching involves more research and research-like activities at the core of the undergraduate curriculum. A significant amount of teaching at the University of Lincoln is already research-engaged.

Student as Producer will make research-engaged teaching an institutional priority, across all colleges and subject areas. In this way students become part of the academic project of the University and collaborators with academics in the production of knowledge and meaning. Research-engaged teaching is grounded in the intellectual history and tradition of the modern university.

Please visit the Student as Producer website for further information. [http://studentasproducer.lincoln.ac.uk/]

Career Opportunities

Our criminology graduates are equipped with an expert knowledge of many factors that shape society and go on to careers in a diverse range of areas, including in the probation and prison services, health and social services, police authorities, youth work, victim support, government policy and education. They enjoy excellent career prospects, with 95 per cent in work or further study within six months of completing their course, according to the most recent Destinations of Leavers from Higher Education Survey.

Careers Service

While you are at the University of Lincoln, you will have different services at your disposal that will help you best prepare for your future career.

The University's Careers & Employability Team offers qualified advisors who can work with you to provide tailored, individual support and careers advice during your time at the University and once you graduate.

This service includes one-to-one coaching, CV advice and interview preparation to help you maximise your future opportunities. Having achieved new knowledge and skills, you will be fully supported to fulfil your career ambitions.

The service works closely with local, national and international employers, acting as a gateway to the business world. It advertises a range of graduate positions around the country.

Visit our Careers Service pages for further information. [http://www.lincoln.ac.uk/home/campuslife/studentsupport/studentcareersservice/]

What's Included?

At the University of Lincoln, we provide access to excellent teaching and learning facilities, library materials, laboratories, laboratory equipment, consumables and IT equipment that you would expect to find included in your tuition fee.

In addition, we cover other necessary costs associated with modules which are a compulsory part of your course. These compulsory items are included in your tuition fee.

Fees

2014 Entry UK/EUInternational
Full-time £9,000 per level £11,798 per level
Part-time £75 per credit point £98 per credit point
Placement (optional) Exempt Exempt

 

2015 Entry UK/EUInternational
Full-time £9,000 per level £12,084 per level
Part-time £75 per credit point £101 per credit point
Placement (optional) Exempt Exempt

For further information and for details about funding your study, please see our UK/EU Fees & Funding pages or our International funding and scholarship pages. [www.lincoln.ac.uk/home/studyatlincoln/undergraduatecourses/feesandfunding/] [www.lincoln.ac.uk/home/international/feesandfunding/internationalscholarships/]

The University intends to provide its courses as outlined in these pages. Occasionally provision may be altered in order to meet changing circumstances or to keep courses up to date with trends and developments in subject areas. Specific programme queries should be directed to the teaching department. Fees for all our courses may increase each year in line with government regulations and are subject to change.


Always check our website for the latest information about entry tariffs, fees & funding before making your application to the University.