Students preparing for their graduation ceremony at Canterbury Cathedral

Social Policy with Quantitative Research - BA (Hons)

UCAS code L4G3

2019

Social Policy addresses the challenges at the heart of our society: child protection, crime prevention, care for older people and those with disabilities, social disadvantage, and the health crisis. Combining quantitative skills, which many employers look for, with an understanding of these issues gives you a chance to contribute to the debate and offers excellent career prospects.

2019

Overview

The School of Social Policy, Sociology and Social Research is one of the best in the country for teaching and research. Our academics are internationally recognised for their expertise in social policy. 

Adding a quantitative research minor to your programme opens your mind to new ways of thinking. Starting with no assumed statistical knowledge, you graduate with an advanced package of practical quantitative skills alongside subject-specific knowledge in the theory and application of social policy. 

Our degree programme

In your first year, you take introductory modules in sociology, critical thinking, social policy and quantitative skills.

In your second and final years, you investigate the nature of social problems and use research findings to evaluate policy proposals and recommendations. You extend your quantitative skills and take compulsory modules in social research methods and the welfare state. Optional modules cover a wide range of areas such as poverty, health, crime, education, homelessness, and issues relating to social disadvantage, including class, race, gender, age, sexuality and poverty. 

You are encouraged not just to view issues in a detached manner, but also to argue about the way things could – and should – be changed.

In your final year, you choose either a dissertation with a quantitative research focus or (providing you achieve the required academic standard by the end of Stage 2) a placement module where you can put your skills into practice. 

Workplace experience is highly valued by employers, and the placements offered through Kent see students completing meaningful, applied quantitative analysis for business and organisations across a range of sectors, giving you the opportunity to add concrete workplace achievements to your CV.

Social Policy is also available as a single honours programme without quantitative research. For details, see Social Policy.


Year abroad

Our students have the opportunity to spend a year or a term abroad at one of our partner institutions in North America, Asia and Europe. You don’t have to make a decision before you enrol at Kent but certain conditions apply. 

Extra activities

The Social Studies Society is run by Kent students for anyone with an interest in Criminology, Sociology, Law, Social Policy, Economics and Politics. Previous activities include the Criminal Justice in Action guest speaker series.

There are events available throughout the year for students from the School of Social Policy, Sociology and Social Research. These may include:

  • research seminars and webcasts
  • career development workshops
  • informal lectures by guest experts followed by group discussion.

Independent rankings

Social Policy at Kent was ranked 13th in The Times Good University Guide 2019, 13th in The Guardian University Guide 2019 and 15th in The Complete University Guide 2019.

In the National Student Survey 2018, over 87% of final-year Social Policy students who completed the survey, were satisfied with the overall quality of their course.

Teaching Excellence Framework

Based on the evidence available, the TEF Panel judged that the University of Kent delivers consistently outstanding teaching, learning and outcomes for its students. It is of the highest quality found in the UK.

Please see the University of Kent's Statement of Findings for more information.

TEF Gold logo

Course structure

In Stage 1, you complete introductory quantitative modules, which teach you the methodological and technical foundations which you build on in later years. You also learn to think like a quantitative researcher, developing a critical eye for statistics and data analysis, both in academic research and the world around you.

In Stage 2, you move on to more advanced quantitative techniques, developing an advanced skill set in quantitative methods that is extremely rare in graduates from non-mathematical disciplines.

In Stage 3, you apply what you have learnt in either a quantitative work placement or a quantitative research dissertation. Here, you hone your skills in a practical setting, gaining vital workplace or research experience, and demonstrating to employers that you can apply your skills to real life problems.

Placements are arranged by the Q-Step Placement Officer who provides one-to-one guidance and assists with any practical matters, although you have the opportunity to arrange your own placement (subject to agreement) if you wish. You are also assigned an academic supervisor who assists you with your placement assessments.

Placements provide invaluable career experience and insights into the professional world and the repeated practical and professional use of your skills means that you can move seamlessly into quantitative methods careers, in academia or beyond.

All of this is completed alongside your social policy modules.

The course structure below gives examples of the kinds of modules you can expect to take during the programme. This listing is based on the current curriculum and may change year to year in response to new curriculum developments and innovation.

*Compulsory module

Stage 1

Quantitative Research Modules:

*SO410 An Introduction to Quantitative Social Research

*SO341 Critical Thinking

Social Policy Modules:

*SA300 Social Problems and Social Policy 1

*SO336 Sociology of Everyday Life

*SO337 Fundamentals of Sociology

*SO305 Introduction to Criminology OR *SO334 Modern Culture

*SA301 Health, Care and Wellbeing

Converting to a Quantitative Research Minor after Stage 1

Students studying other undergraduate programmes in social policy may convert to the BA Sociology Policy with Quantitative Research after Stage 1 (subject to completion of the compulsory first year social policy modules and consultation with the Director of Studies for Social Policy or their nominee).

To catch up on the quantitative research skills learned in the first year of a quantitative research minor, converting students must attend and pass the Quant GROUP Summer School, in the summer after Stage 1, in order to be eligible to convert.

Stage 2

Quantitative Research Modules:

*SO744 The Power and Limits of Causal Analysis

*SO746 How to Win Arguments with Numbers

CB554 Introduction to Big Data

Social Policy Modules:

*SO601 Welfare in Modern Britain

In Stage 2 you will also choose specialist modules from an approved list, please see below for examples of possible optional modules.

Stage 3

Quantitative Research Modules:

*SO748 Placement Module - The Practice of Quantitative Social Research

OR

*Advanced Quantitative Dissertation

In Stage 3 you will also take specialist modules from an approved list, please see below for examples of possible optional modules.

Optional Modules – Stages 2 and 3

SA519    Social Politics of Food

SA525    Education, Training and Social Policy

SA531    The Care and Protection of Children and Families

SO509   Health, Illness and Medicine

SO532   Mental Health

SO538   Childhood, Society and Children's Rights

SO539   Environmental Policy and Practice

SO575   Poverty, Inequality and Social Security

SO595   Reproductive Health Policy in Britain

SO603   Health and Health Policy

SO645   The Third Sector

SO668   Sociology of Work

SO670   Kent Student Certificate for Volunteering

SO678   Caring for Vulnerable Adults: Understanding Social Care

Stage 1

Modules may include Credits

The module aims to develop the understanding of the policy making process and the role of the different actors within the wider context of the tools and limits of the ability of the UK national government to influence behaviour. It has a particular focus on processes of social control as they relate to social policy. Learning will be centred around two main tasks:

i. Understanding the links between social policy and the regulation of behaviour e.g. the uses and outcomes of incentives, sanctions and educative communication to promote behavioural changes sought by policy makers.

ii. Taking topical examples of policy issues, contextualised analysis of the policy making process, its 'stages', key actors and

institutions will be used to explore how and why particular policy options emerge and evolve. A central concern will be to help students understand the nature of support and opposition for particular policy proposals and the implications for developing alternative policies.

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15

Health ,care and wellbeing are central concerns in all our lives; and they raise questions of the interconnected roles of the state, the market and the individual in their creation and support. In this module we explore how we understand and conceptualise these areas, and the potential role of policy interventions in support of them. The module examines the social determinants of health, exploring the ways in which often replicate wider inequalities in society. It asks how we might best address changing health needs, particularly in relation to the growing proportion of older people, exploring these in the context of the new politics of the NHS. What are the best structures to deliver health care? How should these best be funded? Life style is increasingly implicated in health outcomes, and the module explores the dilemmas raised by rising levels of obesity and alcohol consumption. These are matters of personal choice, but they challenge the health and wellbeing of the population, and raise questions of how choices are shaped in the context of market production. Governments increasingly declare that they are interested not simply in health or prosperity, but also of wellbeing. The module explores what this means, and why there is a new interest in this area.

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15

This course is designed to provide students with an introduction to the ways sociologists attempt to document and explain the social experience of everyday life. Each week the category of 'social experience' is held up for analytical scrutiny in relation to a particular component of ‘everyday life’. The course aims to illustrate the value of sociology for helping individuals to better understand the contents and conditions of their social experience of the world. It also aims to document the ways in which sociological theories and methods have developed in correspondence with the evolution of modern societies. The curriculum will include topics such as: Sex, Gender and Sexuality, Racial and Ethnic Identities, Risk and Society, Crime and Deviance, Health, Media, Religion or Family.

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15

Sociology is the study of human societies. It is a discipline committed to the attempt to map out and explain the constitution of society. It also aims to attend to and explain the distinctive character of people's social experience of the world. Sociologists operate from the premise that, by working to explain human characteristics and behaviours in social terms and as relative products of society, they stand to offer insights into some of the major forces that determine our thoughts and behaviours. They work under the conviction that human beings are fundamentally social beings and are products of distinct forms of society. This course is designed to provide you with a basic introduction to Sociology. A particular focus is brought to how sociologists venture to understand the social structures and determinant social forces that shape our living conditions and life chances. It also outlines some of the ways in which such matters are addressed as problems for sociological theory and empirical sociological research.

The curriculum will include topics such as:

What is Sociology?

Theories and Theorizing

Methods and Research

Cities and Communities

The State, Social Policy and Control

Globalization

Work, Employment and Leisure

Inequality, Poverty and Wealth

Stratification, Class and Status

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15

This course is designed to help students understand and critique the numbers and research they encounter in their everyday lives. The first half of the course focuses on teaching the knowledge and skills need to critically evaluate factual quantitative claims. Each lecture uses example quantitative claims, largely drawn from the news media, to teach a particular quantitative skill. For example, highlighting a statistic based on a biased sample to teach students the principles of sampling. The seminars build on the content of the lectures and aim to teach students the practical, computer-based skills needed to evaluate quantitative claims.

The second half of the course is based around students conducting their own research, and also brings in qualitative skills element. Students apply the critical and quantitative skills they have learned to conducting their own mixed-methods project.

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15

This module aims to develop key statistical skills in students on their arrival at Kent, which they can build on in their further research and substantive modules in their degree. Learning will be oriented towards:

i. Assessing the strengths and limitations of using regression analysis for the establishment of causal inference; This includes:

o Distinction between causality, correlation or association

o Levels of measurement (e.g. nominal, ordinal, interval, ratio)

o Methods of regression analysis (e.g. OLS and logistic regression) and related assumptions

ii. Learning how to respond to research questions with the application of statistical methods of analysis, mainly regression methods, with the help of statistical software.

iii. Learning how to interpret the outcome of regression models and contextualise the results within broader theories.

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15

Crime is a major social and political issue and the source of much academic and popular debate. Key criminological issues will be examined during the course of the module within their wider sociological and social policy context. There will be a particular focus on understanding the nature and extent of crime and victimisation, analysing public and media perceptions of crime, and exploring the relationship between key social divisions (age, gender and ethnicity) and patterns of offending and victimisation.

Read more
15

This module introduces students to discussions and debates surrounding modern culture. It looks at why culture has always been such a contested sphere and has a decisive impact on society at large. Students will look at culture in the widest sense, ranging from ‘the arts’ to the banalities of everyday life in our consumer society; at how culture has expressed and organised the way people think and live from the days of 'protestantism' to those of post-punk. Books, magazines, radio, TV, movies, cartoons, fashion, graffiti, the cult of celebrity, youth subcultures and pop music will be used to understand class, history, sexuality, colonialism, revolution, conflict and globalisation.

Read more
15
You have the opportunity to select wild modules in this stage

Stage 2

Modules may include Credits

This module provides students with basic accounts of the scope and scale of the British welfare system, and the theoretical basis for its existence and growth. The recent history and current organisation of the main areas of social welfare provision such as social security, education, health, social care and housing are explored. These services which comprise ‘the welfare state’ are situated in the broader context of welfare provided from non-state sources: the family, the market, community and voluntary sector and debates regarding how welfare should be provided and funded. The module examines how policies are formulated and the processes through which they are implemented and revised. It also considers the impact that social policies have on social inequality and difference based on class, ethnicity, gender, disability or age. Welfare in Modern Britain is a core module for those taking Social Policy and related degrees, but is also relevant to those with an interest in contemporary social problems and the policies aimed at addressing them.

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30

This module aims to develop basic quantitative research skills (to the level of regression) to understand more advanced issues in making causal claims. Learning will be oriented towards:

• Understanding the limitations of simple (OLS) regression for making causal claims, with particular emphasis on endogeneity/confounding and causal heterogeneity;

• Learning a small number of advanced methods for investigating causality through quantitative research (e.g. experiments, instrumental variable approaches, matching methods, longitudinal analysis). For each method, students will first consider the rationale for the method (its strengths and limitations), and then use the method in hands-on statistical analysis sessions using appropriate statistical software (e.g. Stata);

• Towards the end of the module, students will learn how to decide the relative strengths and merits of each approach, and how to select the appropriate research design given the particular features of real-world scenarios

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15

This module aims to develop students' skills in actively engaging with, critically assessing and communicating quantitative and quantitative research to a range of different audiences both within and outside of the realms of academia. Students will actively develop skills in explaining and visualising research and will also reflect on the challenges in communicating research and also on how research is used in practice and policy.

• The first part of the module will focus on giving students the basic understanding of how and when to make use of a range of data visualisation tools, how to construct arguments both in writing and orally as well as how to assess how others communicate and carry out research.

• The second part of the module will focus on applying these skills by creating both a group presentation and an individual report where students make use of the skills learnt in the first part.

• Students will develop these skills by working in groups where they are asked to use quantitative data and to communicate results to either

(i) teaching A-level students, and either (ii) setting up a public event, or

(iii) producing a short TV/radio feature using secondary data for substantive topics on e.g. single parenthood .

This means that part of the module will include engaging with a range of audiences to shape relevant projects focusing on topics that are important to the particular audience students are working with. The latter meaning that students will apply their acquired skills in interpreting and choosing data for then to apply them and present them in a persuasive manner.

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15

The module will cover the following topics and issues:

1. The impact of social research upon both social theory and policy-making.

2. The primary epistemological and ontological debates and how these affect the research question, method and design.

3. The steps in designing a qualitative research project and criteria for assessing its quality as applied to positivist as well critical theorists approaches

Ethical considerations in social research, the main problems with establishing valid samples and how different sampling approaches can undermine the validity of the research findings.

4. The variety of qualitative research techniques available to social scientists and their relative advantages and disadvantages in understanding the social world. These include interviewing, visual, comparative/historical, and discourse analytic approaches.

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15

In broad terms, this module explore the workings of child social care and relationships between children, families and the state. This includes a range of interventions and service provision – covering the areas of family support, child protection and out-of-home care for looked after children. In social scientific terms, the focus is on the dynamic social construction of problems such as child abuse or neglect, their intersection with social divisions and the shaping of state and civil society responses.

The following is an indicative list of topics:

• Social Work & Social Care for Children

• Supporting Families and Children in Need

• Child Protection – An Historical Overview

• What is Child Maltreatment? Contemporary Debates

• (Re)Discovering Child Sexual Abuse and Exploitation

• Understanding Child Maltreatment: private troubles and public issues

• The State as Parent: Looked After Children and Leaving Care

• Adoption: Private Lives and Public Policy

• Interethnic and International Adoption

• Child Welfare and Disabled Children

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15

The module will begin with (locally timetabled, formative) training sessions for the students in the Autumn term. These will include sessions on the sections of the national curriculum that are degree specific, the relationship with the teacher, how to behave with pupils, as well as how to organise an engaging and informative session on an aspect of the specific degree subject drawn from the national curriculum. These sessions will be run by members of the Partnership Development Office.

After training the student will spend approximately 6 hours in a school in the Spring term (this session excludes time to travel to and from the School, preparation and debrief time with the teacher). Generally, they will begin by observing lessons taught by their designated teacher and possibly other teachers. Later they will act somewhat in the role of a teaching assistant by working with individual pupils or with a small group. They may take 'hotspots': brief sessions with the whole class where they explain a topic or talk about aspects of university life. Finally, the student will progress to the role of "teacher" and will be expected to lead an entire lesson.

The student will be required to keep a weekly log of their activities. Each student will also create resources to aid in the delivery of their subject area within the curriculum. Finally, the student will devise a special final taught lesson in consultation with the teacher and with the local module convener. They must then implement and evaluate the lesson.

Read more
15

The coalition government has argued that following the 2008 financial crisis and the subsequent double-drip recession adoption, the UK has no option but to pursue austerity policies. This has included a huge squeeze on spending on cash transfers often referred to as 'welfare'.

This module focuses on poverty and inequality and how such social security policies impact upon them. Students will analyse the nature, extent and causes of poverty and inequality, with reference to the UK. The module will make students aware of current issues in welfare reform as it relates to groups vulnerable to poverty including: people who are unemployed; people who are sick or disabled; older people; children; lone parents; people from Black or minority ethnic groups. The module also shows how social security policies encompass different principles of need, rights and entitlement for users of welfare services.

It is designed to be of interest to Sociology and Health and Social Care students as well as Social Policy students.

Read more
15

This module introduces students to the sociological approach to understanding and critiquing mental health. It begins by outlining historical definitions of mental health and how policy and practice have changed over time from incarceration in large institutions to present-day community care. Sociological perspectives of mental illness (for example, labelling and social causations of mental ill-health) are considered alongside psychiatric and psychological approaches to treating people with mental illnesses. The module then looks at social inequalities in relation to opportunities to recover, including gender and race, as well as other 'actors' within the field such as carers).Mental health and the criminal justice system as well as religion/spirituality are also explored. Please note, as this is not a clinical module material covered will not include in-depth investigations of specific diagnoses of mental illnesses

Read more
15

‘Health’, ‘illness’ and ‘medicine’ are by no means static concepts. Their meaning has changed over time, and there is competition and conflict over what they mean. For example, in recent decades, health has come to mean much more the absence of disease. This is the age of healthy eating, sexual health, holistic health, healthy lifestyles and healthy living. We live in a time when medicine can mean homeopathy or acupuncture, as well as heart surgery and vaccinations. ‘Health’ is also something we seem to worry about, and panic over; recent years have witnessed high profile scares about eating beef, using the contraceptive pill and mobile phones, and giving babies the MMR vaccine. ‘Health, Illness and Medicine’ discusses key ideas and concepts developed by social scientists that can help us understand these, and other, aspects of our society.

Read more
30

This is a 15 credit course which will enhance your CV, particularly if you are hoping to work in the public or voluntary sector. You will be supported to undertake three placements in a variety of volunteering roles, both on and off campus; attend four lectures on the voluntary sector and complete a reflective learning log to help you think about your experiences and the transferable skills you are gaining.

The following 2 units are compulsory:

Active community volunteering

Project Leadership

Plus 1 unit selected from the following:

Active university volunteering

Training facilitator

Mentoring

Committee role

All students taking this module are expected to attend four sessions that provide the academic framework for understanding volunteering, as well as practitioner knowledge that will be helpful as you progress through your placements, and invaluable preparation for your essay. These sessions last one hour each and are spaced evenly throughout the academic year.

Read more
15

This module is designed as an exploration of both the social history and historiography of 'the Enlightenment'. It draws a focus to the legacy of Enlightenment in contemporary sociological theory. It explores the bearing of Enlightenment ideas and interests upon the intellectual and political cultures of western modernity. It introduces students to ongoing debates concerned with the legacy of the Enlightenment in twenty-first century society. In this context, it explores the influence of the Enlightenment and its cultural portrayal in contemporary sociology in current disputes concerned with the legacy of colonialism, the gendering of the public sphere, the fate of religion and religious culture through modern times, the cultivation of our social and political democracy and the ‘tragic’ fate of modern rationality.

Read more
15

This course will provide students with a sociological understanding of the changing and central importance of individualization for contemporary society, situated both in historical and global comparative terms. The fracturing of collective bonds and assumptions and the casting of individuals into a 'life of their own making' is driven by a combination of economic, technological and cultural forces and is becoming apparent across the globe. This has provoked concern with the implications for social order, mental health and even the future of families and populations. The neglected theme of individualization allows us to examine changing social norms, the changing boundaries of private and public, the management of social order and cohesion in increasingly diverse societies and how anxieties concerning these developments may be overstated or misplaced. At the same time, this module will also emphasize the importance of attending to the ethical and practical implications of unchecked individualization in a variety of contexts and through different case studies

Read more
15

The module provides an overview of the contribution of the third sector to social, economic and political life. It includes analysis of definitions and categorisations, exploration of the theories which underpin the study of the third sector, an examination of theories and the current state of volunteering and charitable giving, examination of the historical and current public policy agenda in relation to the third sector in the UK, the EU and more generally and, an overview of current issues in the third sector and how social scientists go about studying them.

Read more
15
You have the opportunity to select wild modules in this stage

Year abroad

Going abroad as part of your degree is an amazing experience and a chance to develop personally, academically and professionally. You experience a different culture, gain a new academic perspective, establish international contacts and enhance your employability.

You can apply to add a year abroad to your degree programme from your arrival at Kent until the autumn term of your second year. The year abroad takes place between Stages 2 and 3 at one of our partner universities. Places and destination are subject to availability, language and degree programme. For a full list, please see Go Abroad.

You are expected to adhere to any academic progression requirements in Stages 1 and 2 to proceed to the year abroad. The year abroad is assessed on a pass/fail basis and does not count towards your final degree classification.

Stage 3

Modules may include Credits

Welfare states face many challenges in the contemporary world. This course takes a comparative approach by systematically analysing key fields to show how a variety of countries have identified and tackled problems of social policy. It starts with a consideration of theoretical frameworks but most of the course is directed at consideration of welfare issues in different countries and to specific topics such as globalisation, migration, population ageing, disability and austerity measures.

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30

This module will involve students undertaking quantitative research in a placement setting, while simultaneously reflecting on the process of undertaking real-life quantitative research (through a log), culminating in an assessed reflection on their placement. Aside from the support of the Q-Step Placements Officer and an academic placements advisor, students would also receive lectures covering:

- Turning an organisations ideas into a viable research project (noting that the Q-Step team will already have worked with placement organisations to do this);

- Good practice in undertaking quantitative research projects (e.g. data security, data management, replicability);

- Ethics in applied quantitative research (certainty/uncertainty, power, and 'usefulness');

- Reflecting on research practice (linked to the assessments below).

Matching students to placements

While the Kent Q-Step Centre will arrange a number of potential placements for students on this module, it is the student's responsibility to negotiate a suitable placement – placements depend on finding a successful match between a student's abilities/interests and the placement hosts' needs, and this cannot be guaranteed in advance. However, the Q-Step Centre's Placements Officer (in collaboration with the Q-Step Academic Placement Lead and (where appropriate) the Schools' Placements Officer) will provide considerable support for students in finding a placement, including:

o Providing a range of possible placement opportunities for students that have been negotiated with employers across the private, public and voluntary sectors;

o Helping match students to these placement opportunities;

o Helping students find their own placement opportunity, if they cannot find a successful match in the existing placement opportunities.

The Placements Officer will also provide the further support.

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30

The aim of the module is that students choose and then answer their own research question. The objectives are to develop a research question and appropriate research design. This will be followed by identifying suitable data sources based on existing literature. This will be followed by identifying data sources and data analysis techniques to interrogate the data and answer their research question. The final part objective is write up the research in a clear and coherent manner.

Read more
30

The module provides an overview of the contribution of the third sector to social, economic and political life. It includes analysis of definitions and categorisations, exploration of the theories which underpin the study of the third sector, an examination of theories and the current state of volunteering and charitable giving, examination of the historical and current public policy agenda in relation to the third sector in the UK, the EU and more generally and, an overview of current issues in the third sector and how social scientists go about studying them.

Read more
15

This course will provide students with a sociological understanding of the changing and central importance of individualization for contemporary society, situated both in historical and global comparative terms. The fracturing of collective bonds and assumptions and the casting of individuals into a 'life of their own making' is driven by a combination of economic, technological and cultural forces and is becoming apparent across the globe. This has provoked concern with the implications for social order, mental health and even the future of families and populations. The neglected theme of individualization allows us to examine changing social norms, the changing boundaries of private and public, the management of social order and cohesion in increasingly diverse societies and how anxieties concerning these developments may be overstated or misplaced. At the same time, this module will also emphasize the importance of attending to the ethical and practical implications of unchecked individualization in a variety of contexts and through different case studies

Read more
15

This module is designed as an exploration of both the social history and historiography of 'the Enlightenment'. It draws a focus to the legacy of Enlightenment in contemporary sociological theory. It explores the bearing of Enlightenment ideas and interests upon the intellectual and political cultures of western modernity. It introduces students to ongoing debates concerned with the legacy of the Enlightenment in twenty-first century society. In this context, it explores the influence of the Enlightenment and its cultural portrayal in contemporary sociology in current disputes concerned with the legacy of colonialism, the gendering of the public sphere, the fate of religion and religious culture through modern times, the cultivation of our social and political democracy and the ‘tragic’ fate of modern rationality.

Read more
15

This is a 15 credit course which will enhance your CV, particularly if you are hoping to work in the public or voluntary sector. You will be supported to undertake three placements in a variety of volunteering roles, both on and off campus; attend four lectures on the voluntary sector and complete a reflective learning log to help you think about your experiences and the transferable skills you are gaining.

The following 2 units are compulsory:

Active community volunteering

Project Leadership

Plus 1 unit selected from the following:

Active university volunteering

Training facilitator

Mentoring

Committee role

All students taking this module are expected to attend four sessions that provide the academic framework for understanding volunteering, as well as practitioner knowledge that will be helpful as you progress through your placements, and invaluable preparation for your essay. These sessions last one hour each and are spaced evenly throughout the academic year.

Read more
15

This module aims to enable students to design and conduct their own piece of research. This can be primary research where students collect and analyse their own data, or it can be library based, where students research existing literature or re-analyse data collected by others. The research can be about a particular policy or policy area, social problem, social development, or matter of sociological interest. The dissertation will usually be set out as a series of chapters. In order to assist students with designing and writing a dissertation a supervisor – a member of staff in SSPSSR - will have an initial meeting with students (during the summer term of Year 2 where possible) and then during the Autumn and Spring terms students will have at least six formal dissertation sessions with their supervisor. These may be held individually or with other students. In addition there will be two lectures by the module convenor which will also support students’ progress.

Read more
30

‘Health’, ‘illness’ and ‘medicine’ are by no means static concepts. Their meaning has changed over time, and there is competition and conflict over what they mean. For example, in recent decades, health has come to mean much more the absence of disease. This is the age of healthy eating, sexual health, holistic health, healthy lifestyles and healthy living. We live in a time when medicine can mean homeopathy or acupuncture, as well as heart surgery and vaccinations. ‘Health’ is also something we seem to worry about, and panic over; recent years have witnessed high profile scares about eating beef, using the contraceptive pill and mobile phones, and giving babies the MMR vaccine. ‘Health, Illness and Medicine’ discusses key ideas and concepts developed by social scientists that can help us understand these, and other, aspects of our society.

Read more
30

This module introduces students to the sociological approach to understanding and critiquing mental health. It begins by outlining historical definitions of mental health and how policy and practice have changed over time from incarceration in large institutions to present-day community care. Sociological perspectives of mental illness (for example, labelling and social causations of mental ill-health) are considered alongside psychiatric and psychological approaches to treating people with mental illnesses. The module then looks at social inequalities in relation to opportunities to recover, including gender and race, as well as other 'actors' within the field such as carers).Mental health and the criminal justice system as well as religion/spirituality are also explored. Please note, as this is not a clinical module material covered will not include in-depth investigations of specific diagnoses of mental illnesses

Read more
15

The coalition government has argued that following the 2008 financial crisis and the subsequent double-drip recession adoption, the UK has no option but to pursue austerity policies. This has included a huge squeeze on spending on cash transfers often referred to as 'welfare'.

This module focuses on poverty and inequality and how such social security policies impact upon them. Students will analyse the nature, extent and causes of poverty and inequality, with reference to the UK. The module will make students aware of current issues in welfare reform as it relates to groups vulnerable to poverty including: people who are unemployed; people who are sick or disabled; older people; children; lone parents; people from Black or minority ethnic groups. The module also shows how social security policies encompass different principles of need, rights and entitlement for users of welfare services.

It is designed to be of interest to Sociology and Health and Social Care students as well as Social Policy students.

Read more
15

The module will begin with (locally timetabled, formative) training sessions for the students in the Autumn term. These will include sessions on the sections of the national curriculum that are degree specific, the relationship with the teacher, how to behave with pupils, as well as how to organise an engaging and informative session on an aspect of the specific degree subject drawn from the national curriculum. These sessions will be run by members of the Partnership Development Office.

After training the student will spend approximately 6 hours in a school in the Spring term (this session excludes time to travel to and from the School, preparation and debrief time with the teacher). Generally, they will begin by observing lessons taught by their designated teacher and possibly other teachers. Later they will act somewhat in the role of a teaching assistant by working with individual pupils or with a small group. They may take 'hotspots': brief sessions with the whole class where they explain a topic or talk about aspects of university life. Finally, the student will progress to the role of "teacher" and will be expected to lead an entire lesson.

The student will be required to keep a weekly log of their activities. Each student will also create resources to aid in the delivery of their subject area within the curriculum. Finally, the student will devise a special final taught lesson in consultation with the teacher and with the local module convener. They must then implement and evaluate the lesson.

Read more
15

In broad terms, this module explore the workings of child social care and relationships between children, families and the state. This includes a range of interventions and service provision – covering the areas of family support, child protection and out-of-home care for looked after children. In social scientific terms, the focus is on the dynamic social construction of problems such as child abuse or neglect, their intersection with social divisions and the shaping of state and civil society responses.

The following is an indicative list of topics:

• Social Work & Social Care for Children

• Supporting Families and Children in Need

• Child Protection – An Historical Overview

• What is Child Maltreatment? Contemporary Debates

• (Re)Discovering Child Sexual Abuse and Exploitation

• Understanding Child Maltreatment: private troubles and public issues

• The State as Parent: Looked After Children and Leaving Care

• Adoption: Private Lives and Public Policy

• Interethnic and International Adoption

• Child Welfare and Disabled Children

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You have the opportunity to select wild modules in this stage

Teaching and assessment

In addition to learning through lectures, seminars, workshops, project supervision, and statistics classes, this degree prides itself in its aim to let students carry out hands-on research in the ‘field’ through placements and field trips. Most modules are assessed by examination and coursework in equal measure.

Programme aims

This programme aims to:

  • produce thoughtful, well-trained and flexible social scientists with an up-to-date knowledge of social welfare provision in industrial societies
  • help students to link theoretical knowledge with empirical enquiry and to identify and understand different ideological positions on welfare provision
  • give students the skills and abilities to enable them to become informed citizens, capable of participating in the policy process and equipped for a dynamic labour market
  • provide students with the statistical and analytical tools to independently and successfully conduct advanced quantitative research
  • help students make persuasive arguments using quantitative research, and to critically assess the arguments made by others in the course of social life
  • help students link theoretical knowledge with empirical enquiry, so that they understand how to conduct and critique social research in the real world.

Learning outcomes

Knowledge and understanding

You gain knowledge and understanding of:

  • the origins and development of UK welfare institutions
  • the current sources of welfare in the UK, including health and social services, social security, housing and education
  • the operation and financing of the policy process and an understanding of the political economy of welfare
  • the welfare provided by the private and voluntary sectors, and an understanding of the mixed economy of care
  • the key concepts used in social policy, such as need, equity, inequality, poverty, exclusion, identity, difference and diversity
  • the local, regional, national and supra-national dimensions of social policy and understanding of the links between them
  • the main sources of data about social welfare and a grasp of the research methods used to collect and analyse data
  • interdisciplinary approaches to issues in social policy and the ability to use ideas from other social sciences
  • the key concepts and theories of welfare and the ability to apply these in a comparative approach
  • the strengths and weaknesses of statistical techniques applied to the study of social issues
  • cross-disciplinary understanding of advanced quantitative reasoning and application of these methods to the analysis of complex societal problems
  • how to abstract findings from the application of quantitative research methods to examine essential features of complex societal problems and provide a framework for assessment of contemporary institutional arrangements
  • the value of comparative analysis across disciplines
  • ethical implications of social sciences’ inquiry.

Intellectual skills

You develop the following intellectual skills:

  • problem-solving skills and the ability to seek solutions to social problems and individual needs
  • research skills, including the ability to identify a research question and to collect and manipulate data to answer that question
  • evaluative and analytic skills, to assess the outcomes of social policy intervention on individuals and communities
  • sensitivity to the values and interests of others and to the dimensions of difference
  • quantitative: the appropriate use of analytical methods – including advanced methods – in handling, analysing and presenting statistical data across relevant disciplines. Ability to interpret both research data and official statistics.

Subject-specific skills

You gain the following subject-specific skills:

  • identifying and using theories and concepts in social policy to analyse social issues
  • handling and interpreting statistical data relevant to social issues.
  • undertaking an investigation of an empirical issue, either on your own or with other students
  • distinguishing between technical, normative, moral and political questions
  • constructing criminological arguments using quantitative empirical evidence.

Transferable skills

You gain the following transferable skills:

  • studying and learning independently, using library and internet sources
  • an appetite for learning and being reflective, adaptive and collaborative in your approach
  • making short presentations to fellow students and staff
  • communicating ideas and arguments to others, both in written and spoken form
  • preparing essays and referencing the material quoted according to conventions in social policy
  • using IT to word-process, conduct online searches, communicate by email and access data sources
  • developing skills in time management by delivering academic work on time and to the required standard
  • developing interpersonal and teamwork skills to enable you to work collaboratively, negotiate, listen and deliver results
  • appropriately using analytical methods – including advanced methods – in handling, analysing and presenting statistical data in diverse real-world settings.

Careers

Graduate destinations

In an increasingly competitive job market, graduates with quantitative skills are in high demand by all employers from across the public, private and third sectors. 

Our social policy graduates have been extremely successful in finding employment in a wide range of areas including:

  • social work and health care
  • policy analysis
  • human resource management
  • advice services
  • education and research 
  • the Civil Service.

Some graduates choose to go on to further studies at postgraduate level.

Help finding a job

The School of Social Policy, Sociology and Social Research has its own employability team who work with businesses to maximise opportunities for our students. We also hold an Employability Month every February and run networking events throughout the year to help you develop your skills and contacts.

The University has a friendly Careers and Employability Service which can give you advice on how to:

  • apply for jobs
  • write a good CV
  • perform well in interviews.

Work experience

There are opportunities to apply your newfound skills in quantitative analysis in professional settings through placements and applied research modules. We have links to placements across many sectors, including government (national and local), think tanks and charities, cultural organisations and the private sector. 

Career-enhancing skills

You graduate with subject-specific knowledge that is essential if you plan to work in the broad area of social policy. Alongside this knowledge, your advanced quantitative research skills, which give you the ability to understand, explain and critique data in diverse real-world settings, can set you apart from other graduates.

You also develop the key transferable skills graduate employers look for. These include:

  • the ability to analyse problems
  • excellent communication skills
  • teamworking
  • the ability to use data analysis computer programs
  • an understanding of, and sensitivity to, the values and interests of others.

You can also gain additional skills by signing up for our Kent Extra activities, such as learning a new language or volunteering.

Independent rankings

For graduate prospects, Social Policy at Kent was ranked 8th in The Times Good University Guide 2018 and 11th in The Complete University Guide 2018.

Of Social Policy students who graduated from Kent in 2016, 100% were in work or further study within six months, making them the most successful in the UK (DLHE).

According to Which? University (2017), the average starting salary for graduates of this degree is £18,500.

Entry requirements

Home/EU students

The University will consider applications from students offering a wide range of qualifications. Typical requirements are listed below. Students offering alternative qualifications should contact us for further advice. 

It is not possible to offer places to all students who meet this typical offer/minimum requirement.

New GCSE grades

If you’ve taken exams under the new GCSE grading system, please see our conversion table to convert your GCSE grades.

Qualification Typical offer/minimum requirement
A level

BBB 

Access to HE Diploma

The School is committed to widening participation and has a long and successful tradition of admitting mature students. We welcome applications from students on accredited Access courses.

BTEC Level 3 Extended Diploma (formerly BTEC National Diploma)

Distinction, Distinction, Merit. Health and Social Care or Public Service preferred. 

International Baccalaureate

34 points overall or 15 points at HL

International students

The University welcomes applications from international students programmes. Our international recruitment team can guide you on entry requirements. See our International Student website for further information about entry requirements for your country. 

However, please note that international fee-paying students cannot undertake a part-time programme due to visa restrictions.

If you need to increase your level of qualification ready for undergraduate study, we offer a number of International Foundation Programmes.

Meet our staff in your country

For more advice about applying to Kent, you can meet our staff at a range of international events.

English Language Requirements

Please see our English language entry requirements web page.

Please note that if you are required to meet an English language condition, we offer a number of 'pre-sessional' courses in English for Academic Purposes. You attend these courses before starting your degree programme. 

General entry requirements

Please also see our general entry requirements.

Fees

The 2019/20 annual tuition fees for this programme are:

UK/EU Overseas
Full-time £9250 £15700
Part-time £4625 £7850

For students continuing on this programme, fees will increase year on year by no more than RPI + 3% in each academic year of study except where regulated.* 

Your fee status

The University will assess your fee status as part of the application process. If you are uncertain about your fee status you may wish to seek advice from UKCISA before applying.

Fees for Year in Industry

For 2019/20 entrants, the standard year in industry fee for home, EU and international students is £1,385

Fees for Year Abroad

UK, EU and international students on an approved year abroad for the full 2019/20 academic year pay £1,385 for that year. 

Students studying abroad for less than one academic year will pay full fees according to their fee status. 

General additional costs

Find out more about accommodation and living costs, plus general additional costs that you may pay when studying at Kent.

Funding

University funding

Kent offers generous financial support schemes to assist eligible undergraduate students during their studies. See our funding page for more details. 

Government funding

You may be eligible for government finance to help pay for the costs of studying. See the Government's student finance website.

Scholarships

General scholarships

Scholarships are available for excellence in academic performance, sport and music and are awarded on merit. For further information on the range of awards available and to make an application see our scholarships website.

The Kent Scholarship for Academic Excellence

At Kent we recognise, encourage and reward excellence. We have created the Kent Scholarship for Academic Excellence. 

The scholarship will be awarded to any applicant who achieves a minimum of AAA over three A levels, or the equivalent qualifications (including BTEC and IB) as specified on our scholarships pages

The scholarship is also extended to those who achieve AAB at A level (or specified equivalents) where one of the subjects is either mathematics or a modern foreign language. Please review the eligibility criteria.

Full-time

Part-time

The Key Information Set (KIS) data is compiled by UNISTATS and draws from a variety of sources which includes the National Student Survey and the Higher Education Statistical Agency. The data for assessment and contact hours is compiled from the most populous modules (to the total of 120 credits for an academic session) for this particular degree programme. 

Depending on module selection, there may be some variation between the KIS data and an individual's experience. For further information on how the KIS data is compiled please see the UNISTATS website.

If you have any queries about a particular programme, please contact information@kent.ac.uk.