Students preparing for their graduation ceremony at Canterbury Cathedral

Sociology with Quantitative Research - BA (Hons)

UCAS code L3G3

2017

The BA Sociology with Quantitative Research  is one of several new Quantitative Research Minor programmes set up by the University of Kent’s Q-Step Centre as a response to the shortage of analytical skills needed by employers. By studying with the Q-Step centre you can pursue your interest in sociology whilst gaining valuable quantitative research skills which are in high demand by employers across the public, private and third sectors.

Overview

On the BA Sociology with Quantitative Research you are taught by international experts in the field of sociology. Research specialities include; race and ethnic identity; health, sex and gender; violence, terrorism and society. You will also receive a competitive research skillset with training from leading figures across multiple fields of quantitative social sciences.

A quantitative research minor opens your mind to new ways of thinking. As part of a multi-million pound national campaign to improve quantitative skills amongst undergraduates, the Q-Step centre boasts a team of world-class quantitative researchers, and innovative technology-based teaching methods. Starting with no assumed statistical knowledge, you will graduate with an advanced package of practical quantitative skills alongside subject specific knowledge in sociology.

Kent’s sociology programmes are based in the School of Social Policy, Sociology and Social Research (SSPSSR), which has consistently achieved the highest ratings for its teaching and research.

Careers

You don’t need to be a maths whizz to be a successful researcher. Being able to analyse real life data is crucial in today’s workplace and we want you to be confident in dealing with information in all its forms. All you need is a logical mind and an enthusiasm for solving the big questions about people’s lives. To change the world, you first have to understand it. In the 21st century, that means being able to understand data.  Today, not many people have these skills. By taking this degree, you will become one of them.

The ability to take data—to be able to understand it, to process it, to extract value from it, to visualise it, to communicate it – is a hugely important skill. The advanced quantitative skills gained through our degree programme will place you in an excellent position for future studies and many types of graduate employment including business analysis, charity fundraising, journalism, and marketing.

Please see ‘Careers’ for more information.

Placements

One of the strengths of Kent’s Quantitative Research programmes is the opportunity for students to complete a quantitative work placement as part of their degree. 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.

Please see ‘Course Structure’ for more information.

Q-Step initiative

This degree is part of a range of quantitative research minor programmes offered by Kent’s Q-Step Centre, one of only 15 such prestigious centres in the UK and funded by, among others, the Higher Education Funding Council for England (HEFCE). In addition to the BA Sociology with Quantitative Research, the University also offers joint degrees in Criminology; Social Policy; Politics and International Relations; LLB Law; and BBA Business Administration with Business Analytics where you can also specialise in quantitative research. We also offer our flagship programme BSc in Statistical Social Research.

Please see www.kent.ac.uk/qstep for more information.

Independent rankings

Sociology at Kent was ranked 7th in The Times Good University Guide 2017

For graduate prospects, Sociology at Kent was ranked 8th in The Times Good University Guide 2017 and 11th in The Complete University Guide 2017

Of Sociology students who graduated from Kent in 2015, 90% of were in work or further study within six months (DLHE).

Course structure

The BA Sociology with Quantitative Research is carefully designed to take you from a basic level, with no assumed prior knowledge of quantitative methods, to a complete package of practical quantitative skills, all while gaining a thorough grounding in sociology.

In Stage 1, you complete introductory quantitative modules, which teach you the methodological and technical foundations which you will build on in later years. You will 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, building on the foundations you have learnt in Stage 1, to develop an advanced skillset 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.

All of this is completed alongside a complete grounding in sociology, with scope to specialise with advanced optional sociology modules in Stages 2 and 3.

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

Sociology 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

SO335   Contemporary Culture and Media

SO333   Crime, Culture and Control

SA301   Health, Care and Wellbeing

SE301    Introduction to Social Anthropology

SE302    Foundations of Human Culture

Converting to a Quantitative Research Minor after Stage 1

Students studying other undergraduate programmes in sociology may convert to the BA Sociology with Quantitative Research after Stage 1 (subject to completion of the compulsory first year sociology modules and consultation with the Director of Studies for Sociology 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

Sociology Modules:

*SO500 Concepts and Theories in Sociology

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

SO505   Sociology of Crime and Deviance

SO506   Popular Culture, Media and Society

SO509   Health, Illness and Medicine

SO525   Politics and Sociology of the Environment

SO532   Mental Health

SO533   Gender, Crime, Criminal Justice

SO534   Violence and Society

SO535   Youth and Crime

SO536   Criminal Justice in Modern Britain

SO537   Race and Racism

SO538   Childhood, Society, Children’s Rights

SO594   `Terrorism’ in Modern Society

Stage 1

Modules may include Credits

Sociology offers insight into how society works. To do this, we question and look behind the ‘common sense’ view of everything in the social world. This course looks at a range of important and topical aspects of society and explains how we can make better sense of them by ‘thinking sociologically’. The aim is to introduce students to the wide range of topics which comprise contemporary Sociology and indicate how social circumstances shape and influence our lives. Why do powerful differences and inequalities between men and women persist even though both are now formally equal? Why, in a world that is safer and healthier than ever before, do we witness so much concern about risks such as to our health, children and security. These are type of questions we will begin to answer. The course is suitable both for those who have studied sociology at A level, and those who have not. There is a considerable emphasis on interactive discussion, through weekly seminar groups.

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15

This course provides grounding in the basic history and assumptions of sociological thinking and research, and how they apply to key aspects of our society. Topics are less from everyday experience than in the Sociology of Everyday Life course, focusing on more abstract topics such as the state and globalization. Students will also be encouraged to consider competing perspectives on these topics and how they might be assessed. There will be a lecture and seminar each week and students will be encouraged to engage in informed discussion and debate.

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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 provides an introduction to the major issues and controversies surrounding the definition, development and teaching of ‘classical’ social theory. It introduces students to the key problems that have set the agendas for sociological inquiry as well as the main concepts and theoretical traditions that have shaped sociological thought. A considerable debate surrounds the meaning of ‘classical’ social theory and what should be associated with this term. For some, ‘classical’ social theory refers to ideas developed by a generation of thinkers whose works belong to a particular period of our cultural/intellectual history (usually dated c.1880- c.1920). Others understand this as a label for ‘canonical’ texts that define the project and enterprise of sociology. For many, it simply means the works of Karl Marx, Émile Durkheim, Max Weber and Georg Simmel (the so-called ‘founding fathers’ of the discipline). Classical sociology has also been identified as a critical tradition of placing society in question so as individuals may be better equipped to understand how their personal troubles are the product of determining socio-economic structures and processes. Each of these approaches to understanding ‘classical’ social theory will be explored and analysed.

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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

This module is designed both for students intending to specialise in social policy, and for other students who are interested in social problems and responses to them. We explore the ways in which phenomena come to be labelled as social problems, we focus upon the ‘problem of youth’ and why certain youth behaviours are seen as problematic, who defines them as such and what is expected in terms of the balance between state and family responsibility. Issues explored include: young people’s changing relationship to the family; teenage pregnancy; education, transitions to work, migration drug (mis)use, youth homelessness and anti-social behaviour.

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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.

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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.

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

Stage 2

Modules may include Credits

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

This module provides an introduction to the major issues and controversies that have shaped key developments in contemporary social theory. It surveys the development of social theory through the second half of the twentieth century and up to the present day. Following on from the SO408 module on ‘classical’ social theory, it questions the distinction between the ‘classical’ and the ‘contemporary’ so as to highlight the intellectual decisions, values and problems involved in the packaging of social theory under these terms. It also provides critical introductions to the following theorists and issues: Talcott Parsons and his legacy; Symbolic Interactionism up to Goffman and beyond; The Frankfurt School: Critical theory and the crisis of western marxism; Jurgen Habermas and the decline of the public sphere; Michel Foucault and a his understanding of ‘power’; Pierre Bourdieu and the reproduction of inequality; From Modernity to Post-modernity?; The feminizing of social theory; Globalization, networks and mobilities; New challenges for the twenty-first century.

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15

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

This module covers key issues and debates in the sociology of religion in order to interrogate the significance of religious practice and belief in the modern world. After an introductory lecture, the module is organised into two connected parts. Firstly, it explores classical statements on the sources, meaning and fate of religion in modernity by examining the writings of Karl Marx, Emile Durkheim, Max Weber and Georg Simmel, and using their analyses to interrogate current events (e.g. ‘prosperity Pentecostalism’, the rise of the supernatural in culture through such media as the Harry Potter novels, and violent responses to transgressions of what religions consider to be sacred). The emphasis here is on developing in students the knowledge and skills necessary to appreciate and engage critically with the significance of religion for the development of sociology, and with key statements about the modern fate of religion in and beyond the West. Second, the module explores core issues concerned with and associated with the secularisation debate. Here, we look not only at conventional arguments concerning secularisation and de-secularisation, but also at the significance of ‘the return of the sacred’ in society, civil religion, the material experience of religion, and the manner in which religious identities and habits are developed in the contemporary world. This enables us to develop new perspectives on the viability of religion in current times.

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15

This is an optional module for Cultural Studies programmes, but is open to and suitable for students on other programmes in the Social Sciences and Humanities. It may also be taken as a 'wild' option.

The module invites students to explore the critical links between emotion, media and culture in the context of contemporay cultural, socio-political and economic relations. It examines what is meant by ‘the affective turn’ within the humanities and social sciences and introduces students to a range of interdisciplinary literatures concerned with theorising the cultural politics of emotion and the mediation of affect. Through various case studies and examples, the module investigates how social, cultural and media theorists have addressed the relationships between emotion, affect, power and identity in the context of postcoloniality, multiculturalism, neoliberalism and various social justice movements.

Attending to contemporary cultural debates concerning happiness, empathy, hope, fear, hate, disgust and melancholia, it explores how personal feelings are linked to social norms and power structures and considers how we might disrupt an assumed division between ‘good’ and ‘bad’ emotions. The module explores how emotions, feelings and affects are produced, mediated and circulated through a range of cultural forms, practices and technologies, paying particular attention to the role of film, television, news media, digital culture, literature and popular science.

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15

This course will provide students with a well rounded assessment of modern China, with particular emphasis on events since the 1978 Open Door Policy initiated by Deng Xiaoping. The course first introduces students with key sociological concepts related to Chinese traditional society, then move onto major events that form state-society relations in the past three decades. Students are encouraged to connect China’s rise to their own life and think comparatively. The bulk of the course will explore a range of contemporary issues, which includes:

• One country, two systems and four worlds: Diversity and social gaps in modern China

• The broken ‘iron rice bowl’: Social mobility and welfare system since 1980s

• The Me Generation: The rise and individualization of China’s new middle class

• New social media and the ‘Great Fire Wall’

• Zao: The making of consumption culture within the World’s factory

• Bit player or the new powerhouse? China’s struggle with scientific innovations

• The triumph of paintings: Social protests and the Chinese art scene

• From ping-pong diplomacy to Linsanity: Sports and modern Chinese identity

• The greening of China: The social cost of industrialization and grassroots environmental movements

• The ‘sea turtles’ (overseas-returns) and Chinese diaspora: An alternative imagination of Chineseness

• ‘All under Heaven’ (Tianxia) reinterpreted : China in a globalized world

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15

Often presented as the most natural form of human organisation, the family's changing nature over time indicates it is no such thing. Particularly since the Second World War, driven by the transformation of women's position within society, the very idea of a typical family has been called into question. The numbers of those choosing to live alone in contemporary society even calls into question the very notion of family at all. This module explores how the family has changed historically in its role and relationship to the individual and society. We trace the development of the modern, private family and how it has been shaped by socio-economic, cultural and political pressures. We will particularly focus upon the tension between this private 'haven in a heartless world' and a society anxious about the family's apparent instability.

Synopsis of the curriculum

• The social history of ‘the family’ and its transformations.

• The sociology of the public/private split

• The evolution of policies relating to ‘family life’

• The ‘individualisation’ thesis

• The economics and obligations of the family

• Recent social and demographic changes considered to underlie the problem of the contemporary family (changes in fertility patterns, in marriage and co-habitation, the rise of single person households)

• Debates about specific current policies about ‘parenting’

• Critiques of state intervention in family life

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15

The course discusses the main approaches which have developed in urban sociology through an exploration of some of the major themes. These themes include urbanisation under capitalism, planning, post-industrialism, globalisation, social differentiation, multiculturalism, protest and social movements, and comparative urbanism (Asian and African contexts). Approaches considered within these will include Marx, Weber, the Chicago School, the Manchester school, and post-modernism.

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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.

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15

This module will examine the impact of digital technology on our social and cultural lives. It will concentrate on how the Internet in particular has challenged some of our more traditional notions of identity and self, the body, relationships, community, privacy, politics, friendship, war and crime, economics, among others. Lectures will show how some of the basic components of culture such as notions of identity, space, the body, community, and even the very notion of what it is to be human, have been complicated by the rise of virtuality and cyberspace. We will also examine these issues through case study phenomena unique to digital culture, currently including gaming, music, cybersex and social networking.

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15

The course is concerned with the relatively new ideas of living in a ‘risk society’ which theoretically capture the heightened sensitivity within Western societies to the numerous ‘risks’ which shape our lives. The course will explore basic concepts of risk, hazard and probability and how risk is managed and communicated. Topics will include risk and globalization, and risk and the media. Developments will be examined through key examples such as ‘mad cow’ disease and genetically modified ‘frankenfoods’. The course will suggest that heightened perception of risk is here to stay, and is leading to a reorganisation of society in important areas.

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15

Work and economic life is one of the central themes of sociology. Work allows us to think about class, gender, race and issues of identity. Work defines how people live their lives and is a major constituting factor in identity formation. In recent years work has changed enormously with the rise of globalisation, of deindustrialisation and the ending of old certainties which used to underpin working lives. This module examines how sociology and sociologists have looked at the issue of work in the past as well as in contemporary societies. It charts the theoretical background to the assumptions sociologists make about work as well as the methods they use to investigate work and employment. The module will focus on issues industrialisation, deindustrialisation, notions of career and identity and places and spaces of work. A major part of this module is the discussion of innovative ways of looking at work including through visual methods and approaches, and in addition it will draw on material from the arts and humanities.

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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.

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15

Images of ‘trim, taut and terrific’ bodies surround us in contemporary consumer culture. They look down on us from billboards, are increasingly central to advertisers’ attempts to sell us clothes, cosmetics, cars, and other products, and pervade reality television programmes based on diet, exercise and ‘extreme’ makeovers. These trends have occurred at the same time that science, technology, genetic engineering and medicine have achieved unprecedented levels of control over the body: there are now few parts of the body which cannot be remoulded, supplemented or transplanted in one way or another. In this course we explore how culture represents and shapes bodies, and also examine how embodied subjects are themselves able to act on and influence the culture in which they live. We will seek to understand the relationship between the body and self-identity, embodiment and inequalities, and will explore various theories of the body. In doing this we range far and wide by looking at such issues as cyberbodies, religion, food, film, transgenderism, sport, music, work and sleep. Embodiment is the enduring theme of this course, though, and we will explore its many dimensions via a range of disciplinary and interdisciplinary perspectives, and by asking and addressing a range of questions such as ‘How and why has the body become increasingly commodified?’, ‘Why has the body become increasingly central to so many people’s sense of self-identity?’, ‘If we live in a culture that has been able to intervene in the sizes, shapes and contents of the body like never before, have people have become less sure about what is ‘natural’ about the body, and about how we should care for and treat our bodily selves?’.

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30

Social care is of central significance in the support of a range of vulnerable adults. As such it is one of the key services of the welfare state, though one that often loses out to higher profile concern with medical care. In this module we trace the development of social care from its origins in nineteenth century philanthropy, through its consolidation as a key service within the post war welfare state, to its current state of flux as it becomes increasingly fragmented and subject to new models of provision. The module looks at the care experiences of people with physical disabilities whether acquired in childhood or as result of accident or illness later in life; with learning difficulties; and mental health problems; as well as frail older people, exploring user perspectives and questions of empowerment. It also addresses those who provide care and support in the form of family carers and paid workers, whether social workers or care assistants, addressing policy debates concerning the role of the state and family in provision. It analyses the key social and policy debates in this field: for example: can we afford the cost of the rising numbers of older people? What role does ageism play in recent scandals about the quality of care provision? How can we support family carers? How do we integrate people with learning disability into wider society? In doing so it raises issues of funding, affordability and the mixed economy of care, as well as addressing fundamental questions about how disability, age and care are experienced and understood.

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30

This module will be divided into three parts: the first will offer an analysis of current and potential methods of drug control; the second will explore cultural contexts of illicit drug use within modern society; the third will consider and evaluate practical issues facing drug policy makers of today. Each will be considered in a global context. Particular emphasis will be placed on theoretical arguments underpinning the major debates in this field and up-to-date research will be drawn upon throughout.

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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.

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15

This module examines key policy issues and controversies relating to the criminal justice system. The general nature and development of the modern criminal justice system of police, courts, prisons and alternatives will be explored, together with the relation between the criminal justice system and other agencies such as welfare, the private sector and informal structures of control. Topical problems such as police organisation and efficiency, the impact of the (party) politicisation of crime and criminal justice issues, prison overcrowding, the problems facing different categories of victims in offences such as child abuse, rape etc. International justice issues will be considered such as the American prison experiment and the death penalty.

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30

This module introduces students to the sociological approach to understanding 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, the sociology of suicide, 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 where sufferers are within the life-course (including young people and older people with dementia).Mental health and the criminal justice system as well as religion/spirituality and faith 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.

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15

This module will examine the ways in which violence is receiving increasing attention within the social sciences, and will introduce the major theoretical and research themes involved in the analysis of violence. It will examine data on the prevalence, nature and effects of violent crime, and will consider issues of violence, aggression and masculinity. This will be done with particular reference to examples, such as racist crime, homophobic crime and domestic violence. The module will approach violence from interpersonal and societal perspectives and will include consideration of collective violence and genocide. It will further examine solutions to solutions to violence and conflict resolution, the effects of intervention strategies and non-juridical responses to violence.

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15

Contraception, abortion, and teenage pregnancy are the subjects of public controversy in Britain. This module takes these aspects of ‘reproductive health’ as its main examples. We will consider why contraception, abortion and teenage pregnancy became the subject of policy-making, and look at how policy about them has changed over time. Attention will be drawn to areas of debate that are currently particularly controversial, to encourage students to consider the ways in which policy could develop.

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15

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 will introduce students to the analysis of health policy focusing on recent policy changes in the UK and identifying the major influences which have shaped these policies. There have been considerable changes in health service policy and health policy in the UK over the last decade involving changes to existing policies and the development of new policy themes. The latter have included a growing recognition of the need to address inequalities through public health policies but the relative neglect of environmental health policies, a focus on the views and/or the voice of the user and the public, the emergence of evidence-based policy and practice, the marketisation and privatisation of health care, the introduction of managerialism and the attempts to regulate the medical profession. This module provides an analysis of these recent policy developments and explores to what extent they reflect significant shifts in policy. What shapes these policies is examined through an exploration of the influence of professional medicine and other occupational groups including CAM, the pharmaceutical industry, the State, patients groups and the wider global environment. It links analysis of the theory of policy making with an analysis of empirical examples.

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15

This module combines theoretical and methodological approaches from sociology, cultural and media studies, history and literature to examine how our understandings of the past, present and future are formed, framed, mediated and remediated in a variety of social, cultural and political contexts. It aims to introduce students to key themes and issues related to the social experience of time. It will encourage them to reflect on how this experience informs our approaches to social problems, relationships of power and inequality, and the formation of collective identities. Over the course of the term, we will debate and critically explore the roles of heritage, nostalgia, the imagination, narrative and imagery at the heart of both processes of social change and cultural continuity. We will question what it is that forms the constitutive narrative of a cultural identity, its foundations, expression and trajectory. We will also examine the material and symbolic construction of social groups such as generations, classes and communities.

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15

The module provides an introduction to social and political issues raised by food and its provision, exploring how sociologists, social anthropologists and policy analysts have addressed this area. The module examines the role of food within the household and beyond, exploring the ways in which food and food practices make manifest social categorisations such as gender, age, ethnicity and religion. Using the examples of vegetarianism and religion, it examines the way food is entwined with symbolic and moral categorisations. The module as also addresses the political and policy issues raised by food, exploring government involvement in the area of ingestion, drawing parallels between food, alcohol and tobacco. In doing so it addresses the political issues raised by the large corporate interests of the food industry, and the role of the market in shaping provision. It addresses questions of public health, dietary adequacy and the future of the welfare state through sessions on schools meals and food banks.

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15

The module will begin with (locally timetabled, formative) training sessions for the students (2x3hours) 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 the local module convenors, the academic schools' Outreach Officers (though this may be the same person) and members of the Partnership Development Office.

After training the student will spend one session per week for six weeks in a school in the Spring term (this session includes time to travel to and from the School, preparation and debrief time with the teacher and 'in class’ time with the teacher and pupils – 3 hours in total). 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 project (final taught lesson) in consultation with the teacher and with the local module convener. They must then implement and evaluate the project.

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15

Environmental issues have become central matters of public concern and political contention. In this module we shall consider explanations for the rise and social distribution of environmental concern as well as the forms of organisation that have been adopted to address environmental questions, including the emergence of global environmental issues and the responses to them. The development of environmental protest, environmental movements and Green parties are central concerns, but we shall also consider the ‘greening’ of established political parties and political agenda. Is it realistic to expect the development of a global environmental movement adequate to the task of tackling global environmental problems. The approach is broadly comparative and examples will be taken from Europe (east and west), North America, Australasia and south-east Asia.

Read more
15

The aim of this module is to provide students with a critical understanding of the nature and extent of crime and deviance in contemporary society, and the main ways in which they can be explained and controlled. Focusing upon contemporary sociological theories of crime against a background of the classical ideas within the field, this unit will provide undergraduates with an opportunity to engage with the most up-to-date debates.

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30

This module introduces and applies ideas in critical, cultural and communications theory to debates and issues surrounding media and popular culture, focusing on such themes as cultural elitism, power and control, the formation of identities, the politics of representation, and the cultural circuit of production and consumption. It investigates the relationship between the development of contemporary society and societal values and the changing technological basis of mediated culture.

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15

This module aims to develop a critical understanding of one of the most timely and pressing issues of recent times, namely, migration, and its relationship to politics of identities, belongings and citizenship in global societies. It aims to introduce students to key themes and issues related to the social experience of migration in a diversity of contexts. Over the course of the term, we will debate and critically explore the ways in which migrants, refugees and diaspora communities shape their societies of settlement and origin and how they have become key actors of a process of 'globalisation from below' at different social and spatial scales. We will critically discuss key concepts and theories deployed to analyse contemporary processes of migration, transnationalism and diaspora and assess their relevance across a wide range of migration case studies. Examples of the central questions this module will address are: what are the main drivers of contemporary migration? To what extent can migrants become transnational citizens? What is the link between migration and homeland development in third world countries? How are gender, class and race relations affected by migration?

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

Year in industry

An important aspect of this degree is applying your quantitative skills to a real-life workplace via placement settings. On the condition of achieving a 2:1, you will be able to apply to take our placements module, The Practice of Social Research, which runs for one full academic year and includes a 200-hour placement within an academic learning experience. We encourage you to undertake additional placements in the summer after Stage 2 or Stage 3, and to do a placement linked to your dissertation. It may also be possible to undertake a full-time paid sandwich year placement.

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

The University of Kent makes every effort to ensure that the information contained in its publicity materials is fair and accurate and to provide educational services as described. However, the courses, services and other matters may be subject to change. Full details of our terms and conditions can be found at: www.kent.ac.uk/termsandconditions.

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 will not count towards your final degree classification.

 

Stage 3

Modules may include Credits

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.

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30

This module aims to develop a critical understanding of one of the most timely and pressing issues of recent times, namely, migration, and its relationship to politics of identities, belongings and citizenship in global societies. It aims to introduce students to key themes and issues related to the social experience of migration in a diversity of contexts. Over the course of the term, we will debate and critically explore the ways in which migrants, refugees and diaspora communities shape their societies of settlement and origin and how they have become key actors of a process of 'globalisation from below' at different social and spatial scales. We will critically discuss key concepts and theories deployed to analyse contemporary processes of migration, transnationalism and diaspora and assess their relevance across a wide range of migration case studies. Examples of the central questions this module will address are: what are the main drivers of contemporary migration? To what extent can migrants become transnational citizens? What is the link between migration and homeland development in third world countries? How are gender, class and race relations affected by migration?

Read more
15

This module introduces and applies ideas in critical, cultural and communications theory to debates and issues surrounding media and popular culture, focusing on such themes as cultural elitism, power and control, the formation of identities, the politics of representation, and the cultural circuit of production and consumption. It investigates the relationship between the development of contemporary society and societal values and the changing technological basis of mediated culture.

Read more
15

The aim of this module is to provide students with a critical understanding of the nature and extent of crime and deviance in contemporary society, and the main ways in which they can be explained and controlled. Focusing upon contemporary sociological theories of crime against a background of the classical ideas within the field, this unit will provide undergraduates with an opportunity to engage with the most up-to-date debates.

Read more
30

Environmental issues have become central matters of public concern and political contention. In this module we shall consider explanations for the rise and social distribution of environmental concern as well as the forms of organisation that have been adopted to address environmental questions, including the emergence of global environmental issues and the responses to them. The development of environmental protest, environmental movements and Green parties are central concerns, but we shall also consider the ‘greening’ of established political parties and political agenda. Is it realistic to expect the development of a global environmental movement adequate to the task of tackling global environmental problems. The approach is broadly comparative and examples will be taken from Europe (east and west), North America, Australasia and south-east Asia.

Read more
15

The module will begin with (locally timetabled, formative) training sessions for the students (2x3hours) 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 the local module convenors, the academic schools' Outreach Officers (though this may be the same person) and members of the Partnership Development Office.

After training the student will spend one session per week for six weeks in a school in the Spring term (this session includes time to travel to and from the School, preparation and debrief time with the teacher and 'in class’ time with the teacher and pupils – 3 hours in total). 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 project (final taught lesson) in consultation with the teacher and with the local module convener. They must then implement and evaluate the project.

Read more
15

The module provides an introduction to social and political issues raised by food and its provision, exploring how sociologists, social anthropologists and policy analysts have addressed this area. The module examines the role of food within the household and beyond, exploring the ways in which food and food practices make manifest social categorisations such as gender, age, ethnicity and religion. Using the examples of vegetarianism and religion, it examines the way food is entwined with symbolic and moral categorisations. The module as also addresses the political and policy issues raised by food, exploring government involvement in the area of ingestion, drawing parallels between food, alcohol and tobacco. In doing so it addresses the political issues raised by the large corporate interests of the food industry, and the role of the market in shaping provision. It addresses questions of public health, dietary adequacy and the future of the welfare state through sessions on schools meals and food banks.

Read more
15

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: globalisation, migration, population ageing, disability, the cuts and so on. In this way, the student is provided with a systematic overview of some of the main areas in which international and national social policy agendas co evolve. It is intended for students of social policy, social work, and social sciences.

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30

This module combines theoretical and methodological approaches from sociology, cultural and media studies, history and literature to examine how our understandings of the past, present and future are formed, framed, mediated and remediated in a variety of social, cultural and political contexts. It aims to introduce students to key themes and issues related to the social experience of time. It will encourage them to reflect on how this experience informs our approaches to social problems, relationships of power and inequality, and the formation of collective identities. Over the course of the term, we will debate and critically explore the roles of heritage, nostalgia, the imagination, narrative and imagery at the heart of both processes of social change and cultural continuity. We will question what it is that forms the constitutive narrative of a cultural identity, its foundations, expression and trajectory. We will also examine the material and symbolic construction of social groups such as generations, classes and communities.

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15

This module will introduce students to the analysis of health policy focusing on recent policy changes in the UK and identifying the major influences which have shaped these policies. There have been considerable changes in health service policy and health policy in the UK over the last decade involving changes to existing policies and the development of new policy themes. The latter have included a growing recognition of the need to address inequalities through public health policies but the relative neglect of environmental health policies, a focus on the views and/or the voice of the user and the public, the emergence of evidence-based policy and practice, the marketisation and privatisation of health care, the introduction of managerialism and the attempts to regulate the medical profession. This module provides an analysis of these recent policy developments and explores to what extent they reflect significant shifts in policy. What shapes these policies is examined through an exploration of the influence of professional medicine and other occupational groups including CAM, the pharmaceutical industry, the State, patients groups and the wider global environment. It links analysis of the theory of policy making with an analysis of empirical examples.

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15

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

Contraception, abortion, and teenage pregnancy are the subjects of public controversy in Britain. This module takes these aspects of ‘reproductive health’ as its main examples. We will consider why contraception, abortion and teenage pregnancy became the subject of policy-making, and look at how policy about them has changed over time. Attention will be drawn to areas of debate that are currently particularly controversial, to encourage students to consider the ways in which policy could develop.

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15

This module will examine the ways in which violence is receiving increasing attention within the social sciences, and will introduce the major theoretical and research themes involved in the analysis of violence. It will examine data on the prevalence, nature and effects of violent crime, and will consider issues of violence, aggression and masculinity. This will be done with particular reference to examples, such as racist crime, homophobic crime and domestic violence. The module will approach violence from interpersonal and societal perspectives and will include consideration of collective violence and genocide. It will further examine solutions to solutions to violence and conflict resolution, the effects of intervention strategies and non-juridical responses to violence.

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15

This module provides students with a sociological and criminological understanding of contemporary issues relating to young people, crime and deviance. More specifically, the module provides a critical understanding of young people’s involvement in crime and deviance and the various responses to youth crime, especially how young people are dealt with by the youth justice system. We begin by examining current trends in youth offending and explore media responses and then go on to look at ‘the youth problem’ from an historical context. We will then go on to focus in depth on several substantive topics, including gangs and violent crime; drugs, alcohol and nightlife; young people, urban space and antisocial behaviour; and the youth justice system in England and Wales. Throughout the module, attention is given to the importance of understanding the connections of youth crime with race, class and gender and at the same time, engages with key theoretical ideas and debates that inform our understandings of youth crime. This unit provides an opportunity to engage with the most up-to-date debates in an area of great interest in contemporary society.

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15

This module introduces students to the sociological approach to understanding 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, the sociology of suicide, 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 where sufferers are within the life-course (including young people and older people with dementia).Mental health and the criminal justice system as well as religion/spirituality and faith 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.

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15

The aims of this module are:

1. To understand the historical development of feminist criminology and its contemporary relevance;

2. To explore the relationship between gender, offending and victimisation; and,

3. Examine the role of gender in criminal justice.

Topics covered in the module include: feminist methods and theory in criminology, prostitution, masculinities and crime, women in the criminal justice system, criminal justice responses to gendered violence, sexual offending and gender in the prison system.

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15

This module examines key policy issues and controversies relating to the criminal justice system. The general nature and development of the modern criminal justice system of police, courts, prisons and alternatives will be explored, together with the relation between the criminal justice system and other agencies such as welfare, the private sector and informal structures of control. Topical problems such as police organisation and efficiency, the impact of the (party) politicisation of crime and criminal justice issues, prison overcrowding, the problems facing different categories of victims in offences such as child abuse, rape etc. International justice issues will be considered such as the American prison experiment and the death penalty.

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30

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.

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15

This module will be divided into three parts: the first will offer an analysis of current and potential methods of drug control; the second will explore cultural contexts of illicit drug use within modern society; the third will consider and evaluate practical issues facing drug policy makers of today. Each will be considered in a global context. Particular emphasis will be placed on theoretical arguments underpinning the major debates in this field and up-to-date research will be drawn upon throughout.

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15

Social care is of central significance in the support of a range of vulnerable adults. As such it is one of the key services of the welfare state, though one that often loses out to higher profile concern with medical care. In this module we trace the development of social care from its origins in nineteenth century philanthropy, through its consolidation as a key service within the post war welfare state, to its current state of flux as it becomes increasingly fragmented and subject to new models of provision. The module looks at the care experiences of people with physical disabilities whether acquired in childhood or as result of accident or illness later in life; with learning difficulties; and mental health problems; as well as frail older people, exploring user perspectives and questions of empowerment. It also addresses those who provide care and support in the form of family carers and paid workers, whether social workers or care assistants, addressing policy debates concerning the role of the state and family in provision. It analyses the key social and policy debates in this field: for example: can we afford the cost of the rising numbers of older people? What role does ageism play in recent scandals about the quality of care provision? How can we support family carers? How do we integrate people with learning disability into wider society? In doing so it raises issues of funding, affordability and the mixed economy of care, as well as addressing fundamental questions about how disability, age and care are experienced and understood.

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30

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.

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30

Images of ‘trim, taut and terrific’ bodies surround us in contemporary consumer culture. They look down on us from billboards, are increasingly central to advertisers’ attempts to sell us clothes, cosmetics, cars, and other products, and pervade reality television programmes based on diet, exercise and ‘extreme’ makeovers. These trends have occurred at the same time that science, technology, genetic engineering and medicine have achieved unprecedented levels of control over the body: there are now few parts of the body which cannot be remoulded, supplemented or transplanted in one way or another. In this course we explore how culture represents and shapes bodies, and also examine how embodied subjects are themselves able to act on and influence the culture in which they live. We will seek to understand the relationship between the body and self-identity, embodiment and inequalities, and will explore various theories of the body. In doing this we range far and wide by looking at such issues as cyberbodies, religion, food, film, transgenderism, sport, music, work and sleep. Embodiment is the enduring theme of this course, though, and we will explore its many dimensions via a range of disciplinary and interdisciplinary perspectives, and by asking and addressing a range of questions such as ‘How and why has the body become increasingly commodified?’, ‘Why has the body become increasingly central to so many people’s sense of self-identity?’, ‘If we live in a culture that has been able to intervene in the sizes, shapes and contents of the body like never before, have people have become less sure about what is ‘natural’ about the body, and about how we should care for and treat our bodily selves?’.

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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.

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15

Work and economic life is one of the central themes of sociology. Work allows us to think about class, gender, race and issues of identity. Work defines how people live their lives and is a major constituting factor in identity formation. In recent years work has changed enormously with the rise of globalisation, of deindustrialisation and the ending of old certainties which used to underpin working lives. This module examines how sociology and sociologists have looked at the issue of work in the past as well as in contemporary societies. It charts the theoretical background to the assumptions sociologists make about work as well as the methods they use to investigate work and employment. The module will focus on issues industrialisation, deindustrialisation, notions of career and identity and places and spaces of work. A major part of this module is the discussion of innovative ways of looking at work including through visual methods and approaches, and in addition it will draw on material from the arts and humanities.

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15

The course is concerned with the relatively new ideas of living in a ‘risk society’ which theoretically capture the heightened sensitivity within Western societies to the numerous ‘risks’ which shape our lives. The course will explore basic concepts of risk, hazard and probability and how risk is managed and communicated. Topics will include risk and globalization, and risk and the media. Developments will be examined through key examples such as ‘mad cow’ disease and genetically modified ‘frankenfoods’. The course will suggest that heightened perception of risk is here to stay, and is leading to a reorganisation of society in important areas.

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15

This module will examine the impact of digital technology on our social and cultural lives. It will concentrate on how the Internet in particular has challenged some of our more traditional notions of identity and self, the body, relationships, community, privacy, politics, friendship, war and crime, economics, among others. Lectures will show how some of the basic components of culture such as notions of identity, space, the body, community, and even the very notion of what it is to be human, have been complicated by the rise of virtuality and cyberspace. We will also examine these issues through case study phenomena unique to digital culture, currently including gaming, music, cybersex and social networking.

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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.

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15

The course discusses the main approaches which have developed in urban sociology through an exploration of some of the major themes. These themes include urbanisation under capitalism, planning, post-industrialism, globalisation, social differentiation, multiculturalism, protest and social movements, and comparative urbanism (Asian and African contexts). Approaches considered within these will include Marx, Weber, the Chicago School, the Manchester school, and post-modernism.

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15

Often presented as the most natural form of human organisation, the family's changing nature over time indicates it is no such thing. Particularly since the Second World War, driven by the transformation of women's position within society, the very idea of a typical family has been called into question. The numbers of those choosing to live alone in contemporary society even calls into question the very notion of family at all. This module explores how the family has changed historically in its role and relationship to the individual and society. We trace the development of the modern, private family and how it has been shaped by socio-economic, cultural and political pressures. We will particularly focus upon the tension between this private 'haven in a heartless world' and a society anxious about the family's apparent instability.

Synopsis of the curriculum

• The social history of ‘the family’ and its transformations.

• The sociology of the public/private split

• The evolution of policies relating to ‘family life’

• The ‘individualisation’ thesis

• The economics and obligations of the family

• Recent social and demographic changes considered to underlie the problem of the contemporary family (changes in fertility patterns, in marriage and co-habitation, the rise of single person households)

• Debates about specific current policies about ‘parenting’

• Critiques of state intervention in family life

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15

This course will provide students with a well rounded assessment of modern China, with particular emphasis on events since the 1978 Open Door Policy initiated by Deng Xiaoping. The course first introduces students with key sociological concepts related to Chinese traditional society, then move onto major events that form state-society relations in the past three decades. Students are encouraged to connect China’s rise to their own life and think comparatively. The bulk of the course will explore a range of contemporary issues, which includes:

• One country, two systems and four worlds: Diversity and social gaps in modern China

• The broken ‘iron rice bowl’: Social mobility and welfare system since 1980s

• The Me Generation: The rise and individualization of China’s new middle class

• New social media and the ‘Great Fire Wall’

• Zao: The making of consumption culture within the World’s factory

• Bit player or the new powerhouse? China’s struggle with scientific innovations

• The triumph of paintings: Social protests and the Chinese art scene

• From ping-pong diplomacy to Linsanity: Sports and modern Chinese identity

• The greening of China: The social cost of industrialization and grassroots environmental movements

• The ‘sea turtles’ (overseas-returns) and Chinese diaspora: An alternative imagination of Chineseness

• ‘All under Heaven’ (Tianxia) reinterpreted : China in a globalized world

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15

This is an interdisciplinary module on war, atrocity and genocide. Drawing on a range of sources from military history, social psychology, sociology, criminology, political ethics and political history, it is concerned to explore the following questions: What is war and why is it a matter of criminological and sociological interest? What are the defining experiences and emotions associated with war and genocide? How is killing in war framed or ‘constructed’ in the minds of those who kill? What is mass killing/genocide and how is it accomplished and facilitated in war? Why is rape used so widely as a weapon in conflict situations and what is its lasting impact? What is genocide and how should it best be understood? How are atrocities in war denied, excused or rationalized? The aim of the module is to provide a framework for thinking about (1) the phenomenology of killing in war; (2) the conditions which facilitate genocide and mass killing at the state and sub state level; and (3) the ways in which perpetrators of mass killing, their apologists and distant others contrive to deny, rationalize or legitimize mass killing/genocide

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15

This course will introduce students to the sociological analysis of prisons and penal policy. The module is organised around the general theme of a discussion of current debates in the criminology and sociology drawing on both theoretical and empirical research. More specific themes will include:

- The historical development of imprisonment

- The challenge maintaining order and control in prisons.

- An investigation of the growing ‘crisis’ of imprisonment

- An examination of the reasons for the growth of imprisonment in both the UK and America

- An examination of development of alternatives to custody

- The role and impact of private prisons

- The imprisonment of women and ethnic minority groups.

- A discussion on the future of imprisonment

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15

This is an optional module for Cultural Studies programmes, but is open to and suitable for students on other programmes in the Social Sciences and Humanities. It may also be taken as a 'wild' option.

The module invites students to explore the critical links between emotion, media and culture in the context of contemporay cultural, socio-political and economic relations. It examines what is meant by ‘the affective turn’ within the humanities and social sciences and introduces students to a range of interdisciplinary literatures concerned with theorising the cultural politics of emotion and the mediation of affect. Through various case studies and examples, the module investigates how social, cultural and media theorists have addressed the relationships between emotion, affect, power and identity in the context of postcoloniality, multiculturalism, neoliberalism and various social justice movements.

Attending to contemporary cultural debates concerning happiness, empathy, hope, fear, hate, disgust and melancholia, it explores how personal feelings are linked to social norms and power structures and considers how we might disrupt an assumed division between ‘good’ and ‘bad’ emotions. The module explores how emotions, feelings and affects are produced, mediated and circulated through a range of cultural forms, practices and technologies, paying particular attention to the role of film, television, news media, digital culture, literature and popular science.

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15

This module covers key issues and debates in the sociology of religion in order to interrogate the significance of religious practice and belief in the modern world. After an introductory lecture, the module is organised into two connected parts. Firstly, it explores classical statements on the sources, meaning and fate of religion in modernity by examining the writings of Karl Marx, Emile Durkheim, Max Weber and Georg Simmel, and using their analyses to interrogate current events (e.g. ‘prosperity Pentecostalism’, the rise of the supernatural in culture through such media as the Harry Potter novels, and violent responses to transgressions of what religions consider to be sacred). The emphasis here is on developing in students the knowledge and skills necessary to appreciate and engage critically with the significance of religion for the development of sociology, and with key statements about the modern fate of religion in and beyond the West. Second, the module explores core issues concerned with and associated with the secularisation debate. Here, we look not only at conventional arguments concerning secularisation and de-secularisation, but also at the significance of ‘the return of the sacred’ in society, civil religion, the material experience of religion, and the manner in which religious identities and habits are developed in the contemporary world. This enables us to develop new perspectives on the viability of religion in current times.

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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

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

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 graduates with analytical and knowledge based skills relevant to employment in the professions, public service and the private sector.
  • develop new areas of teaching that is informed by current research and scholarship on key social issues.
  • develop new areas of teaching in response to needs of the community.
  • widen participation in higher education by offering various entry routes.
  • provide a broad knowledge of the key concepts, debates and theoretical approaches that inform the discipline of Sociology.
  • promote an understanding of contemporary social issues and of the impact of diversity and inequality on the local and national communities.
  • provide an understanding of the social processes that influence the relationship between individuals, groups and institutions.
  • develop problem-solving skills and an understanding of the nature and appropriate use of research methods used in sociological research.
  • teach students key writing, research and communications skills.
  • enable students to manage their own learning and to carry out independent research.
  • 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:

  • a range of key sociological concepts and empirically based arguments and data
  • the social processes that shape contemporary society and the relationships between individuals, group and social institutions.
  • patterns of social diversity and inequality and their origins and consequences.
  • the nature and appropriate use of diverse social research strategies and methods.
  • how sociological knowledge can be used to evaluate social and public policy.
  • understanding of 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.
  • knowledge of 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.
  • understanding of the value of comparative analysis across disciplines.
  • understanding and awareness of ethical implications of social sciences’ inquiry. 

Intellectual skills

You develop the following intellectual skills:

  • effectively applying knowledge in analysing complex social issues.
  • research skills, including the ability to identify a research question and to collect, manipulate, and interpret data.
  • an understanding and appreciation of different theoretical positions and schools of thought within sociology.
  • the ability to formulate and sustain a complex argument, which is supported with appropriate evidence.
  • appreciate a variety of normative and cultural positions.
  • 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:

  • the ability to communicate information and argument.
  • the ability to mount plan research.
  • the ability to use and apply sociological theories and concepts in an argument.
  • the ability to express and evaluate the value and ethical dimensions of sociological.
  • the ability to reformulate social issues from the standpoint of sociological analysis.
  • how to communicate quantitative empirical findings effectively across disciplines and audiences.
  • how to construct criminological arguments using quantitative empirical evidence.

Transferable skills

You gain the following transferable skills:

  • utilise problem-solving skills in a variety of situations – seminars and projects
  • communicate effectively .
  • develop the ability to communicate theoretical and empirical material and arguments. through written and oral modes, including use of illustrative and supportive material such as overheads and computer aided presentations.
  • develop further such skills as: learning and study skills, information retrieval skills, communication and information technology skills, group work skills and skills of time planning and management.
  • engage in group work.
  • quantitative skills: the appropriate use of analytical methods – including advanced methods – in handling, analysing and presenting statistical data in diverse real-world settings.

Careers

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. Recently, our sociology graduates have gone on to enjoy careers as diverse as working in banking and financial services, teaching and research, advertising, corporate relations, human resources, in addition to further study at Master’s and doctoral level.

The University of Kent as a whole is committed to enhancing the employability of all our students, in order to enable them to compete and flourish in a competitive, fast-moving and knowledge-based economy. Kent’s Q-Step Centre's quantitative research minor programmes, takes this concern further than other degrees through its inclusion of work experience during your degree as well as through modules where you apply your newly gained skills to real-life issues.

With the BA Sociology with Quantitative Research you will gain and develop advanced quantitative research skills through modules that offer specialist training in cutting-edge techniques as well as training in how to understand, explain and critique data in diverse real-world settings.

These quantitative skills are combined with all the attributes associated with a Kent Social Sciences degree; verbal and written communication, social awareness, organisation and teamwork skills – giving graduates a clear advantage in the job market.

The ability to understand and apply various methods of analysing, concluding and presenting data is essential to any social scientist and the skills are just as crucial in business and journalism as they are in education or the police.

Placements

You will be provided with multiple opportunities to apply your new found skills in professional settings through placements and applied research modules which will equip you to work in a wide range of careers such as business analysis, charity fundraising, journalism, marketing and advising government on policy implications and will help place you in an excellent position for graduate employment.

We have links to placements across many sectors, including government (national and local), think tanks and charities, cultural organisations and the private sector and you are encouraged to gain experience in more than one sector.

Some important reasons to consider taking a placement year include:

  • gaining valuable experience - research shows that over 70% of employers prefer students with work experience
  • exploring career possibilities and making potentially valuable contacts
  • improving your CV
  • greatly increasing the possibility of being offered a graduate job with your placement company
  • putting the Quantitative and employability skills you have into practice and having the chance to develop them further.

Job prospects

Across the four main Q-Step schools, there is a high percentage of students in work or further study within 6 months of graduation - with students earning typical salaries of up to £25,000 within six months of graduating:

  • Sociology - 95%
  • Social Policy - 90%
  • Criminology Joint Honours - 94%
  • Business – 87%
  • Politics and International Relations – 83%
  • Law – 80%

As well as the vast range of support you will receive from the Q-Step centre to enhance your employability, the University of Kent has an award-winning Careers and Employability Service (CES) which offers a range of information, advice and guidance services free-of-charge to all students. These services encompass many aspects of career development and planning and provide the opportunity for students to realise their vocational potential.

Entry requirements

Home/EU students

The University will consider applications from students offering a wide range of qualifications. 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.

International students

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

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 advise 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 2017/18 tuition fees for this programme are:

UK/EU Overseas
Full-time £9250 £13810
Part-time £4625 £6920

UK/EU fee paying students

The Government has announced changes to allow undergraduate tuition fees to rise in line with inflation from 2017/18.

In accordance with changes announced by the UK Government, we are increasing our 2017/18 regulated full-time tuition fees for new and returning UK/EU fee paying undergraduates from £9,000 to £9,250. The equivalent part-time fees for these courses will also rise from £4,500 to £4,625. This was subject to us satisfying the Government's Teaching Excellence Framework and the access regulator's requirements. This fee will ensure the continued provision of high-quality education.

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.* 

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 Abroad/Industry

As a guide only, UK/EU/International students on an approved year abroad for the full 2017/18 academic year pay an annual fee of £1,350 to Kent for that year. Students studying abroad for less than one academic year will pay full fees according to their fee status. 

Please note that for 2017/18 entrants the University will increase the standard year in industry fee for home/EU/international students to £1,350.

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.

The Government has confirmed that EU students applying for university places in the 2017 to 2018 academic year will still have access to student funding support for the duration of their course.

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.