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Session: 2022/23
Last modified: 31/03/2022 09:13:26
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Title of Module: Victimology |
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Code: CRIM10001 |
SCQF Level: 10
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: |
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| Summary of Module |
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Victimology is the study of the victims of crime. Victims are often forgotten about when examining theories associated with criminology or the reasons behind why people commit crime. Within this module a number of areas are explored that go some way toward rectifying this knowledge gap. Areas covered can include but is not limited to::
- Theories of victimology and their origins dating back to Von Hentig and Mendelsohn
- Lifestyle exposure model and victim proneness
- Applying the victim label
- Victimisation and age, race & gender
- Victims’ experiences of and needs within the justice system
- Legal rights given to victims of crime
- Mass victimisation and the psychology behind it
The module is taught through a series of lectures and seminar based workshops, with the VLE used as both an information repository and a method for further engaging students with discussion and activities.Both historical and contemporary aspects of victimology and victimisation are examined and analysed throughout the module through a combination of social, psychological, and legal sources and methods.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Students will be able to demonstrate a theoretical understanding of the processes of victimology / victimisation
L2.
Students will be able to critically analyse / evaluate the experiences and impacts of criminal victimisation
L3.
Students will be able to critically analyse / evaluate the responses of the criminal justice system to victims
L4.
Students will be equipped to carry out comparative analysis of victimological issues found within various international jurisdictions |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 10.
Students will demonstrate:
Knowledge that covers and integrates the principle areas, features, boundaries, terminologies and conventions from within the discipline of victimology;
A critical understanding of the principal theories, concepts and principles of associated with victimology.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
Apply knowledge, skills and understanding:
In preparing for and presenting a research poster, identifying issues associated with the integration of victims into the criminal justice system, and in identifying and relevant solutions/suggestions and how they might be implemented in practice.
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| Generic Cognitive skills |
SCQF Level 10.
Critically identify, define, conceptualise and analyse complex / professional problems and issues.
Offer insights, interpretations and solutions to problems and issues.
Demonstrate some originality and creativity in suggesting solutions to identified issues.
Critically review and consolidate knowledge, skills, practices and thinking in the chosen assessment areas.
Make judgements where data / information is limited or comes from a range of sources.
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| Communication, ICT and Numeracy Skills |
SCQF Level 10.
Use a wide range of routine skills and some advanced and specialised skills in support of established practices for completing a criminal justice dissertation including to:
Present or convey, formally and informally, information about the chosen topic to informed audiences;
Communicate with other students, academics, and potentially specialists on a professional level;
Use a range of ICT applications to support and enhance work at this level and adjust features to suit purpose;
Interpret, use and evaluate a wide range of data to include within assessed work.
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| Autonomy, Accountability and Working with others |
SCQF Level 10.
Work, in conjunction with peers, to reach agreed aims and objectives;
Work in ways that show awareness of own and others’ roles and responsibilities;
Work with others to suggest change, development, or new thinking in response to identified areas of concern relating to the role of victims within a chosen area of the criminal justice system.
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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In addition to standard lectures and seminars there will be workshop based activities focussed on preparing a poster for presentation and working as part of a group. As relates to the poster presentation there will be a large degree of flexibility afforded to groups to carry out independent study to find a topic that they would like to cover within a given remit that meets the learning outcomes. Students will have the ability through this to develop their own learning and subject specialism.
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Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 24 |
| Tutorial/Synchronous Support Activity | 8 |
| Laboratory/Practical Demonstration/Workshop | 4 |
| Asynchronous Class Activity | 48 |
| Independent Study | 116 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Bottoms, A. et al (ed.) (2012) Hearing the Victim, Routledge
Davies, P.M. et al (2016) Victims, Crime and Society 2nd ed. London: Sage
Kirchengast, T. (2018) Victimology and Victim Rights – International Comparative Perspectives, Routledge
Vanfraechem, I. et al (2016) Justice for Victims: Perspectives on Rights, Transition and Reconciliation, Routledge
Walklate, S. (ed.) (2017) Handbook on Victims and Victimology 2nd ed. Cullompton: Willan / Routledge
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
Student attendance and engagement is a required part of attending university, attendance will be taken. For the purpose of these procedures, the University uses the following definition of Academic Engagement:
Students are academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on Moodle, and complete assessments and submit these on time.
It is recognised that from time to time students will have justifiable reasons for nonattendance and students who are unable to attend classes for any reason should report their absence to their programme leader and/or their personal tutor. For more information on who absences should be reported to in your school, please refer to the relevant Programme Handbook. |
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Supplemental Information
| Programme Board | Social Sciences |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | UG Criminal Justice |
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| Moderator | G O'Donnell |
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| External Examiner | W Graham |
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| Accreditation Details | |
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| Version Number | 2 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| An individually researched and submitted essay (50% of overall module mark) where students must demonstrate theoretical understanding of a chosen topic from within the delivered module topics; |
| A group poster presentation (50% of overall module mark). The poster assessment will normally be carried out at a mini-conference which is open to students from all year groups to visit, but may be completed in a close environment where this is necessary. |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using Moodle, learning materials will be presented electronically in formats that allow flexible access and manipulation of content (part-time and distant learning students should check with their programme leader for any queries). The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: http://www.uws.ac.uk/equality/
Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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