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Session: 2022/23
Last modified: 25/10/2022 13:33:53
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Title of Module: Security in a Global Age |
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Code: CRIM10005 |
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: | A
Watkin |
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| Summary of Module |
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This inquiry-based module examines international aspects of crime and criminal justice. The module includes a focus on transnational security threats committed by non-state actors such as the trafficking of drugs and people, terrorism, as well as other global secucirty threats such as climate change and pandemics. It examines the political and legal meanings of these crimes and related concepts and investigates their use along with explanations used by securitising actors to justify a criminal justice response.
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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.
Critically understand that key concepts - such as security - can have a variety of meanings and are used differently by individual authors and political actors.
L2.
Demonstrate an awareness of how political and societal actors construct and frame specific issues to align with their interests
L3.
Understand that contemporary policy challenges with a cross-border dimension and/or the response to them are viewed and responded to differently around the world
L4.
Critically evaluate responses to at least one transnational crime, challenge or issue |
| 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.
Demonstration of a broad and integrated knowledge and understanding of criminal justice beyond the nation-state and the way in which the concepts within criminal justice are socially constructed;
Demonstration of a critical understanding of a range of theoretical perspectives and approaches relating to the social scientific engagement with criminal justice.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
Retrieval and interpretation of specialised knowledge and information from a variety of primary and secondary sources which examine transnational crime and criminal justice within and beyond the nation state;
Conception, development and production of a substantial piece of work evaluating some key aspects of theoretical approaches to the study of transnational crime and criminal justice within and beyond the nation state;
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| Generic Cognitive skills |
SCQF Level 10.
Reasoned argument, synthesising relevant information and exercising critical judgement in the analysis of complex theoretical theories and perspectives;
Critical engagement with learning through the employment of self-identified media to deliver assessment output.
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| Communication, ICT and Numeracy Skills |
SCQF Level 10.
Effective use of electronic information retrieval technology and databases;
Communication of complex ideas in writing using electronic assessment platforms.
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| Autonomy, Accountability and Working with others |
SCQF Level 10.
Exercising of autonomy and initiative in planning and delivering the assessment, developing the capacity for independent work;
Provision of constructive criticism through the critical discussion of ideas in seminars.
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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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Learning and teaching will take place via ‘interactive lectures’ that will introduce key concepts and themes relating to security. A series of seminars will also take place to allow learners to consider key ideas, themes and issues. Some seminars may involve group work, others may require students reading texts before attending or consideration of approaches to questions. Due consideration will be given to the latest demands of the National Student Survey.
The module will have an extended online presence, with learners engaging in a number of digital learning and assessment activities. A central focus of the learning, teaching and assessment strategy will be personal development planning processes. Students will be encouraged to understand the processes of researching, learning, and writing in order to develop their transferable skills and subject specific knowledge. It is by their engagement with these and information, communication and digital literacies and capabilities that students can develop into lifelong learners.
The module supports the acquisition and development of graduate attributes and employability, lifelong learning and citizenship competencies by:
1) Surfacing assessment-employability linkages to ensure the skills and competencies learners are developing are made explicit and allowing learners to evidence the development of these skills and competencies;
2) Supporting learners in the development of their digital capabilities through, for example, the use of online research engines and electronic tools. Learners will be given the opportunity to demonstrate their digital skills and competencies and develop their understanding of ‘digital influence’;
3) Providing learners with the opportunity to work with peers in order to develop leadership and negotiation skills and support the development of diversity awareness and interpersonal sensitivity;
4) Supporting learners in the development of self-reflection and evaluation skills and competencies through the explicit focus on personal development planning.
Through the approach to learning and teaching this module will embed personal development planning as an essential component of lifelong learning and continuing and professional development. In particular it will embed the UWS graduate attributes of students being engaged and globally relevant with comprehensively applicable abilities, skills and behaviours (universal), dynamic and prepared for employment in complex, ever-changing environments that require lifelong learning and resilience (work ready), and the development of a solid foundation on which to continue succeeding and realising student potential (successful).
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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 | 12 |
| Asynchronous Class Activity | 24 |
| Independent Study | 140 |
| 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:
Zedner, L. (2009). Security. London: Routledge.
Hough, P. (2018). Understanding Global Security. Abingdon: Routledge.
Kaldor, M. and Rangelov, I. (Eds.) (2014) The Handbook of Global Security Policy. Chichester: John Wiley & Sons.
Gill, M. (Ed.) (2014). The Handbook of Security. Houndmills, Basingstoke: Palgrave Macmillan.
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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:
Attendance Requirements
All fulltime students (part-time and distant learning students should check with their programme leader for any queries) are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link: https://www.uws.ac.uk/current-students/supporting-your-studies/your-rights-responsibilities/regulatory-framework/
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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 Social Sciences - Politics & Criminal Justice |
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| Moderator | TBC |
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| External Examiner | W Graham |
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| Accreditation Details | Not Applicable |
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| Version Number | 4 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Summative assessment (essay) 20%
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| Summative assessment (essay) 80% |
(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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Equality & Diversity
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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