This page displays the selected Module Descriptor.
Printer friendly version
Session: 2022/23
Last modified: 04/07/2022 11:32:08
|
Title of Module: Global Society |
|---|
|
Code: SOCY08010 |
SCQF Level: 8
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
|---|
| School: | School of Education & Social Sciences |
|---|
| Module Co-ordinator: | R
Gordon |
|---|
| Summary of Module |
|---|
This module will introduce students to contemporary social and political theory and central concepts relating to the discussion of global society. It will develop students’ understanding of sociological theory through the examination of debates about the process of modernisation and global social development and change. It examines the meanings of concepts such as ‘colonialism,’ ‘development’ ‘industrialisation’ ‘democratisation’ and ‘globalisation.’
Building on theoretical approaches to global society, the module will place a specific focus on the examination of aspects of contemporary 'global' society including critiques of globalisation and global economic structures, debates about the nation state, reflections on global inequalities and development and an in-depth exploration of three interconnected global challenges: identity and culture, global governance of sporting mega events, and environment and migration.
- Students analyse a range of data sources and techniques to understand research evidence undertaking comparative analyses and applying sophisticated conceptual tools to the analysis of sociological, policy and political systems.
- Students are required to conduct group and independent inquiry into foundational theories, concepts and principles within politics, policy, and sociology.
- By engaging with the curriculum, students gain deeper knowledge of contemporary, longstanding and emerging social issues. Students also engage in research and critical analysis of possible solutions.
- Inquiry-based learning instills in students the ability to be original and creative when approaching their chosen topic/issue and when offering recommendations to current problems.
- Students engage with big questions relating to social justice and changing global circumstances, developing trans-formative intellectual and practical skills to contribute to positive change in relevant settings.
|
| Module Delivery Method |
|---|
| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
|  | | | | |
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.
|
| Term(s) for Module Delivery |
|---|
|
(Provided viable student numbers permit).
|
| Term 1 | | Term 2 | | Term 3 | |
[Top of Page]
| Learning Outcomes: (maximum of 5 statements) |
|---|
On successful completion of this module the student will be able to:
L1.
Understand theories of contemporary global society
L2.
Understanding issues and debates in substantive topics regarding contemporary global society.
L3.
Evaluate theories of contemporary global society
L4.
Evaluate issues and debates in substantive topics regarding contemporary global society |
| Employability Skills and Personal Development Planning (PDP) Skills |
|---|
| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
|
|---|
| Knowledge and Understanding (K and U) |
SCQF Level 8.
Developing and extending a broad understanding of the concepts of global society and related perspectives;
Developing a depth of understanding of the values, principles and ideological underpinnings of social and political engagement with globalization and global society;
Relating sociological theory to relevant contemporary issues which impact on society at a global level. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
Developing the understanding of a range of knowledge and understanding of sociological techniques of enquiry which are used to examine global society;
Retrieving and examining relevant information from a variety of primary and secondary sources relating to global society. |
| Generic Cognitive skills |
SCQF Level 8.
Evaluating and developing a critical understanding of competing beliefs, ideas, concepts and issues relevant to the study of global society;
Developing the skills of discussion and debate engaged with at level 7 through the presentation and evaluation of sociological perspectives and arguments in the seminar setting. |
| Communication, ICT and Numeracy Skills |
SCQF Level 8.
Distilling and communicating key themes and arguments through engagement in seminar discussion;
Developing written communication skills through the assessment mechanisms. |
| Autonomy, Accountability and Working with others |
SCQF Level 8.
Working effectively to consolidate individual skills developed in level 7;
Taking responsibility for planning time and meeting deadlines for coursework
Exercising autonomy and individual learning through seminar and coursework preparation. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
|
|---|
Module Code:
| Module Title:
|
| Other: | |
| Co-requisites | Module Code:
| Module Title:
|
|---|
* Indicates that module descriptor is not published.
[Top of Page]
| Learning and Teaching |
|---|
|
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 | 36 |
| Tutorial/Synchronous Support Activity | 9 |
| Asynchronous Class Activity | 55 |
| Independent Study | 100 |
| 200
Hours Total
|
|
**Indicative Resources: (eg. Core text, journals, internet
access)
|
|---|
The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Bhambra, G. (2014) Connected Sociologies. Bloomsbury
Cohen, R. & P. Kennedy. 2017. Global Sociology. 3rd edition. London: Palgrave Macmillan.
Go, J. (2016). Postcolonial Thought and Social Theory. Oxford University Press
Heywood, A 2014. Global Politics. 2nd edition. Palgrave Foundations
Connell, R. (2007). Southern Theory: The global dynamics of knowledge in social science. Allen and Unwin
Adams, J. Clemens, E. S. & Orloff, A. S. (eds) (2005). Remaking Modernity: Politics, History and Sociology. Durham & London: Duke University Press
Heywood, A 2014. Global Politics. 2nd edition. Palgrave Foundations
|
|
(**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)
|
| Engagement Requirements |
|---|
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:
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: http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory-framework/ |
[Top of Page]
Supplemental Information
| Programme Board | Social Sciences |
|---|
| Assessment Results (Pass/Fail) |
No
|
|---|
| Subject Panel | UG Social Sciences - Sociology & Social Policy |
|---|
| Moderator | TBC |
|---|
| External Examiner | R Ryder |
|---|
| Accreditation Details | n/a |
|---|
| Version Number | 3.15 |
|---|
[Top of Page]
| Assessment: (also refer to Assessment Outcomes Grids below) |
|---|
| Group Poster (50%) |
| Essay (50%) |
(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.)
|
Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
[Top of Page]
Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
-
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.
|
| Equality and 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 |
|
(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
|