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Session: 2022/23
Last modified: 12/04/2022 10:15:57
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Title of Module: The State in a Global Order |
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Code: SSPG11002 |
SCQF Level: 11
(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: | M
McNally |
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| Summary of Module |
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This module provides students with a critical understanding of the changing role of the modern state relationship with civil society in the context of processes of economic, sociological and political change since the 1970s characterized as globalisation. It adopts an interdisciplinary approach employing theoretical and empirical insights and studies from a range of disciplines to explore how the contemporary state has seen its role radically challenged by the processes of globalisation – economic, social, political and cultural - and has been consequently required to develop novel strategies of power and governance, institutional structures and policy priorities to adjust to the new global order. A core aim is to critically evaluate the successes and failures of states to respond to civil society demands in the context the processes of globalisation.
The module begins by examining core concepts: the state, civil society and globalisation. Different theories of the state, civil society and globalisation will be analysed and evaluated before turning to the main focus of the module which is the set of challenges that have emerged to the modern state since the onset of a more intense form of globalisation in the 1970s. Among the challenges of globalisation for possible exploration are: the emergence of a worldwide free market economy; the inability of current democratic systems – national, regional and local - to respond to citizen demands in civil society; global governance; the decline in levels of citizenship participation and social capital; rapid and wholesale technological innovation; migration and immigration; global terrorism.
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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.
Demonstrate a critical understanding of the principle concepts and theories which explain and evaluate the relations between the state, civil society and globalisation.
L2.
Demonstrate in-depth knowledge and critical understanding of the changing role of the modern state and the processes of globalisation.
L3.
Demonstrate an ability to communicate orally and in written form critical understanding of the concepts and theories explored in relation to a number of key related issues in contemporary social science.
L4.
Critically analyse a major issue explored on the module, gathering and presenting a set of findings that demonstrate critical awareness and informed independent judgment. |
| 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 11.
A critical understanding of a range of theories and techniques |
| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Applying a range of evaluative tools to understand the dynamics and impacts of multiple actors on society |
| Generic Cognitive skills |
SCQF Level 11.
Demonstrate the ability to conduct analysis, evaluation and synthesis. |
| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Demonstrate the ability to communicate, using appropriate methods, to a range of audiences with different levels of knowledge/expertise. |
| Autonomy, Accountability and Working with others |
SCQF Level 11.
Exercise substantial autonomy and initiative in carrying out learning activities.
Take responsibility for own work and contribute to the collective learning activities of the group in ways which support and develop critical reflection
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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: | TBA |
| 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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| The module is designed to be delivered within a blended learning model, employing mixed modes of learning, teaching and assessment. The approach is one of student-centred active learning. Each session will begin with a short lecture/presentation by the tutor introducing the topic and the key debates to be discussed in relation to a set of required readings students will have completed. Thereafter the session will be dedicated to student discussion and critical analysis of the theories covered on the module. The tutor will provide input/feedback to clarify and enrich the learning process as required. The module will make full use of a variety of ICT tools including a fully-resourced VLE site to combine and supplement in-class learning with online learning. Learning will be scaffolded to help students develop their knowledge, skills and understandings of the course material working towards full independent study in the latter part of the module. |
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 | 12 |
| Tutorial/Synchronous Support Activity | 24 |
| Asynchronous Class Activity | 56 |
| Independent Study | 108 |
| 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:
Edwards, M. (2019) Civil Society. 4th Edition. Cambridge: Polity Press.
Hay, C. (2006) The State: Theories and Issues. Basingstoke: Palgrave Macmillan.
Jessop, B. (2016) The State. Cambridge: Polity Press.
Peet, R. (2009) Unholy Trinity: The IMF, World Bank and WTO. 2nd Edition. London-New York: Zed Books.
Steger, M.B. (2019) Globalisms: Facing the Populist Challenge. London: Rowman & Littlefield.
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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:
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/ |
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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 | PG Social Sciences |
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| Moderator | R Campbell |
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| External Examiner | M Ketola |
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| Accreditation Details | |
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| Version Number | 3.05 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Seminar Paper |
| Essay |
(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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