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Session: 2022/23
Last modified: 14/04/2022 12:11:57
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Title of Module: Power, Politics & Civil Society |
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Code: SSPG11005 |
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: | H
Pautz |
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| Summary of Module |
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The module explores how civil society actors - on the global, local and national levels - position themselves vis-a-vis the state and other actors in order to achieve their objectives, usually in the form of policy change.
The module will give space to exploration of theory and empirical case studies. The former includes thorough discussion of how the meaning of the term ‘civil society’ has changed over time and will suggest that it might be best understood as an ‘essentially contested concept’. The latter allows a detailed examination of the interactions between civil society actors and other key governance actors and institutions. Such an approach also provides room for comparisons of how civil society actors develop their activities ‘in real life’ and how they choose tactics and strategies to challenge (state) power and to shape public policy.
In combination, the theoretical and empirical explorations undertaken in this module will allow the student to look critically on the suggestion that civil society is ‘the big idea for the 21st century’. It will also, crucially, build a better understanding of how civil society actors succeed and why they fail and will therefore provide the student with praxis-relevant knowledge for potential later career trajectories.
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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 analyse and assess competing theoretical approaches to core concepts, including power, civil society, and globalisation
L2.
Apply advanced conceptual tools to assess the relationship between civil society and the processes of globalisation
L3.
Critically assess how civil society forms part of the contemporary architecture of governance in various polities and institutional settings
L4.
Critically evaluate, analyse, and present the results of independent research |
| 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.
Develop critical understandings of a range of theories and techniques of policy analysis. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Apply a range of evaluative tools to understand the dynamics and impacts of multiple actors on the policy process. |
| 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 and 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.
Demonstrate the ability to practice in ways which draw on critical reflection on own and others’ roles and responsibilities.
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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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| The module is designed to be delivered within a blended learning model, employing mixed modes of learning, teaching, and assessment. |
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 | 18 |
| Asynchronous Class Activity | 66 |
| Personal Development Plan | 18 |
| Asynchronous Class Activity | 98 |
| 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. (ed) (2011) The Oxford Handbook of Civil Society Oxford: Oxford University Press.
Keane, J. (2003) Global Civil Society. Cambridge: Cambridge University Press.
Lang, S. (2012) NGOs, Civil Society, and the Public Sphere. Cambridge : University Press.
Lukes, S. (2005) The Three Faces of Power: Second Edition. London: Palgrave MacMillan.
Powell, F. (2013) The Politics of Civil Society. Big Society and Small Government. London: The Policy Press.
Walzer, M. (ed 2003) Toward a Global Civil Society. New York : Berghahn Books.
Sanchez Salgado, R. (2014) Europeanizing Civil Society: How the EU Shapes Civil Society Organizations. Basingstoke : Palgrave Macmillan.
Calhoun, C. (ed 1992) Habermas and the Public Sphere. Cambridge, Massachusetts : MIT Press.
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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 | A Van der Zwet |
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| External Examiner | M Ketola |
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| Accreditation Details | |
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| Version Number | 3.06 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Seminar paper (30%) |
| Extended essay (70%) |
(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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