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Session: 2022/23
Last modified: 02/11/2022 09:42:12
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Title of Module: Comparative Penology |
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Code: SSPG11012 |
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: | C
Atkinson |
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| Summary of Module |
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This module examines the landscape of contemporary comparative penal practice. It considers the application and understanding of punishment in its social context. It examines penal systems and punishment across different cultures and countries and consider penal trends and the impact of globalisation. Using evidence and international examples the module assesses the application of punishment systems, considers their effectiveness and investigates current innovations in penal practice and how these might apply in a variety of settings.
- What is Comparative Penology
- Global Trends in Punishment
- Prison Architecture and Design
- Penal Moderation
- Global Prison Reform
- Developing Penal Knowledge
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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 significant critical understanding of the theories, concepts and principles of comparative penology
L2.
Engage in and demonstrate a significant capacity for independent study and self-directed learning through exploration of penal systems in comparative contexts
L3.
Demonstrate some originality and creativity in dealing with complex problems and issues through selection of innovative practice in penal practice
L4.
Communicate complex ideas, concepts and information related to the study of comparative penology |
| 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.
Extensive, detailed and critical knowledge and understanding of penal theories, principles and concepts, informed by research at the forefront of present knowledge. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Students will apply comparative analysis to critically explain punishment and evaluate new developments in criminal justice policy and practice. This will enable students to understand the implementation high-quality interventions and policies in the criminal justice field in the future. |
| Generic Cognitive skills |
SCQF Level 11.
Students will apply critical analysis, evaluation and synthesis to complex issues at the forefront of the study of penology. |
| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Students will develop their ICT skills through the use of online research engines and tools such as Moodle. They will practise their oral communication skills by delivering a presentation and interacting with peers during the workshops. |
| Autonomy, Accountability and Working with others |
SCQF Level 11.
Students will exercise substantial autonomy and initiative in carrying out learning activities.
Students will take responsibility for own work and contribute to the collective learning activities of the group.
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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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| Teaching will include a variety of methods, face-to-face, workshops, on-line delivery and interactive sessions. |
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) |
| Independent Study | 140 |
| Tutorial/Synchronous Support Activity | 12 |
| Lecture/Core Content Delivery | 12 |
| Asynchronous Class Activity | 36 |
| 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:
Cavadino, M. and Dignan, J. (2007). The Penal System: An Introduction. London: SAGE.
Jewkes, Y. (2016). Handbook on Prisons. Abingdon: Routledge.
Scott, D. and Flynn, N. (2014). Prisons and Punishment. London: SAGE
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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 | TBC |
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| External Examiner | M Ketola |
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| Accreditation Details | |
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| Version Number | 1.06 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Presentation |
| 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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