Modern British Politics - University of Sheffield/file/...essay-writing, correct referencing,...

LEVEL 1

Modern British Politics Level: 1 Credit Value: 20 Module Code: ACE1097

This module provides an introduction to major developments and issues in British politics since 1945. Areas of focus include: the post-war era of social democracy (1945-1979); 'Thatcherism' and the re-ordering of British politics; New Labour ideology and policy; the new constitutional and devolutionary framework in Scotland, Wales and Northern Ireland; the ‘new’ politics of the coalition government. Aims:

To critically evaluate alternative interpretations of changes in the British political system since 1979.

To appreciate the process of continuity and change in British Politics since 1945.

To appreciate links and interaction between political ideology and government policy.

To introduce the student to key theories and concepts in politics. Learning Outcomes: By the end of the course, students should be able to:

understand the shifts in government policy since 1945, appreciate the key theories and concepts which guide political action,

critically assess explanations of changes in the British political system since 1979

Assessment: 1500 word Essay (40%), Data response exercise (20%), 1.5 hour Exam (40%) Key Reading: Dunleavy, P. (2006) Developments in British Politics. Palgrave. Dutton, D. (1997) British Politics Since 1945. Blackwell Kavanagh, D. (2010) The British General Election of 2010. Palgrave Kingdom, J. (2003) Government and Politics in Britain. Polity Marr, A (2007) A History of Modern Britain. Macmillan

Students who are already registered with TILL and who have a valid UCard can access full reading lists for modules before they begin. They do so either via MUSE, under the "Library" tab, and "View Library resource lists"; or via the "How can I find my reading lists?" link on http://www.shef.ac.uk/library/services/taught.html Contact: Angi Johnson 0114 222 7022 [email protected] Academic session: 2011-12

http://www.shef.ac.uk/library/services/taught.html

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Sociology Level: 1 Credit Value: 20 Module Code: ACE1099 This module introduces students to the discipline of Sociology. The ideas of major early theorists such as Marx, Durkheim and Weber are examined in depth. Attention then turns to an analysis of the primary divisions in society, namely, class, sex and gender, race and ethnicity, age and generation. Other areas explored are the sociology of work and leisure and the structure/agency debate, i.e., the nature of the relationship between the individual and society. Aims:

provide an introduction to major sociological concepts and theories. encourage students to evaluate competing explanations of the nature and

impact of structural forces upon individual life-chances. appreciate the relationship between the individual and society. introduce students to the study of the nature of social problems and issues.

Learning Outcomes: By the end of the module students:

should have an understanding of key concepts and theories in sociology, will be able to analyse and evaluate different explanations of social problems, should be able to demonstrate a knowledge of the nature and effects of social

stratification,

will have acquired an understanding of the relationship between personal experience and the wider social context.

Assessment: 2,000 word essay (50%), 2,000 word reflexivity exercise (50%). Key Reading: Giddens, A. (2009) Sociology. Polity. Macionis, J. & Plummer, K. (2008) Sociology: a global introduction. Prentice Hall. Marsh, I. & Keating, M. (2006) Sociology: making sense of society. Prentice Hall. Morrison, K. (2006) Marx, Weber, Durkheim. Sage.




State and Economy: Understanding Contemporary Economic Issues

Level: 1 Credit Value: 20 Module Code: ACE1794 This module examines the theoretical and historical relationship between state and market activity, focusing mainly on the post-war UK experience. The module looks at various models of the macro economy and proceeds to trace the rise and collapse of the post-war Keynesian consensus. The boom and bust years of the 1980s are examined and the question is raised as to whether Thatcherism represented an economic mirage or miracle. The module concludes with a discussion of the alternative responses to the current economic situation. Aims: This unit aims to • Provide a broad introduction to twentieth-century economic history • Enable students to gain an understanding of the relationship between economic

thought and economic policy. • Provide students with an understanding of key economic concepts • Establish the economic foundation for further social and political studies

Learning Outcomes:

By the end of the unit, a candidate will be able to demonstrate • knowledge of the changing economic role of the state since 1930 • an understanding of the interplay between political and economic decision-making. • the ability to compare and analyse different models of the macro-economy. • the ability to analyse the relevance of different economic explanations and policies.

Assessment: 2000 word essay (50%); 1000 word report (25%); 1000 word concepts exercise (25%) Key Reading: Coates, D. (2000) Models of Capitalism. Polity Gamble, A. (1994) The Free Economy and the Strong State. Macmillan Griffiths, A. and Wall, S. (eds) (2007) Applied Economics. Prentice Hall. Hutton, W. (1996) The State We’re In. Vintage. Students who are already registered with TILL and who have a valid UCard can access full reading lists for modules before they begin. They do so either via MUSE, under the "Library" tab, and "View Library resource lists"; or via the "How can I find my reading lists?" link on http://www.shef.ac.uk/library/services/taught.html Contact: Angi Johnson 0114 222 7022 [email protected] Academic session: 2011-12



Getting Started with Research Level: 1 Credit Value: 20 Module Code: ACE1880 This unit provides you with the opportunity to develop the knowledge and skills gained from other modules and to engage in a small-scale piece of academic research. The aim is to introduce you to the research process and to encourage the development of self-directed learning skills. Teaching is structured around a number of group tutorials spread across the academic year. Aims

This unit aims to: 1. provide students with the opportunity to develop the knowledge and skills gained from other modules and to engage in a small-scale piece of research; 2. introduce students to the research process and encourage the development of self-directed learning skills; 3. provide students with the opportunity to pursue an academic project of particular personal interest or significance; 4. provide students with confidence in their ability to engage in academic research

Learning Outcomes

By the end of the unit, a candidate will be able to demonstrate: 1. an understanding of the research process; 2. the ability to identify a research topic and formulate their own title; 3. the ability to conduct a literature search; 4. the ability to engage in a small-scale piece of academic research; 5. the ability to produce a sustained academic argument in relation to their chosen research area.

Assessment 1000 word report on literature search (25%), 2500 word project (60%), 500 word reflective commentary (15%) Key Reading Hart, C. (2001) Doing a Literature Search. Sage. O’Dochartaigh, N. (2007) Internet Research Skills: how to do your literature search and find research information online. Sage. Ridley, D. (2008) The Literature Review: a step-by-step guide for students. Sage. Students who are already registered with TILL and who have a valid UCard can access full reading lists for modules before they begin. They do so either via MUSE, under the "Library" tab, and "View Library resource lists"; or via the "How can I find my reading lists?" link on http://www.shef.ac.uk/library/services/taught.html Contact: Angi Johnson 0114 222 7022 [email protected] Academic session: 2011-12



Learning to Learn On-Line Level: 1 Credit Value: 10 Module Code: ACE1757 This module concentrates on developing the research and writing skills necessary to gain a higher education qualification. The focus of the module is on the practice of such skills as essay-writing, correct referencing, analysing texts, locating information, and ways to approach heavy reading loads. Also included are activities that encourage students to adopt a critical approach to a variety of disciplines at undergraduate level. A range of subject-specific materials are provided for use in developing skills in critical thinking. The module is primarily delivered online, at the student's own pace, with face-to-face tutorials available upon request. Aims:

This module aims to • to give students a grounding in the basis of research and presentation skills. • to develop students' critical skills by means of practice in analysis of texts • to ensure students are aware of correct use of academic conventions, such as referencing • to facilitate transference of skills to all modules undertaken. Learning Outcomes: At the end of the module, students will be able to; • approach assignments with confidence and locate information from a variety of sources • analyse a variety of different types of texts • structure arguments and present work correctly • relate and transfer learned skills to other units on their programme. Assessment: 100% coursework – a portfolio of work. Key Reading: Stella Cottrell’s The Study Skills Handbook, second edition, Palgrave Macmillan, 2003. Students who are already registered with TILL and who have a valid UCard can access full reading lists for modules before they begin. They do so either via MUSE, under the "Library" tab, and "View Library resource lists"; or via the "How can I find my reading lists?" link on http://www.shef.ac.uk/library/services/taught.html

Contact: Angi Johnson 0114 222 7022 [email protected] Academic session: 2011-12


Study Skills in Higher Education, Part B Level: 1 Credit Value: 10 Module Code: ACE1787

Study Skills in HE Part B further develops and enhances the skills and knowledge gained in Part A, with an emphasis on the effective use of ICT (information and communication technologies) in an academic context. Students will increase their presentation and communication skills through written practice, using a variety of appropriate software. Students' research skills will likewise be further developed using on-line sources. The module will be delivered via blended learning using a combination of workshops and on-line resources. There will also be opportunities for individual tutorials.

Aims: This module aims to provide students with an understanding of the use of ICT in the context of academic

study

provide students with the necessary IT skills to support their study efficiently and effectively

develop students' information and data handling skills

further develop students' written communication skills

Learning Outcomes: By the end of the module, a candidate will be able to demonstrate confidence in the use of ICT within an academic environment

transferable IT skills necessary for study and research

appropriate data handling and information skills to support their academic work

ability to communicate effectively using a variety of software

Assessment: 100% coursework – a portfolio of work.

Key Reading: Northedge. A, The Good Study Guide, 2005, Open University Press, Maidenhead

Students who are already registered with TILL and who have a valid UCard can access full reading lists for modules before they begin. They do so either via MUSE, under the "Library" tab, and "View Library resource lists"; or via the "How can I find my reading lists?" link on http://www.shef.ac.uk/library/services/taught.html



Writing for Radio Level: 1 Credit Value: 20 Module Code: ACE1863

This module will provide practical experience of the resources of radio and an awareness of how to use these effectively as a dramatist. For example, students will learn how to use a microphone as an actor and understand the limits that this places on them as a writer; they will explore how sound effects are made and how they may be used to dramatic effect. Students will become aware of the variety of patterns in everyday speech and experiment with the dramatic possibilities of stylised language. They will learn about dramatic structure and technique and how to evaluate the work of others at the draft stage. The module will enable students to appreciate the strengths and creative possibilities of an aural medium.

Aims: This module aims to • develop effective skills to make use of the dramatic possibilities of writing for radio; • enable students to understand the limitations of working in this medium; • enable students to relate their own creative experience and interests to radio techniques; • enable students to develop their own pieces of writing for radio. Learning Outcomes:

By the end of the module, a candidate will be able to demonstrate the ability to • understand the specific needs of microphone acting and the limitations this places upon

the writer; • use sound effects to dramatic effect; • evidence a sense of dramatic structure and technique, including language use and style; • produce a piece of original work for radio which demonstrates an awareness of the

strengths and possibilities of an aural medium.

Assessment: 100% Coursework A portfolio of creative work totalling 4000 words. This will include exercises completed during the module (worth 30%.) The main piece of assessed work will be a radio play. The completed script will be worth 70% of the overall mark.

Indicative Reading (this is just a guide) Alan Beck, Radio Acting, 2000, Blackie, London Andrew Crisell, Understanding Radio, 1986, Methuen, London Anne Karpf, The Human Voice, 2006, Bloomsbury, London Students who are already registered with TILL and who have a valid UCard can access full reading lists for modules before they begin. They do so either via MUSE, under the "Library" tab, and "View Library resource lists"; or via the "How can I find my reading lists?" link on http://www.shef.ac.uk/library/services/taught.html



Digital SLR Photography Level: 1 Credit Value: 10 Module Code: ACE1853

Students must be familiar with the basic functionality of their SLR camera and show ability to process images in either Photoshop or Lightroom.

Pre requisite(s): ACE1818 or equivalent knowledge and skills. Excluded: ACE1818

Digital SLR Photography assumes that students have understood and mastered the basics of digital photography, and are competent with Photoshop or Lightroom (Introduction to Digital Photography, ACE 1818, is the pre-requisite module.) This module explores the science of controlling light (natural or artificial) to produce images of good technical quality, the use of software such as Adobe Photoshop to process them, and the art of producing images that are interesting and/or aesthetically pleasing. The module assumes possession of a digital SLR camera. Other equipment - tripod, `hot shoe’ flash unit, and one or more additional lenses - is desirable but not essential.

Aims:

This unit aims to

• Provide students with a grounding in the principle means of controlling light to produce well-exposed photographs

• Develop image editing skills

• Impart compositional principles and develop aesthetic sensitivity

Learning Outcomes:

By the end of the unit, a candidate will be able to

Control exposure through a variety of means to produce technically sound images.

Use image editing software to prepare images for output.

Create images according to principles of harmony, contrast, repetition, and simplicity.

Assessment:

50% Other assessment 50% Project

Key Reading:

No key reading has been identified


Contact: Maria Baldam 0114 222 7023 [email protected]

Academic session: 2011-2012

Investigating Woodlands in the Local Region Level: 1 Credit Value: 20 Module Code: ACE1797

This module examines the history of trees and woodlands in Britain from the last ice-age to the present, with reference to the local region. It also considers aspects of woodland management, such as, coppicing and pollarding and fuel provision and the introduction of exotic plants (such as, sweet chestnut and sycamore) and their influence on native species. The identification of trees, hedgerows and woodland flora and fauna is also investigated as well as indicators of 'ancient woodland'. This module includes several field studies to illustrate the content of the module.

Aims:

This unit aims to provide students with an understanding of the development and diversity of trees and woodlands in the local region. It also aims to develop an understanding of trees and woodlands as a human and natural resource and to enable students to identify selected woodland species.

Learning Outcomes:

By the end of the unit, a candidate will be able to demonstrate:

• an understanding of the development of tree provision and woodland within the local region.

• the ability to identify woodland flora and aspects of native fauna. • an awareness of aspects of human intervention and the management of woodlands with

particular reference to the local area.

Assessment:

100% Project

Key Reading:

Jones, M. 2003 Sheffield’s Woodland Heritage Green Tree Publications with Wildtrack

Publishing, Rotherham Marren, Peter 1990 Britain’s Ancient Woodland: Woodland Heritage. David & Charles,

London Peterken, G.F. 1993 Woodland Conservation and Management Chapman & Hall London Rackham, Oliver 2006 Woodlands, Collins, London Rackham, Oliver 2001 Trees and Woodland in the British Landscape: New edition

Weidenfeld & Nicholson History London


LEVEL 2

Aspects of Social and Political Theory Level: 2 Credit Value: 20 Module Code: ACE2093 This unit introduces students to key themes and thinkers in the field of social and political theory. The emphasis is placed on ideas, thinkers and texts that have contemporary resonance and influence contemporary debates. The first part of the unit explores the theme of Justice, focusing in particular on John Rawls and his critics. The second part of the unit introduces students to the ideas of influential thinkers such as Chomsky, Foucault, and Habermas. Throughout the unit, students will be encouraged to relate aspects of social and political theory to aspects of social and political reality. Aims:

This unit aims to

Provide students with an introduction to key themes in contemporary social and political thought.

Provide students with an introduction to the ideas of a number of influential recent thinkers.

Encourage students to relate aspects of social and political theory to aspects of social and political reality.

Provide students with the knowledge and confidence to critically evaluate the ideas of key thinkers and to critically engage in discussions relating to themes such as justice and power.

Learning Outcomes: By the end of the unit, a candidate will be able to demonstrate

A critical understanding of key themes in contemporary social and political theory.

An understanding of the ideas of a number of influential thinkers.

An ability to relate social and political theory to social and political reality.

An ability to engage critically in analyses, evaluations and assessments of various theories, thinkers and concepts in the field of social and political theory.

Assessment: 2000 word essay (50%) 3 hour exam (50%) Key Reading:

Barry, N. (2000) An Introduction to Modern Political Theory. Macmillan. Freeman, S. (ed) (2002) The Cambridge Companion to Rawls. Cambridge University Press. Rawls, J. (1971) A Theory of Justice. Oxford University Press. Swift, A. (2001) Political Philosophy: a beginner’s guide for students and politicians. Polity. Students who are already registered with TILL and who have a valid UCard can access full reading lists for modules before they begin. They do so either via MUSE, under the "Library" tab, and "View Library resource lists"; or via the "How can I find my reading lists?" link on http://www.shef.ac.uk/library/services/taught.html


Research Methods Level: 2 Credit Value: 20 Module Code: ACE2476 This unit builds on the foundations laid by the Level 1 unit, Getting Started with Research. The unit aims to equip you with the skills, knowledge and critical awareness needed to conduct a substantial piece of academic research (e.g. Independent Research Project, Dissertation). The unit will familiarise you with a range of methods frequently used by academic researchers, provide you with the skills and awareness needed to engage critically with data presented by other researchers, and encourage you to reflect on a number of issues, for instance, ethics and objectivity - central to the research process. Aims

This unit aims to: • familiarise students with a range of research methods • provide students with critical statistical awareness • encourage students to reflect on ethical and philosophical issues related to the research process • equip students with the skills, knowledge and critical awareness needed to conduct a substantial piece of academic research

Learning Outcomes By the end of the unit, a candidate will be able to demonstrate:

• a familiarity with, and understanding of, various research methods • the statistical awareness needed to engage critically with data presented by others • an awareness of some of the ethical and philosophical issues related to the research process • the capacity to conduct a substantial piece of academic research

Assessment

4000 word portfolio (100%) Key Reading Bryman, A. (2008) Social Research Methods. Oxford University Press. Gilbert, N. (2008) Researching Social Life. Sage. May, T. (2001) Social Research. Open University Press. Rowntree, D. (2003) Statistics without Tears: a primer for non-mathematicians. Allyn and Bacon. Students who are already registered with TILL and who have a valid UCard can access full reading lists for modules before they begin. They do so either via MUSE, under the "Library" tab, and "View Library resource lists"; or via the "How can I find my reading lists?" link on http://www.shef.ac.uk/library/services/taught.html Contact: Angi Johnson 0114 222 7022 [email protected] Academic session: 2011-12



Visions of a Better World Level: 2 Credit Value: 20 Module Code: ACE2140 This module explores the history and function of ‘utopias’, defined as visions of a better world, and utopianism, defined as ‘social dreaming’. Of what social and political use is utopian dreaming? Are all attempts to realise Utopia destined to end in dystopian nightmare? In the current political climate is it fair to say that Utopia is dead? In examining such questions, the module looks at literature (e.g. News from Nowhere, 1984), historical events (e.g., the English Revolution), films (e.g., Blade Runner), political movements (e.g. 19th century utopian socialism), political theory (e.g., Marxism and Utopia), and much more. Aims:

This unit aims to To explore competing visions of the good life and to identify common threads

and key differences. To examine the evolution of utopian thought in the context of, and in relation

to, wider historical developments and processes. To critically examine the social and political functions of utopian literature.

To reflect upon the current state of utopian exhaustion and to evaluate the prospects for a future revitalisation of utopian energies.

Learning Outcomes:

By the end of the unit, a candidate will demonstrate the ability:

To outline and compare the principal features of the images conjured by key figures in the history of utopian thought.

To describe and articulate the evolution of utopian thought in relation to wider historical developments and processes.

To critically evaluate the social, political, critical and cognitive functions of utopian thought and movements.

To analyse the contemporary relevance (or not) of utopian thought and literature.

Assessment: 2,000 word essay (50%) 2,000 word book review (50%) Key Reading:

Claeys, G. (ed) (2010) The Cambridge Companion to Utopian Literature. Cambridge University Press. Goodwin, B. (ed.) (2001) The Philosophy of Utopia. Frank Cass. Moylan, T. and Baccolini, R. (eds) (2007) Utopia Method Vision. Peter Lang. Schaer, R. et al (eds.) (2000) Utopia. Oxford University Press. Students who are already registered with TILL and who have a valid UCard can access full reading lists for modules before they begin. They do so either via MUSE, under the "Library" tab, and "View Library resource lists"; or via the "How can I find my reading lists?" link on http://www.shef.ac.uk/library/services/taught.html Contact: Angi Johnson 0114 222 7022 [email protected] Academic session: 2011-12



Key Issues in Criminology Level: 2 Credit Value: 20 Module Code: ACE2024 Why do people commit crime? How much crime is there in British society? Who are the 'criminals'? Who are the key players in the criminal justice system? What can be done about crime and criminals? This module examines questions such as these. Throughout the course students will be encouraged to critically evaluate conservative, interactionist and Marxist approaches to the study of crime as well as debates such as free will versus determinism and nature versus nurture.

AIMS and LEARNING OUTCOMES

Aims:

To familiarise students with key issues in criminology.

To examine key concepts and competing theories which seek to explain the prevalence of crime in society.

To critically evaluate issues of power, ideology and control.

To acquaint students with the debates concerning ‘free will versus determinism’ and nature versus nurture.

Learning Outcomes:

By the end of the course students should:

Have improved their understanding of the key issues explored on this course.

Be able to critically evaluate issues of power, ideology and control in relation to crime.

Be able to define and explain key concepts and theories in criminology.

Be able to demonstrate an understanding of the debates concerning free will/determination and nature/nurture.

Assessment

2,500 word essay (60%) 1,500 word case study (40%) Key Reading: Coleman, C. and Norris, C. (2000) Introducing Criminology. Willan. Croall, H. (1998) Crime and Society in Britain. Longman. Downes, D. and Rock, P. (1998) Understanding Deviance. Oxford University Press. Maguire, M. et al (eds) (2007) Oxford Handbook of Criminology. Oxford University Press. Students who are already registered with TILL and who have a valid UCard can access full reading lists for modules before they begin. They do so either via MUSE, under the "Library" tab, and "View Library resource lists"; or via the "How can I find my reading lists?" link on http://www.shef.ac.uk/library/services/taught.html Contact: Angi Johnson 0114 222 7022 [email protected] Academic session: 2011-12

Independent Research Project



Level: 2 Credit Value: 20 Module Code: ACE2372

In this unit, you undertake a small-scale piece of independent research relevant to your degree programme. You are expected to formulate your own research topic, define a research question, formulate a research strategy to identify relevant resources, engage with these resources, and write a well-structured extended essay together with reflective commentary. One-to-one tutorial support is provided by a supervisor, whose role is to provide guidance and constructive, formative feedback. The module prepares you for further independent study and your dissertation, although, to avoid self-plagiarism, you are not permitted to choose the same topic for this module and your dissertation. Aims: This unit aims to:

help the student to draw on their existing knowledge, skills and experience to undertake independent research

develop the student’s ability to formulate, clarify, and pursue their own research question

support the student’s abilities in independent study and project management

develop the student’s capacity to reflect on their research activities and processes

prepare the student for further independent inquiry Learning Outcomes: By the end of the unit, a candidate will be able to demonstrate the ability to:

draw on their existing knowledge, skills and experience to undertake independent research;

formulate, clarify, and pursue their own research question

manage their workload and research process to complete their research in a timely manner

construct an extended academic argument in a relevant area of their programme of study

reflect on their research activities and processes

Assessment:

4000 word independent research project (90%) 500 word reflective commentary (10%) Key Reading: Bryman, A. (2008) Social Research Methods. Oxford: Oxford University Press. Gilbert, N. (2008) Researching Social Life. London: Sage. May, T. (2001) Social Research. Buckingham: Open University Press.




Career Management Skills Level: 2 Credit Value: 20 Module Code: CAS201 CAS 201 is a level 2 20 credit module, which is open to all undergraduate students whose course permits the choice of a free elective module. This module aims to equip you with the necessary skills to make and implement effective career decisions on graduation and beyond. It will provide you with an understanding of what is meant by the term ‘employability’ and how to maximise your success in the competitive global labour market. It will also help you develop greater self awareness, opportunity awareness, career decision making strategies and to enhance your job search skills, effective self marketing and career action planning techniques. How will the module be delivered?

The module will be delivered by Careers Service staff over one semester through eleven, two hour interactive workshops. These will be supplemented by structured self directed learning, supported by resource lists for each session and additional materials accessed through MOLE. You will also be encouraged to participate in relevant Careers Service events, which will not only provide excellent opportunities for networking but also inform many of the elements of assessed work for the module. When will this module run?

This module will be available for students to undertake either in semester 1 or semester 2 and will be timetabled for Wednesday afternoon (exact time to be confirmed). If you have any queries, please email us on [email protected] How Will it be Assessed? 1. Complete a regular reflective learning log and will be given guidelines on how to

approach this activity. (15%) 2. Produce a written assignment critically evaluating your career related transferable

skills, personal qualities and values as they relate to future your career choice. (35%) (1,500 words)

3. Develop a Portfolio – Demonstrating practical application of transition skills and planning for success (50%). To comprise: • target job advert, with your reasons for choice (5%) • a targeted CV for the chosen vacancy (10%) • a covering letter of application to accompany your CV and job advert (10%) • answers to two competency based questions appropriate to the selected opportunity (10%) • a brief reflective account, detailing personal learning achieved through the careers management skills module and identifying potential action points that need to be addressed to help you to progress your own career planning journey. (500 words) (10%) to accompany:- • a one page SMART personalised careers action plan to address the action points arising from your reflective account (5%)

Making Ideas Happen Level: 2 Credit Value: 20 Module Code: USE201


1. What is Making Ideas Happen? Making Ideas Happen (MIH) is an interdisciplinary module worth 20 credits, providing an introduction to the areas of enterprise, entrepreneurship and innovation, structured within three main areas: (1) Inspiring; (2) Initiating; and (3) Implementing. It focuses heavily on ideas generation and development. It is delivered by University of Sheffield Enterprise (USE).

2. Who are University of Sheffield Enterprise (USE)? USE creates opportunities for you to develop your ideas, whether it’s selling T-shirts to raise money for a society, organising a gig or setting up a business. As well as delivering MIH, we also work with academic departments around the University to support them in developing subject-specific, credit-bearing courses in enterprise, entrepreneurship and innovation.

3. Who is Making Ideas Happen for? MIH is open both to students who already have a business/enterprise idea and those students who don’t yet have an idea but would like to know what to do with one in future.

4. Are there any prerequisites for studying Making Ideas Happen?

There are no prerequisites for taking the module.

5. How is the module taught? MIH is mainly taught using online learning materials in MOLE in an interactive electronic workbook. There will be very few timetabled lectures, so you don't need to worry too much about how the module fits with the rest of your timetable. There are, however a number of face-to-face sessions to supplement the MOLE content. These sessions will be timetabled for early evenings.

6. What happens in the face-to-face sessions? Face-to-face content includes an introductory lecture and networking session, focusing on ideas generation, module information and presentation of the 'problem' you will be asked to solve, facilitated group work support sessions (times and dates negotiated with MIH Mentors), a pitching event where groups will present their ideas, and a summary lecture.

LEVEL 3

Dissertation 1 (SPS) Level: 3 Credit Value: 10 Module Code: ACE3060E The aim of the dissertation is to enable students to advance their knowledge of the disciplines of politics and/or sociology by pursuing an independent research project on a chosen topic within one or both of these fields. Students completing the dissertation will have examined a subject in substantial depth, shown evidence of an ability to undertake sustained critical analysis, developed and improved their research skills, and produced a long piece of written work that demonstrates a detailed and sophisticated understanding of a particular area of relevance to the BA (Hons) degree in Social and Political Studies (Combined Studies). Aims:

enable students to formulate a research proposal; encourage and facilitate the process of self-directed learning; develop and enhance the students’ research skills; enable students to gain an understanding of the research process;

provide students with appropriate supervisory support. Learning Outcomes:

present a review of the literature relevant to their chosen area of research; formulate a clear set of research questions; provide a rationale outlining why these questions are worthy of detailed study; develop a methodological approach appropriate to addressing the specified

research questions;

outline a clear design and structure for the dissertation as a whole. Assessment:

2,000 word Dissertation proposal Key Reading: Burnham, P. (2008) Research Methods in Politics. Palgrave

Basingstoke

Hart, Chris (2001) Doing a Literature Search. Sage

London

Bryman, Alan (2008) Social Research Methods. Oxford University Press.

Oxford

Ridley, Diana (2008) The Literature Review: A step-by-step guide for students. Sage

London




Dissertation 2 (SPS) Level: 3 Credit Value: 30 Module Code: ACE3061E Prerequisite: ACE3060E The aim of the dissertation is to enable students to advance their knowledge of the disciplines of politics and/or sociology by pursuing an independent research project on a chosen topic within one or both of these fields. Students completing the dissertation will have examined a subject in substantial depth, shown evidence of an ability to undertake sustained critical analysis, developed and improved their research skills, and produced a long piece of written work that demonstrates a detailed and sophisticated understanding of a particular area of relevance to the BA (Hons) degree in Social and Political Studies (Combined Studies). Aims:

enable students to engage in a sustained piece of independent research; encourage and facilitate the process of self-directed learning; develop and enhance a wide range of research skills; enable students to gain an understanding of the research process;

provide students with appropriate supervisory support. Learning Outcomes:

undertake a sustained piece of independent research; conduct a rigorous review of the literature relevant to the students’ chosen

area of research; formulate a clear set of research questions; develop and apply a methodology appropriate for addressing the specified

research questions; engage in sustained critical analysis of relevant themes, issues, concepts,

processes, institutions;

produce a lengthy piece of written work in accordance with scholarly practice.

Assessment:

10,000 word dissertation Key Reading: Bryman, Alan (2008) Social Research Methods. Oxford University Press

Burnham, P. (2008) Research Methods in Politics. Palgrave

Hart, Chris (2001) Doing a Literature Search. Sage

Ridley, Diana (2008) The Literature Review: A step-by-step guide for students. Sage Students who are already registered with TILL and who have a valid UCard can access full reading lists for modules before they begin. They do so either via MUSE, under the "Library" tab, and "View Library resource lists"; or via the "How can I find my reading lists?" link on http://www.shef.ac.uk/library/services/taught.html Contact: Angi Johnson 0114 222 7022 [email protected] Academic session: 2011-12



Recent Research Review Level: 3 Credit Value: 20 Module Code: ACE3079 This module uses the review of a small number of carefully selected recent research publications as a method for gaining knowledge and insight into both current developments within the students’ fields of study and the methods by which research-based knowledge is accumulated and disseminated. Aims:

This unit aims to develop an understanding of the forms and role of the dissemination of research findings through publication, provide the opportunity to demonstrate critical skills through review of selected published material, and raise awareness of recent developments in research in the students’ fields of study. Learning Outcomes:

By the end of the unit, a candidate will be able to demonstrate

the ability to critique a published piece of research in terms of its position and potential influence within a current area of study or debate.

a knowledge of some of the recent or ongoing research of relevance to the students’ fields of study.

an understanding of the forms and role of the dissemination of research findings through publication.

Assessment:

1 critique of a piece of published research selected by module tutor(s) (1500 words, 30%) 1 critique of a piece of published research selected by the student (2000 words, 40%) 1 poster/presentation (or other appropriate method of research dissemination) plus 500 word reflective commentary (40%) Students who are already registered with TILL and who have a valid UCard can access full reading lists for modules before they begin. They do so either via MUSE, under the "Library" tab, and "View Library resource lists"; or via the "How can I find my reading lists?" link on http://www.shef.ac.uk/library/services/taught.html Contact: Angi Johnson 0114 222 7022 [email protected] Academic session: 2011-12



The Politics of Ireland Level: 3 Credit Value: 20 Module Code: ACE3008 This module examines a problem that has been a dominant feature of British politics for many decades (Northern Ireland) and relates this to the politics of the only nation to share a land frontier with the United Kingdom (the Republic of Ireland). The module is divided into two parts, the first focusing on Northern Ireland—the ideologies and policies of the political parties and interest groups, the difficulties in implementing devolved government—and the second focusing on the Irish Republic—the ideologies and policies of the political parties; the role of the Roman Catholic Church; the modern Irish state. Aims:

To introduce students to the politics of Northern Ireland and the Republic of Ireland.

To introduce students to primary sources of material not normally available through traditional learning resources.

To encourage students to analyse in depth one particular subject area of the course.

To introduce students to contemporary British policy on Northern Ireland. Learning Outcomes:

Recognise and critically assess ‘Orange’ and ‘Green’ versions of Irish history and politics.

Identify the various political and ideological divisions that exist within the two parts of Ireland - and their historical origins.

Understand the role and policies of the British government in seeking to resolve the difficulties it faces in Northern Ireland.

Acquire some knowledge of the various changes that have taken place and are taking place within contemporary Irish Nationalism.

Assessment: Two x 2,000 word essays (50% each) Key Reading: Bardon, J. (2005) A History of Ulster. Blackstaff Press

Foster, R. F. (2007) Luck and the Irish: a brief history of change 1970 – 2000. Allen Lane Mullholland, M. (2002) Northern Ireland: a very short introduction. Oxford University Press




Political Sociology Level: 3 Credit Value: 20 Module Code: ACE3231 This module explores the relationship between the State and civil society, focusing in particular on the concept of power. Different approaches to this relationship are examined, such as pluralism, elitism and Marxism. General discussions of the capitalist state are supplemented by case studies of, for example, new social movements and mass communications. The module concludes with an analysis of the impact of September 11th on conceptualisations of power. Aims:

To familiarise students with theories of the State and its purpose.

To explore the significance and limitation of the development of the modern State.

To critically examine theories of power and its uses/abuses.

To engage in a critical analysis of civil society, the legitimation process, bureaucracy and democracy.

Learning Outcomes: By the end of the unit, a candidate will be able:

To critically evaluate theories of power and the State.

To make a sound analysis of the emergence and existence of civil society.

To account for the problems of the process of legitimation, bureaucracy and democracy.

Assessment: One essay 3,000 words (75%), one formal examination of 1.5 hours (25%). Key Reading:

Bottomore, T. (ed) (1993) Political Sociology. Pluto Nash, K. (2000) Contemporary Political Sociology. Blackwell Nash, K. (ed) (2000) Readings in Contemporary Political Sociology. Blackwell. Students who are already registered with TILL and who have a valid UCard can access full reading lists for modules before they begin. They do so either via MUSE, under the "Library" tab, and "View Library resource lists"; or via the "How can I find my reading lists?" link on http://www.shef.ac.uk/library/services/taught.html Contact: Angi Johnson 0114 222 7022 [email protected] Academic session: 2011-12



Making Ideas Happen Level: 2 Credit Value: 20 Module Code: USE301

1. What is Making Ideas Happen? Making Ideas Happen (MIH) is an interdisciplinary module worth 20 credits, providing an introduction to the areas of enterprise, entrepreneurship and innovation, structured within three main areas: (1) Inspiring; (2) Initiating; and (3) Implementing. It focuses heavily on ideas generation and development. It is delivered by University of Sheffield Enterprise (USE).

2. Who are University of Sheffield Enterprise (USE)? USE creates opportunities for you to develop your ideas, whether it’s selling T-shirts to raise money for a society, organising a gig or setting up a business. As well as delivering MIH, we also work with academic departments around the University to support them in developing subject-specific, credit-bearing courses in enterprise, entrepreneurship and innovation.

3. Who is Making Ideas Happen for? MIH is open both to students who already have a business/enterprise idea and those students who don’t yet have an idea but would like to know what to do with one in future.

4. Are there any prerequisites for studying Making Ideas Happen? There are no prerequisites for taking the module.

5. How is the module taught? MIH is mainly taught using online learning materials in MOLE in an interactive electronic workbook. There will be very few timetabled lectures, so you don't need to worry too much about how the module fits with the rest of your timetable. There are, however a number of face-to-face sessions to supplement the MOLE content. These sessions will be timetabled for early evenings.

6. What happens in the face-to-face sessions?

Face-to-face content includes an introductory lecture and networking session, focusing on ideas generation, module information and presentation of the 'problem' you will be asked to solve, facilitated group work support sessions (times and dates negotiated with MIH Mentors), a pitching event where groups will present their ideas, and a summary lecture.

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