JointH CourseModule Handbook

Resource Development International (RDI)
Course and Module Handbook
BA (Hons) Business and Computing

BA (Hons) Business and Law
BA (Hons) Criminology and Law
BA (Hons) Criminology and Human Psychology
BA (Hons) Human Psychology and Human Resource Management
BA (Hons) Law and Human Psychology
Version 3
October 2014
Page 1 of 242
Contents
Contents ............................................................................................................................. 2
Course and Module Information ....................................................................................... 5
Level 4 Modules .......................................................................................................................... 6
Level 5 Modules .......................................................................................................................... 7
Level 6 Modules .......................................................................................................................... 8
Course Specification Forms ............................................................................................. 9

BA (Hons) Business and Computing ..................................................................................... 10
BA (Honours) Business and Law ........................................................................................... 18
BA (Hons) Criminology and Law ............................................................................................ 26
BA (Hons) Criminology & Human Psychology ...................................................................... 35
BA (Hons) Human Psychology and Human Resource Management ................................... 44
BA (Hons) Law and Human Psychology ................................................................................ 52
Module Definition Forms Level 4 ................................................................................. 61

Business Analysis ..................................................................................................................... 62
Computer Technology ............................................................................................................... 65
Crime and Society ..................................................................................................................... 69
Criminal Justice System ............................................................................................................ 72
Criminal Law ............................................................................................................................. 75
English Legal System ................................................................................................................ 78
Fundamentals of Constitutional & Administrative Law ............................................................... 81
Individual Differences: Personality and Intelligence ................................................................... 84
Information Systems in Organisations ....................................................................................... 87
Introduction to Social and Developmental Psychology............................................................... 90
Law of Contract ......................................................................................................................... 94
People and Organisations ......................................................................................................... 97
Policing & The Community ...................................................................................................... 100
Skills for Learning in Business & Computing ........................................................................... 103
Skills for Learning in Business & Law ...................................................................................... 106
Skills for Learning in Criminology & Law .................................................................................. 109
Skills for Learning in Criminology & Psychology ...................................................................... 112
Skills for Learning in HRM & Psychology ................................................................................. 115
Skills for Learning in Law & Psychology .................................................................................. 118
Understanding the Business Environment ............................................................................... 121
Module Definition Forms Level 5 ............................................................................... 124

Applied Social and Developmental Psychology ....................................................................... 125
Page 2 of 242
Becoming a Reflective Learner................................................................................................ 128

Civil Liberties & Human Rights ................................................................................................ 130
Contract Law ........................................................................................................................... 133
Controversies and Debates in Crime, Law & Order ................................................................. 136
Environmental Criminology ...................................................................................................... 139
European Union Law ............................................................................................................... 142
Human Resource Management ............................................................................................... 145
Law of Tort .............................................................................................................................. 148
Managing Across Cultures ...................................................................................................... 151
Psychology in Practice ............................................................................................................ 154
Research Methods in Business & Computing .......................................................................... 157
Research Methods in Business & Law .................................................................................... 160
Research Methods in Criminology & Law ................................................................................ 163
Research Methods in Criminology & Psychology..................................................................... 166
Research Methods in HRM & Psychology ............................................................................... 169
Research Methods in Law & Psychology ................................................................................. 172
Strategic Information Systems ................................................................................................. 175
Systems Analysis & Design ..................................................................................................... 178
Module Definition Forms Level 6 ............................................................................... 181

Applied Computing Project ...................................................................................................... 182
Business & Law Research Project ........................................................................................... 185
Company Law ......................................................................................................................... 188
Contemporary Management Issues ......................................................................................... 190
Crime Prevention..................................................................................................................... 193
Criminal Justice Research Project ........................................................................................... 196
Criminology & Psychology Research Project ........................................................................... 199
Cross-Cultural Psychology ...................................................................................................... 202
Cybercrime .............................................................................................................................. 205
Employment Law ..................................................................................................................... 208
HRM & Psychology Research Project ..................................................................................... 211
Law & Psychology Research Project ....................................................................................... 214
Law of Evidence ...................................................................................................................... 216
Management in IT ................................................................................................................... 219
Occupational Psychology ........................................................................................................ 222
Professional Ethics & Law ....................................................................................................... 225
Skills for Employability & the Workplace .................................................................................. 228
Page 3 of 242
Strategic Issues in HRM .......................................................................................................... 231

Strategic Management ............................................................................................................ 234
Understanding Systems .......................................................................................................... 237
Youth Justice ........................................................................................................................... 240
Page 4 of 242
Course and Module Information

The following pages contain a brief description of the course aims and its structure.
The BA (Hons) courses are normally expected to be completed within six years. However, our
online distance learning students have flexibility in setting their own pace of study, which means
that your course can be completed in a minimum period of three years or extended up to a
maximum of nine years.
It is recommended that you complete a minimum 60 credits per year in order to complete your
programme within the expected timescales.
To gain the qualification you will need to complete each of the compulsory modules shown below.
Each 30 credit module is equivalent to 300 hours of self-guided learning and each 15 credit module
is equivalent to 150 hours of self-guided learning.
To gain the respective qualification, each of the taught modules and the Dissertation must be
successfully completed. Details of these modules required for the each of the BA (Hons) courses
are shown on the following page.
Please note that the order in which modules are delivered is subject to change.
Page 5 of 242
Level 4 Modules
BA (Hons)
Criminology
and Law
BA (Hons)
Criminology
and Human
Psychology
15
Criminal Justice System
15
Criminal Law
30
English Legal System

Fundamentals of Constitutional & Administrative
Law
Individual Differences : Personality and Intelligence
15
Information Systems in Organisations

Introduction to Social and Developmental
Psychology
Law of Contract
15
People and Organisations
15
Policing & The Community
15
Skills for Learning in Business & Computing
15
Skills for Learning in Business & Law
15
Skills for Learning in Criminology & Law
15
Skills for Learning in Criminology & Psychology
15
Skills for Learning in HRM & Psychology
15
Skills for Learning in Law & Psychology
15
Understanding the Business Environment
30
Credits
BA (Hons)
Business
Computing
BA (Hons)
Business
and Law
Business Analysis
15
Computer Technology
30
Crime and Society
Module
15
BA (Hons)
Human
Psychology
and HRM
BA (Hons)
Law and
Human
Psychology
30
x
30
30
x
x
x
x
x
x
x
x
x
x
x
Page 6 of 242
Level 5 Modules
Module
Credits
Applied Social and Developmental Psychology
30
Becoming a Reflective Learner
15
Civil Liberties & Human Rights
15
Contract Law
Controversies and Debates in Crime, Law &
Order
Environmental Criminology
15
European Union Law
15
Human Resource Management
30
Law of Tort
30
Managing Across Cultures
30
Psychology in Practice
30
BA (Hons)
Business
Computing
BA (Hons)
Business
and Law
BA (Hons)
Criminology
and Law
x
x
x
15
15
Research Methods in Business & Law
15
Research Methods in Criminology & Law
15
Research Methods in Criminology & Psychology
15
Research Methods in HRM & Psychology
15
Research Methods in Law & Psychology
15
Strategic Information Systems
30
Systems Analysis & Design
15
BA (Hons)
Human
Psychology
and HRM
BA (Hons)
Law and
Human
Psychology
x
x
x
x
15
Research Methods in Business & Computing
BA (Hons)
Criminology
and Human
Psychology
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
Page 7 of 242
Level 6 Modules
BA (Hons)
Criminology
and Human
Psychology
Credits
Applied Computing Project
30
Business & Law Research Project
30
Company Law
15
Contemporary Management Issues
30
Crime Prevention
15
Criminal Justice Research Project
30
Criminology & Psychology Research Project
30
Cross-Cultural Psychology
30
Cybercrime
15
Employment Law
15
HRM & Psychology Research Project
30
Professional Ethics & Law
15
Law & Psychology Research Project
30
Law of Evidence
15
Management in IT
15
Occupational Psychology
30
Skills for Employability & the Workplace
15
Strategic Issues in HRM
30
Strategic Management
15
Understanding Systems
15
Youth Justice
15
Module
BA (Hons)
Business
and Law
BA (Hons)
Criminology
and Law
BA (Hons)
Business
Computing
BA (Hons)
Human
Psychology
and HRM
BA (Hons)
Law and
Human
Psychology
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
Page 8 of 242
x
x
x
x
x
Course Specification Forms
Page 9 of 242
Course Specification Form

1a. Final award(s):
BA (Hons) Business and Computing
2.
1b. Course title:

BA Business and Computing
Start date:
October 2014
3a. Location of delivery:
3b. Mode of delivery:
3c. Mode of attendance:
Online Learning managed from

Coventry and Hong Kong by
RDI
Distance learning
Online distance learning
4a. Awarding institution:
4b. Course Accredited by (if applicable):
Anglia Ruskin University
N/A
5a. Faculty:
5b. Managing Department
LAIBS
RDI
6a. Course Group:
6b. Course Group Leader:
Leadership and Management
N/A
6c. Course Leader:
6d. Associate College Course Leader(s)
Jon Salkeld
Angela Burns
7.
UCAS Code (undergraduate only)
8. Relevant QAA subject benchmark statement(s) and any PSRB reference point(s)
General Business Management (2007)
Computing (2007)
9. Aims
The overall aim of the RDI BA (Hons) Business & Computing is to enable students to acquire knowledge,
understanding and a range of practical skills relating to the two inter-related disciplines which are applicable
to commercial and non-commercial sectors, and in a variety of geographical and cultural settings.
Simultaneously students will develop a range of transferable skills that will aid them as they pursue business
and computing careers or further relevant study. More specifically it will:
allow students to develop managerial and professional level skills and understanding across the two
related disciplines of Business and Computing.
promote understanding of the key aspects of current practice in the fields of Business and
Computing while acknowledging current and emerging developments in related disciplines.
equip students with the essential skills and tools to work professionally in a range of commercial and
non-commercial situations; and to be creative and professional practitioners, when working
independently and when collaborating with others as part of multidisciplinary teams.
present multiple perspectives on Business and Computing in a way that fosters critical evaluation
develop knowledge leading to an ability to appreciate and critically evaluate theory, research
Page 10 of 242
findings, and applications
enable students to communicate effectively through a variety of media and presentational forms to
specialist and non-specialist audiences.
equip students to work within multicultural settings and to appreciate the complexities of such
contexts
provide a stimulating online academic environment in which students can develop confidence as
practitioners, and as individuals who are part of a highly engaged community of learners and
thereby to inspire students to become lifelong learners.
10a. Intended learning outcomes and the means by which they are achieved and demonstrated Knowledge and understanding (20 maximum in this section)
On successful completion of the course, a student will be expected to be able to :
A1
evaluate the appropriateness of the structure, functions, processes and management priorities of a
business organisation to achieve its strategic objectives.
A2
utilise business research to improve business performance and analyse and interpret written, visual
and graphical data.
A3
recognise the importance of collecting relevant data, and the variety or information sources, both
primary and secondary.
A4
analyse leading issues in business and have a clear view of the contemporary and cross cultural
issues facing modern managers.
A5
apply a range of theoretical concepts to practical organisational or industry sector issues or problems,
displaying sensitivity to differing cultural and ethical contexts in decision making.
A6
identify, explain and evaluate current and evolving trends, technologies and methodologies within
computing.
A7
use analytical and critical skills to manage computing systems within a range of contemporary
business environments.
A8
systematically appraise relevant principles, theories and methodologies of information systems design.
A9
critically evaluate relevant computer technologies to meet requirements in a range of novel or complex
business contexts.
A10 critically review current computer systems in light of recent developments in the field.
10b. Intended learning outcomes and the means by which they are achieved and demonstrated Intellectual (thinking), practical, affective and transferable skills (20 maximum in this section)
On successful completion of the course, a student will be expected to be able to:
Intellectual
B1
identify issues and formulate appropriate methods of investigation and evaluation.
B2
select and synthesise information from a variety of sources.
B3
apply theoretical concepts and practical techniques to the solution of complex problems
B4
analyse, evaluate and interpret quantitative and qualitative data, thereby display numeracy and
quantitative skills including data analysis, interpretation and extrapolation.
B5
apply relevant computer based solutions to a range of novel or complex business problems.
Page 11 of 242
B6
synthesise and apply methodologies, techniques, tools and technologies from a range of fields within
computing to provide completes solution to novel or complex business problems.
B7
utilise judgement to draw appropriate conclusions and make recommendations.
Practical
C1
select effective information collection methods and select appropriate analytical tools, reaching
reasoned and evidenced conclusions.
C2
select and utilise management tools in the construction of business projects and decision-making.
C3
select and use appropriate combinations of hardware and software in order to create solutions to
novel or complex business problems.
C4
select and apply appropriate methodologies and tools in the design of business computer systems.
C5
work productively, flexibly and independently both within and between disciplines to produce work in a
variety of formats as specified.
C6
show an ability to read a range of complex academic works suitable for study at undergraduate level,
summarising the arguments accurately and ranking in accordance of merit and substance.
C7
identify and evaluate alternative academic perspectives to contentious issues and integrate ideas and
findings from multiple perspectives, recognising distinctive approaches.
C8
demonstrate a confident understanding of interdisciplinary themes and skills.
Transferable
D1
communicate succinctly in written and oral forms at a level suitable for an undergraduate student
incorporating and awareness of relevant media and IT literacy.
D2
work effectively in collaboration with others and evaluate own strengths and weaknesses in engaging
in critical reflection and acting on feedback.
D3
take responsibility for own learning, acting independently in planning and managing tasks with limited
guidance
11a. Learning/teaching methods and strategies - Knowledge and understanding

Acquisition of knowledge and understanding (A1 A10) at all levels is through a combination of online
tutorials; group discussions and critiques; and independent and directed study, supported throughout by
comprehensive online teaching materials and broader resources. We achieve this through a pedagogy that
includes project work, group forums and project-based activities.
Throughout, the learner is encouraged to undertake independent study to both supplement and consolidate
what is being learnt and to broaden their individual knowledge and understanding of the subject.
Learning is facilitated largely by set projects with regular tutor support including small group forums. This
allows students to not only discuss with staff their own work and progress, but to also see other students
work and to engage in the discussions that relate to the work of their peers.
There is a requirement for written work at all levels including reports, essays, practical tasks, and
examinations upon all of which detailed feedback is supplied by tutors. Critical analysis is encouraged
culminating in an applied Computing Project.
Page 12 of 242
11b. Learning/teaching methods and strategies - Intellectual (thinking), practical, affective and
transferable skills
Intellectual skills (B1 B7) are developed throughout the programme by the methods and strategies outlined
in section A, above. Intellectual development (B6) is further encouraged via formative assessment tasks
including set briefs, in-module activities, self-initiated briefs, and discussion with tutors and peers (in online
forums/debates).
Specific modules support the development of quantitative and qualitative analysis, and the development of
self-reflective skills. In addition, the students thinking skills will be evident in a summative assessment
process which requires and rewards learners for the demonstration of creative thinking and problem solving,
analysis, judgement and self-reflection in the development of solutions.
Throughout, the learner is encouraged to develop intellectual skills further by undertaking independent study
and research. There is a requirement for written work at all levels including reports, essays, practical tasks,
and examinations upon all of which detailed feedback is supplied by tutors. Critical analysis is encouraged
culminating in an applied Computing Project.
Practical and professional skills are employed in the production of solutions to real life situations developed
through set briefs, exercises and practical activities. The important modern day skills of managing projects,
working within differing organisational and national cultures are provided by specific modules, as are specific
inputs with an emphasis upon practical functional decision making skills related to finance, marketing,
managing others, and managing knowledge.
Practical skills in business are further developed and integrated through a series of in-course online activities
and projects intended to test skills acquired. (C1 - C3). Group forums provide opportunities to discuss ideas,
progress, the work of others and the strengths and weakness in the work presented and particularly support
the development of C1. Activities are provided so that students can work independently to consolidate their
knowledge and grasp of practical skills. The in-course activities and assessment process in the final year
particularly emphasise the acquisition of C4 with specific modules devised to highlight the practical
differences in management skills required in differing contexts.
Practical skills in Computing are further developed and integrated through a series of in-course online
activities and projects intended to test skills acquired. (C3 C4). Group forums provide opportunities to
discuss ideas, progress, the work of others and the strengths and weakness in the work presented and
particularly support the development of C6 C8. Activities are provided so that students can work
independently to consolidate their knowledge and grasp of practical skills. The in-course activities and
assessment process in the final year particularly emphasise the acquisition of C6 - C8 with an applied
Computing Project devised to develop critical evaluation skills.
Transferable skills (D1 D3) are developed throughout the programme. The skills of communication, critical
use of source material especially the Internet, and self-management (D1, D2, D3) are integral to coursework
at all levels. Personal responsibility (D3) becomes an increasingly important skill as students look to
progress onto the next step of their career and this pervades aspects of the discussion forum and is
developed explicitly in the module Skills for Employability and the Workplace and culminates in an applied
Computing Project.
The Managing Across Cultures module at level 5, combined with the Contemporary Management Issues
module at level 6 provide a focus for the increased internationalisation of the programme that is also
evidenced in the supporting materials and assessments used throughout the programme.
As work becomes more complex at levels 5 and 6, students are tested on their abilities to respond positively
to feedback from a variety of audiences, as well as to manage increasingly large workloads (D3).
Students are required to complete a number of assignments and an applied Computing Project in level
6 that reward independence and originality, and critical enquiry, and which further enhance
communication and self-reflective skills. (D3)
Page 13 of 242
12a. Assessment methods and strategies - Knowledge and understanding

Knowledge and understanding are assessed through in-module assessments of portfolio submissions,
presentations, time-constrained examinations, essay and report based assignments.
12b. Assessment methods and strategies - Intellectual (thinking), practical, affective and
transferable skills
Intellectual skills are assessed through a combination of in-course formative exercises and summative
assignments, including the submission of portfolios of self-reflective evidence, financial and statistical
analyses, qualitative judgements, and research reports/dissertation.
To support the development of practical skills, students must supply worked materials and evidence in
support of their assignments. Critical reasoning, good presentation and sound evidence trails in all
assignments are rewarded. Assessment briefs include a variety of commercial and geographical contextual
setting. Students receive feedback on all activities and assignments which includes practical examples for
improvement in the application of theory to practice to help them improve both aspects of their skill base.
To develop transferable skills all assignments must meet time deadlines and word count guidelines. All
assessed work must be submitted independently even where group activity has been an element of the
process. Students must take responsibility for their own work. All assignments require students to adopt a
spirit of critical enquiry and self-reflection which is rewarded in marking guides. These guides are shared
with students.
13.
Employability
The programme provides for the development of a range of skills demanded by employers. A core set of
practical and transferable skills has been developed, in light of the Benchmark Statements, across the suite
of courses and these are mapped against the modules. In addition, 'employment facing' skills are also
developed in the subject specific L4 Skills module, Becoming a Reflective Learner at L5 and Skills for
Employability and the Workplace at L6. RDI also provides a range of support to assist students to develop
their careers. This is facilitated through online sessions and support on activities such as cv building,
interview techniques, personal development, etc. Students on this programme also have to demonstrate
considerable self-reliance and personal management in achieving the learning outcomes and are fully
supported in that.
14.
Entry requirements
Two Subjects at GCE A level or equivalent, plus passes at grade C or above in three subjects at
GCSE level or equivalent; or
Completion of a recognised Access Programme or equivalent.
IELTS 6.0 or equivalent for students whose medium of prior learning was not English.
Candidates who do not meet these criteria but can demonstrate an ability and motivation to study
the programme as evidenced through: a personal statement (of between 350-500 words);
references; relevant prior experience; and qualifications, will be considered on an individual basis.
Applicants holding a HND or equivalent may be admitted into Level 6 of the programme provided that the
totality of their learning experience would allow them to achieve the programme aims. Exemptions may
be granted in respect of other qualifications subject to the Universitys APCL regulations. It is not
intended to provide exemption via APEL.
15. Exceptional variation from Anglia Ruskin Academic Regulations and/or design principles
None
Page 14 of 242
16.
Curriculum details
FULL TIME EQUIVALENT SAMPLE STRUCTURE DIAGRAM

i.e. completion within 3 years
NB All modes of delivery are by online distance learning and all modules are compulsory
Year 1: Level 4
Compulsory modules:
In order to complete this course a student must successfully complete the following compulsory modules
(total credit = 120):
Module Code
Module Title
Credits
15 credits
Period of
delivery
10 weeks
30 credits
10 weeks
People & Organisations
15 credits
10 weeks
Business Analysis
15 credits
10 weeks
15 credits
10 weeks
Computer Technology
30 credits
10 weeks
Year 2: Level 5
Compulsory modules:
Module Code
Module Title
Credits
30 credits
Period of
delivery
10 weeks
30 credits
10 weeks
15 credits
10 weeks
15 credits
10 weeks
30 credits
10 weeks
Year 3: Level 6
Compulsory modules:
Module Code
Module Title
Credits
30 credits
Period of
delivery
10 weeks
Skills for Employability & The Workplace
15 credits
10 weeks
30 credits
10 weeks
15 credits
10 weeks
15 credits
10 weeks
Management in IT
15 credits
10 weeks
Page 15 of 242
PART TIME SAMPLE STRUCTURE DIAGRAM

The expected study time is 4.5 years, although the course will be delivered in a flexible way.
Completion within 4.5 years
In the table below, 30 credit modules are shown as running over two study periods. Submission of the
assessment will be during the second study period for that module.
Level 4
Period of
delivery
Year 1 Q1
Year 1 Q2
Year 1 Q3
Year 1 Q4
Year 2 Q1
Year 2 Q2
Module Title
Credits

Business Analysis
Computer Technology
Computer Technology
15 credits
15 credits
30 credits
15 credits
15 credits
30 credits
Level 5
Period of
delivery
Year 2 Q3
Year 2 Q4
Year 3 Q1
Year 3 Q2
Year 3 Q3
Year 3 Q4
Module Title
Credits

30 credits
30 credits
15 Credits
15 credits
30 credits
Level 6
Period of
delivery
Year 4 Q1
Year 4 Q2
Year 4 Q3
Year 4 Q4
Year 5 Q1
Year 5 Q2
Module Title
Credits

Management in IT
Management in IT
Page 16 of 242
15 credits
15 credits
30 credits
15 credits
15 credits
30 credits
Completion over six years would have the following pattern.

Year 1-2/ Level 4
Period of
Module Title
delivery
Year 1 Q1-2
Year 1 Q3-4
Business Analysis
Year 2 Q1-2
Year 2 Q3-4
Computer Technology
Years 3-4/ Level 5
Period of
Module Title
delivery
Year 3 Q1-2
Year 3 Q3-4
Year 4 Q1-2
Year 4 Q3-4
Years 5-6/ Level 6
Period of
Module Title
delivery
Year 5 Q1-2
Management in IT
Year 5 Q3-4
Year 6 Q1-2
Year 6 Q3-4
17.
Credits
15 credits
15 credits
30 credits
15 credits
15 credits
30 credits
Credits
30 credits
30 credits
15 credits
15 credits
30 credits
Credits
15 credits
15 credits
30 credits
15 credits
15 credits
30 credits
Award Classification
List any Modules that must be included in the calculation of the final degree
classification
[NB This is a proposed, award specific, variation to Anglia Ruskin University's Academic Regulations and is
subject to approval by the Senate's Quality, Enhancement and Standards Committee].
Module Code
18.
Module Title
Credits
Intermediate award details
Give details below of any specific module requirements for achieving intermediate awards.
N/A
Page 17 of 242

1a. Final award(s):
BA (Honours) Business and Law
2.
1b. Course title:

BA Business and Law
Start date:
October 2014

RDI
Distance learning
N/A
5a. Faculty:
LAIBS
RDI
6a. Course Group:


N/A
6c. Course Leader:
Jon Salkeld
Angela Burns
7.
Law (2007)
9. Aims
The overall aim of the RDI BA (Hons) Business & Law is to enable students to acquire knowledge,
understanding and a range of practical skills relating to the two inter-related disciplines which are applicable
and legal careers or further relevant study. More specifically it will:
allow students to develop managerial and professional level skills and understanding across the two
related disciplines of Business and Law.
promote understanding of the key aspects of current practice in the fields of Business and Law while
acknowledging current and emerging developments in related disciplines.
Page 18 of 242
present multiple perspectives on Business and Law in a way that fosters critical evaluation
contexts
practitioners, and as individuals who are part of a highly engaged community of learners and thereby to
inspire students to become lifelong learners.
On successful completion of the course, a student will be expected to be able to demonstrate:
A1
evaluate the appropriateness of the structure, functions, processes and management priorities of a
business organisation to achieve its strategic objectives.
A2
utilise business research to improve business performance and analyse and interpret written, visual
and graphical data.
A3
A4
issues facing modern managers.
A5
apply a range of theoretical concepts to practical organisational or industry sector issues or problems,
displaying sensitivity to differing cultural and ethical contexts in decision making.
A6
demonstrate factual and conceptual knowledge of the principle features of the English Legal System
and European Union including familiarity with its institutions, procedures and operation.
A7
demonstrate knowledge and understanding of a wide range of legal concepts, values, principles and
rules of English Law on a wide range of topics which extend beyond the core whilst showing an
awareness of contexts and frameworks.
A8
demonstrate a comprehensive and detailed knowledge of specialist areas of law
A9 demonstrate an awareness of commercial, political, social, environmental, ethical considerations

involved in areas of study.
Intellectual
B1
identify issues and formulate appropriate methods of investigation and evaluation.
B2
select and synthesise information from a variety of sources.
B3
apply theoretical concepts and practical techniques to the solution of complex problems
B4
analyse, evaluate and interpret quantitative and qualitative data, thereby display numeracy and
Page 19 of 242
quantitative skills including data analysis, interpretation and extrapolation.

B5
B6
reflect upon the activities of others and their own impact and effectiveness in a variety of inter- and
intra- personal contexts.
B7
demonstrate the ability to apply knowledge to a situation of limited complexity in order to provide wellreasoned conclusions for concrete problems. Base advice on identified legal issues, application of
relevant law and merits of potential solutions.
B8
conduct accurate and efficient searches of legal websites and databases and demonstrate insight in
presenting materials and data drawn from a variety of appropriate primary and secondary sources
including academic journals.
B9
analyse conceptual and doctrinal difficulties within the study of law and present solutions to
contentious debates.
B10
plan effectively to undertake academic legal research
Practical
C1
select effective information collection methods and select appropriate analytical tools, reaching
reasoned and evidenced conclusions.
C2
select and utilise management tools in the construction of business projects and decision-making.
C3
engage in academic debate in a professional manner.
C4
work productively, flexibly and independently both within and between disciplines to produce work in a
variety of formats as specified.
C5
present information clearly and coherently in an appropriate form using subject specific terminology.
C6
C7
C8
Transferable
D1
communicate succinctly in written and oral forms at a level suitable for an undergraduate student
incorporating and awareness of relevant media and IT literacy.
D2
work effectively in collaboration with others and evaluate own strengths and weaknesses in engaging
in critical reflection and acting on feedback.
D3
guidance.

Page 20 of 242
culminating in a Dissertation.
transferable skills
Intellectual skills (B1 B10) are developed throughout the programme by the methods and strategies
outlined in section A, above. Intellectual development (B6) is further encouraged via formative assessment
tasks including set briefs, in-module activities, self-initiated briefs, and discussion with tutors and peers (in
online forums/debates).
and research. There is a requirement for written work at all levels including reports, essays, practical tasks,
and examinations upon all of which detailed feedback is supplied by tutors. Critical analysis is encouraged
Practical skills in business are further developed and integrated through a series of in-course online activities
and projects intended to test skills acquired. (C1 - C3). Group forums provide opportunities to discuss ideas,
the development of C1. Activities are provided so that students can work independently to consolidate their
particularly emphasise the acquisition of C4 with specific modules devised to highlight the practical
differences in management skills required in differing contexts.
Practical skills in law are further developed and integrated through a series of in-course online activities and
projects intended to test skills acquired. (C5 C8). Group forums provide opportunities to discuss
ideas, progress, the work of others and the strengths and weakness in the work presented and
particularly support the development of C6. Activities are provided so that students can work
independently to consolidate their knowledge and grasp of practical skills. The in-course activities and
assessment process in the final year particularly emphasise the acquisition of C6 and C8 with the
Research Project devised to develop critical evaluation skills.
Transferable skills in business (D1 D3) are developed throughout the programme. The skills of
communication, critical use of source material especially the internet, and self-management (D1, D2, D3) are
integral to coursework at all levels. Personal responsibility (D3) becomes an increasingly important skill as
students Progress, culminating in the writing of the Dissertation.
use of source material especially the internet, and self-management (D1, D3) are integral to coursework at
Page 21 of 242
all levels. Collaboration (D3) becomes an increasingly important skill as students look to move onto the next
step of their career and this pervades aspects of the discussion forum and is developed explicitly in the
module Skills for Employability and the Workplace.
The Managing Across Cultures module at level 5, combined with the Contemporary Management Issues
module at level 6 provide a focus for the increased internationalisation of the programme that is also
evidenced in the supporting materials and assessments used throughout the programme.
to feedback from a variety of audiences, as well as to manage increasingly large workloads. (D3).
Students are required to complete a number of assignments and a Dissertation in level 6 that reward
independence and originality, and critical enquiry, and which further enhance communication and selfreflective skills. (D3)
transferable skills
with students.
13.
Employability
supported in that.
14.
Entry requirements
references; relevant prior experience; and qualifications, will be considered on an individual basis.
Page 22 of 242
totality of their learning experience would allow them to achieve the programme aims. Exemptions may be
granted in respect of other qualifications subject to the Universitys APCL regulations. It is not intended to
provide exemption via APEL.
None
16. Curriculum details
FULL TIME SAMPLE STRUCTURE DIAGRAM
BA Business (Hons) full-time, i.e. completion within 3 years
Year 1: Level 4
Compulsory modules:
Module Code
Module Title
Credits
15
Period of
delivery
10 Weeks
15
10 Weeks
30
Law of Contract
30
10 Weeks
10 Weeks
15
10 Weeks
Business Analysis
15
10 Weeks
Year 2: Level 5
Compulsory modules:
Module Code
Module Title
Credits
Period of
delivery
30
30
10 Weeks
10 Weeks
Law of Tort
30
10 Weeks
European Union Law
15
10 Weeks
15
10 Weeks
Year 3: Level 6
Compulsory modules:
Module Code
Module Title
Credits
30
15
Page 23 of 242
Period of
delivery
10 Weeks
10 Weeks
Company Law
15
10 Weeks
Employment Law
15
10 Weeks
15
10 Weeks
30
10 Weeks

Level 4
Period of
delivery
Year 1 Q1
Year 1 Q2
Year 1 Q3
Year 1 Q4
Year 2 Q1
Year 2 Q2
Module Title
Credits

Business Analysis
Business Analysis
Law of Contract
Law of Contract
30 credits
15 credits
15 credits
15 credits
15 credits
30 credits
Level 5
Period of
delivery
Year 2 Q3
Year 2 Q4
Year 3 Q1
Year 3 Q2
Year 3 Q3
Year 3 Q4
Module Title
Credits

Law of Tort
Law of Tort
EU Law
EU Law
30 credits
30 credits
30 Credits
15 credits
15 credits
Level 6
Period of
delivery
Year 4 Q1
Year 4 Q2
Year 4 Q3
Year 4 Q4
Year 5 Q1
Module Title
Credits
Contemporary Issues in Management

Company Law
Employment Law
Page 24 of 242
30 credits
15 credits
15 credits
15 credits
15 credits
Year 5 Q2
30 credits

Years 1-2/ Level 4
Period of
Module Title
delivery
Year 1 Q1-2
Year 1 Q3-4
Year 2 Q1-2
Business Analysis
Year 2 Q3-4
Law of Contract
Year 3-4/ Level 5
Period of
Module Title
delivery
Year 3 Q1-2
Year 3 Q3-4
Year 4 Q1-2
Law of Tort
EU Law
Year 4 Q3-4
Year 5-6/ Level 6
Period of
Module Title
delivery
Year 5 Q1-2
Contemporary Issues in Management
Year 5 Q3-4
Company Law
Employment Law
Year 6 Q1-2
Year 6 Q3-4
17.
Credits
30 credits
15 credits
15 credits
15 credits
15 credits
30 credits
Credits
30 credits
30 credits
30 credits
15 credits
15 credits
Credits
30 credits
15 credits
15 credits
15 credits
15 credits
30 credits
classification
Module Code
18.
Module Title
Credits
N/A
Page 25 of 242

1a. Final award(s):
BA (Hons) Criminology and Law
2.
1b. Course title:

Criminology and Law
Start date:
October 2014
Distance Learning managed

from Coventry and Hong
Kong by RDI
Distance learning
N/A
5a. Faculty:
ALSS
RDI
6a. Course Group:

Law
6c. Course Leader:

N/A
Andrew Gilbert
Angela Burns
7.
8.
Relevant QAA subject benchmark statement(s) and any PSRB reference point(s)
Law (2007); Criminology (2014)
9. Aims
The overall aim of the BA (Hons) Law and Criminology enables students to study two well established fields
in social sciences. Both fields are set out to understand the social world which encompasses social values
and behaviours. They both strive to influence social policy making and examples are in eyewitness handling,
e.g. interviewing children and those with learning difficulties often the subject of abuse.
Students are to spend equal time on Law and on Criminology. Therefore, students are to acquire knowledge,
understanding and a range of practical skills relating to both disciplines. At the same time, students will
develop a range of transferable skills that will aid them as they pursue law-related and other careers or
further relevant study. More specifically it will:
Provide a study of the foundations of legal knowledge and a firm grounding in Criminological studies
by covering most of the areas of Criminology.
Provide the students with a sound educational experience that will enable them to acquire a solid
grounding in legal principles, which will embrace all the subject specific abilities, transferable
intellectual skills and key skills set down in the current Law and Criminology Subject Benchmarks for
England Wales and Northern Ireland.
Page 26 of 242
Stimulate students into adopting an enquiring and critical appreciation of the law as well as
developing an appreciation of the national and international contexts in which the law operates.
Stimulate students into a critical and scientific minded social scientist which can competently handle
both legal and criminological issues.
Encourage students to accept responsibility for their own learning, as well as to support them to
learn independently using initiative and self-discipline.
Provide students with the support they require in order to enhance their eventual employability
through taught skills, teaching methods and assessment within the programmes.
To provide opportunities for development of personal and other key skills appropriate for graduate
employment in different areas including industry, commerce and the legal profession or further
postgraduate studies.
A1
factual and conceptual knowledge of the principle features of the legal system including familiarity with its
institutions, procedures, governance and operation.
A2
knowledge and understanding of a wide range of legal concepts, values and principles on a wide range of
topics which extend beyond the core whilst showing an awareness of contexts and frameworks.
A3
a comprehensive and detailed knowledge of specialist areas of law and a range of key concepts and
theories within criminology.
A4
an awareness of commercial, political, social, environmental, ethical considerations evident in complex
problems and show how this underpins theory.
A5
knowledge and understanding of the discipline of criminology set within the broader context of the social
sciences, the effects of social diversity and inequality and responses to crime and deviance.
A6
knowledge and understanding of a range of research paradigms, methodological approaches and basic
measurement and analytical techniques. Provide students with a range of methodological and data analysis
skills and as a means of analysing and evaluating competing views.
A7
knowledge and a critical understanding of a range of skills and knowledge which would make students
suitable candidates for employment in a wide range of occupations or for postgraduate study.
A8
knowledge and critical understanding of several specialised areas and applications, some of which are at the
cutting edge of the discipline;
A9
an awareness of the distinctive character of both Criminology and law in relation to other forms of
understanding, such as the relation to other disciplines and to everyday explanations
Page 27 of 242
Intellectual Skills
B1
demonstrate the ability to apply knowledge to a situation of limited complexity in order to provide wellreasoned conclusions for concrete problems. Base advice on identified legal issues, application of relevant
law and merits of potential solutions.
B2
presenting materials and data drawn from a variety of appropriate primary and secondary sources including
academic journals.
B3
analyse conceptual and doctrinal difficulties within the study of law and criminology and present solutions to
B4
plan effectively to undertake academic research using a range of sources.
B5
recognise different perspectives on criminological issues and that Criminology involves a range of research
methods, theories, evidence and applications.
B6
integrate ideas and findings across different perspectives in Criminology, recognising distinctive
criminological approaches to relevant issues.
B7
identify general patterns in theoretical approaches which have been developed in relation to crime,
victimisation and responses to crime and deviance.
B8
understand a variety of the principles of social research as applicable to criminological topics.
Practical Skills
C1
C2
work productively and independently both within and between disciplines to produce work in a variety of
formats as specified.
C3
C4
C5
examine practical, theoretical and ethical issues associated with the use of different methodologies,
paradigms and methods of analysis.
C6
C7
formulate research questions, deploy appropriate research methodologies and data collection methods and
evaluate research findings examining practical, ethical and theoretical constraints associated with the
Page 28 of 242
chosen methodology and paradigm.

C8
Transferable Skills
D1
communicate succinctly in written and oral forms at a level suitable for an undergraduate student.
D2
work effectively in collaboration with others and evaluate own strengths and weaknesses in engaging in
critical reflection and acting on feedback.
D3
guidance.

Learning is facilitated largely by set tasks with regular tutor support including small group forums. This allows
students to not only discuss with staff their own work and progress, but to also see other students work and
to engage in the discussions that relate to the work of their peers.
culminating in a Dissertation Project.
transferable skills
in section A, above. Intellectual development is further encouraged via formative assessment tasks
forums/debates).
Specific modules support the development of qualitative analysis, and the development of self-reflective
skills. In addition, the students thinking skills will be evident in a summative assessment process which
requires and rewards learners for the demonstration of creative thinking and problem solving, analysis,
judgement and self-reflection in the development of solutions.
through set briefs, exercises and practical activities. The important modern day skills of engaging in
academic debate, working independently and presenting ideas clearly using appropriate terminology
pervade all module and forms of assessment on the programme.
Practical skills are developed and integrated through a series of in-course online activities and projects
intended to test skills acquired. Group forums provide opportunities to discuss ideas, progress, the work of
others and the strengths and weakness in the work presented. Activities are provided so that students can
work independently to consolidate their knowledge and grasp of practical skills.
Transferable skills are developed throughout the programme. The skills of communication, critical use of
source material especially the internet, and self-management are integral to coursework at all levels.
Page 29 of 242
to feedback from a variety of audiences, as well as to manage increasingly large workloads. Students are
required to complete a number of assignments and a Dissertation in level 6 that reward independence and
originality, and critical enquiry, and which further enhance communication. Practical and professional skills
are employed in the production of solutions to real life situations developed through set briefs, exercises and
practical activities.
The important modern day skills of engaging in academic debate, working independently and presenting
ideas clearly using appropriate terminology pervade all module and forms of assessment on the programme.
As a joint honours student, it is expected that these skills are demonstrated both within and between the
disciplines and the anchorpoint modules at each level provide a learning environment in which the
synergies of the disciplines may be further explored.
intended to test skills acquired. (C1 C8). Group forums provide opportunities to discuss ideas, progress,
the work of others and the strengths and weakness in the work presented and particularly support the
development of C4 and C5. Activities are provided so that students can work independently to consolidate
their knowledge and grasp of practical skills. The in-course activities and assessment process in the final
year particularly emphasise the acquisition of C5-8 with the Research Project devised to develop critical
evaluation skills.
to feedback from a variety of audiences, as well as to manage increasingly large workloads. (D2, D3).
presentations, time-constrained examinations, essay and problem/essay based assignments.
transferable skills
with students.
Page 30 of 242
13.
Employability
their careers. This is facilitated through online sessions and support on activities such as CV building,
supported in that.
14.
Entry requirements
references; relevant prior experience; and qualifications will be considered on an individual basis.
None

BA (Hons) Law & Criminology full-time, i.e. completion within 3 years
Year 1: Level 4
Compulsory modules:
Module Code
Module Title
Credits
Period of
delivery
Skills for Learning in Law & Criminology
15
15
10 weeks
10 weeks
Criminal Law
30
10 weeks
15
10 weeks
Fundamentals of Con & Admin Law
15
10 weeks
Crime & Society
15
10 weeks
15
10 weeks
Page 31 of 242
Year 2: Level 5
Compulsory modules:
Module Code
Module Title
Credits
Period of
delivery
Law of Tort
30
Research Methods in Law & Criminology
15
10 weeks
10 weeks
15
10 weeks
Controversies and Debates in Crime, Law & 15

Order
European Union Law
15
10 weeks
15
10 weeks
15
10 weeks
10 weeks
Year 3: Level 6
Compulsory modules:
Module Code
Module Title
Credits
Period of
delivery
30
15
10 weeks
10 weeks
Law of Evidence
15
10 weeks
Cybercrime
15
10 weeks
Crime Prevention
15
10 weeks
15
10 weeks
Youth Justice
15
10 weeks

Level 4
Period of
delivery
Year 1 Q1
Year 1 Q2
Year 1 Q3
Year 1 Q4
Year 2 Q1
Module Title
Credits

Criminal Law
Criminal Law
Fundamentals of C&A Law
Crime & Society
Page 32 of 242
15 credits
15 credits
30 credits
15 credits
15 credits
15 credits
Year 2 Q2

15 credits
Level 5
Period of
delivery
Year 2 Q3
Year 2 Q4
Year 3 Q1
Year 3 Q2
Year 3 Q3
Year 3 Q4
Module Title
Credits
Law of Tort
Law of Tort
Controversies and Debates in Crime, Law & Order
European Union Law
30 credits
15 credits
15 credits
15 credits
15 credits
15 credits
15 credits
Level 6
Period of
delivery
Year 4 Q1
Year 4 Q2
Year 4 Q3
Year 4 Q4
Year 5 Q1
Year 5 Q2
Module Title
Credits

Law of Evidence
Law of Evidence
Cybercrime
Crime Prevention
Youth Justice
Youth Justice
15 credits
15 credits
15 credits
15 credits
15 credits
15 credits
30 credits

Years 1-2/ Level 4
Period of
Module Title
delivery
Year 1 Q1-2
Year 1 Q3-4
Criminal Law
Year 2 Q1-2
Fundamentals of C&A Law
Crime & Society
Year 2 Q3-4
Year 3-4/ Level 5
Period of
Module Title
delivery
Year 3 Q1-2
Law of Tort
Year 3 Q3-4
Year 4 Q1-2
European Union Law
Year 4 Q3-4
Page 33 of 242
Credits
15 credits
15 credits
30 credits
15 credits
15 credits
15 credits
15 credits
Credits
30 credits
15 credits
15 credits
15 credits
15 credits
15 credits
15 credits
Year 5-6/ Level 6

Period of
Module Title
delivery
Year 5 Q1-2
Law of Evidence
Cybercrime
Year 5 Q3-4
Crime Prevention
Year 6 Q1-2
Youth Justice
Year 6 Q3-4
17.
Credits
15 credits
15 credits
15 credits
15 credits
15 credits
15 credits
30 credits
classification
18.
N/A
Page 34 of 242

1a. Final award(s):
BA (Hons) Criminology & Human Psychology
2.
1b. Course title:

Criminology & Human Psychology
Start date:
October 2014

Kong by RDI
Distance learning
N/A
5a. Faculty:
ALSS
RDI
6a. Course Group:
Law
N/A
6c. Course Leader:
Andrew Gilbert
Angela Burns
7.
8.
Criminology (2014); Psychology (3rd edition) 2010

9. Aims
The overall aim of the BA (Hons) Criminology & Psychology enables students to study two well established
fields in social sciences. Both fields are set out to understand the social world which encompasses social
values and behaviours. They both strive to influence social policy making and examples are in eyewitness
handling, e.g. interviewing children and those with learning difficulties often the subject of abuse.
Students are to spend equal time on Criminology and on Psychology. Therefore, students are to acquire
knowledge, understanding and a range of practical skills relating to both disciplines. At the same time,
students will develop a range of transferable skills that will aid them as they pursue law-related and other
careers or further relevant study. More specifically it will:
Provide a study of the foundations of criminological theory and perspective and a firm grounding in
psychological studies by covering most of the core areas of psychology.
grounding in criminological thinking and principles, which will embrace all the subject specific
abilities, transferable intellectual skills and key skills set down in the current Criminology Subject
Page 35 of 242
Benchmarks for England Wales and Northern Ireland.

Stimulate students into adopting an enquiring and critical appreciation of Criminology and
Psychology as well as developing an appreciation of the national and international contexts in which
the Criminology operates
both criminological and psychological issues.
employment or further postgraduate studies.
A1
knowledge and understanding of the discipline of criminology set within the broader context of the social
sciences, the effects of social diversity and inequality and responses to crime and deviance.
A2
measurement and analytical techniques. Provide students with a range of methodological and data analysis
skills and as a means of analysing and evaluating competing views.
A3
knowledge and a critical understanding of a range of skills and knowledge which would make students
suitable candidates for employment in a wide range of occupations or for postgraduate study.
A4
A5
an awareness of ethical considerations involved in areas of study.
A6
knowledge and understanding of a variety of influences on psychological functioning and how they are
conceptualised across the core domains of Developmental Psychology, Individual Differences and Social
Psychology
A7
measurement and analytical techniques.
A8
a critical understanding of a range of influences on psychological functioning and well-being, and how they
are conceptualised across and between the core domains;
A9
awareness of the distinctive character of both psychology and criminology in relation to other forms of
Page 36 of 242
Intellectual Skills
B1
demonstrate the ability to apply knowledge to a situation of limited complexity in order to provide wellreasoned conclusions for concrete problems. Base advice on identified criminological issues, application of
relevant law and merits of potential solutions.
B2
conduct accurate and efficient searches of websites and databases and demonstrate insight in presenting
materials and data drawn from a variety of appropriate primary and secondary sources including academic
journals.
B3
analyse conceptual and doctrinal difficulties within the study of Criminology and present solutions to
B4
plan effectively to undertake Criminological research using a range of sources.
B5
recognise different perspectives on criminological and psychological issues and that both disciplines involve
a range of research methods, theories, evidence and applications.
B6
integrate ideas and findings across different perspectives in Criminology and Psychology, recognising
distinctive approaches to relevant issues.
B7
identify general patterns in theoretical approaches within both Criminology and Psychology which have
evolved.
B8
understand a variety of methods of data collection and use a variety of psychometric instruments.
Practical Skills
C1
C2
C3
C4
C5
C6
Page 37 of 242
C7
formulate research questions, deploy appropriate research methodologies and data collection methods and
C8
Transferable Skills
D1
D2
D3
guidance.

transferable skills
forums/debates).
Page 38 of 242

to feedback from a variety of audiences, as well as to manage increasingly large workloads. Students
are required to complete a number of assignments and a Dissertation in Level 6 that reward
independence and originality, and critical enquiry, and which further enhance communication
through set briefs, exercises and practical activities.
The important modern day skills of engaging in academic debate, working independently and presenting
ideas clearly using appropriate terminology pervade all module and forms of assessment on the programme.
synergies of the disciplines may be further explored.
development of C4 and C5. Activities are provided so that students can work independently to consolidate
their knowledge and grasp of practical skills. The in-course activities and assessment process in the final
year particularly emphasise the acquisition of C5-8 with the Research Project devised to develop critical
evaluation skills.
transferable skills
Page 39 of 242
with students.
13.
Employability
supported in that.
14.
Entry requirements
Two Subjects at GCE A level or equivalent, plus passes at grade C or above in three
subjects at GCSE level or equivalent; or
None
BA (Hons) Criminology& Psychology full-time, i.e. completion within 3 years
Year 1: Level 4
Compulsory modules:
Module Code
Module Title
Credits
Period of
delivery
15
Crime & Society
15
10 Weeks
10 Weeks
15
10 Weeks

Introduction to Social & Developmental
Psychology
Individual Differences : Personality & Intelligence
15
10 Weeks
30
10 Weeks
30
10 Weeks
Page 40 of 242
Year 2: Level 5
Compulsory modules:
Module Code
Module Title
Credits
Period of
delivery
Controversies & Debates in Crime, Law & Order
15
15
10 Weeks
10 Weeks
Applied Social & Developmental Psychology
30
10 Weeks
15
10 Weeks

15
10 Weeks
30
10 Weeks
Year 3: Level 6
Compulsory modules:
Module Code
Module Title
Credits
Period of
delivery
30
Cross Cultural Psychology
30
10 Weeks
10 Weeks
15
10 Weeks
Cybercrime
15
10 Weeks
Crime Prevention
15
10 Weeks
Youth Justice
15
10 Weeks

Level 4
Period of
delivery
Year 1 Q1
Year 1 Q2
Year 1 Q3
Year 1 Q4
Year 2 Q1
Year 2 Q2
Module Title
Credits

Crime & Society
Crime & Society
Introduction to Social & Developmental Psychology
Page 41 of 242
15 credits
15 credits
15 credits
15 credits
30 credits
30 credits
Level 5
Period of
delivery
Year 2 Q3
Year 2 Q4
Year 3 Q1
Year 3 Q2
Year 3 Q3
Year 3 Q4
Module Title
Credits

15 credits
15 credits
30 credits
15 credits
15 credits
30 credits
Level 6
Period of
delivery
Year 4 Q1
Year 4 Q2
Year 4 Q3
Year 4 Q4
Year 5 Q1
Year 5 Q2
Module Title
Credits

Cybercrime
Crime Prevention
Crime Prevention
Youth Justice
Youth Justice
30 credits
15 credits
15 credits
15 credits
15 credits
30 credits

Years 1-2/ Level 4
Period of
Module Title
delivery
Year 1 Q1-2
Crime & Society
Year 1 Q3-4
Year 2 Q1-2
Year 2 Q3-4
Year 3-4/ Level 5

Period of
Module Title
delivery
Year 3 Q1-2
Year 3 Q3-4
Year 4 Q1-2
Year 4 Q3-4
Page 42 of 242
Credits
15 credits
15 credits
15 credits
15 credits
30 credits
30 credits
Credits
15 credits
15 credits
30 credits
15 credits
15 credits
30 credits
Year 5-6/ Level 6

Period of
Module Title
delivery
Year 5 Q1-2
Year 5 Q3-4
Cybercrime
Crime Prevention
Year 6 Q1-2
Youth Justice
Year 6 Q3-4
17.
Credits
30 credits
15 credits
15 credits
15 credits
15 credits
30 credits
classification
Module Code
18.
Module Title
Credits
N/A
Page 43 of 242

1a. Final award(s):
BA (Hons) Human Psychology and Human
Resource Management
2.
1b. Course title:

Human Psychology and Human Resource Management
Start date:
October 2014

RDI
Distance learning
N/A
5a. Faculty:
LAIBS
RDI
6a. Course Group:
N/A
6c. Course Leader:
Jon Salkeld
Angela Burns
7.
Psychology (3rd edition) 2010
9. Aims
The overall aim of the RDI BA (Hons) HRM & Psychology is to enable students to acquire knowledge,
understanding and a range of practical skills relating to the two inert-related disciplines which are applicable
careers or further relevant study. More specifically it will:
allow students to develop professional level skills and understanding across the two related
disciplines of Human Resource Management and Psychology.
promote understanding of the key aspects of current practice in the fields of HRM and Psychology
while acknowledging current and emerging developments in related disciplines.
Page 44 of 242
present multiple perspectives on HRM and Psychology in a way that fosters critical evaluation
interpret and apply contract law and employment law in a range of organizational settings
enable students to appreciate how HRM theory and practice is informed by the theory and practice
of Psychology; and vice versa
contexts
practitioners, and as individuals who are part of a highly engaged community of learners and
thereby to inspire students to become lifelong learners.
A1
interpret a variety of influences on psychological functioning and well-being; and how these are
conceptualised across the domains of Cognitive Psychology, Developmental Psychology, Individual
Differences and Social Psychology
A2
evaluate the meaning and purpose of HRM, appraise the role of the HRM function in its organisational
context, and analyse the strategic contribution of HRM to organisational effectiveness
A3
navigate the English legal system and interpret contact law and employment law in a range of
commercial and non-commercial contexts
A4
utilise relevant research to improve organisational performance and analyse and interpret written,
visual and graphical data.
A5
A6
apply a range of theoretical concepts in HRM and Psychology to practical organisational or industry
sector issues or problems, displaying sensitivity to differing cultural and ethical contexts.
A7
appreciate the distinctive character of both psychology and HRM in relation to other forms of
A8
issues facing modern managers and practitioners
Intellectual
B1
recognise different perspectives on psychological issues and that psychology involves a range of
research methods, theories, evidence and applications
B2
identify general patterns in behaviour, psychological functioning and experience and evaluate how
these impact on HRM strategy, policies and practices
Page 45 of 242
B3
identify HRM-related issues in commercial and non-commercial contexts; and formulate appropriate
methods of investigation and evaluation.
B4
understand the English legal system and Interpret and apply contract law and employment law in a
range of commercial and non-commercial contexts
B5
apply theoretical concepts and practical techniques to the solution of complex problems; and
formulate appropriate methods of investigation and evaluation.
B6
select and synthesise information from a variety of sources; including the analysis, evaluation and
interpretation of quantitative and qualitative data, thereby display numeracy and quantitative skills
including data analysis, interpretation and extrapolation.
B7
B8
reflect upon the activities of others and their own impact and effectiveness in a variety of inter- and
intra- personal contexts.
Practical
C1
select effective information collection methods and select appropriate analytical tools.
C2
select and utilise management tools in the construction of organisational projects and decisionmaking.
C3
plan effectively.
C4
articulate reasoned evidence and conclusions.
C5
demonstrate flexibility in adapting to different commercial and non-commercial contexts.
C6
engage in academic debate in a professional manner
C7
Transferable
D1
communicate effectively through appropriate media.
D2
utilise appropriate IT software and critically evaluate internet sources.
D3
work effectively on his/her own and demonstrate understanding of

personal responsibility for their own efforts and outputs.
D4
utilise problem-solving skills in a variety of theoretical and practical situations.
D5
manage time effectively by learning to plan and prioritise work in order to meet specified deadlines.
D6
learn independently in the spirit of critical and self-reflective enquiry.
being part of a team, taking

Throughout, the learner is encouraged to undertake independent study both to supplement and consolidate
Page 46 of 242
transferable skills
in section A, above. Intellectual development (B8) is further encouraged via formative assessment tasks
forums/debates).
and research.
Practical skills are further developed and integrated through a series of in-course online activities and
projects intended to test skills acquired. (C1 - C3). Group forums provide opportunities to discuss ideas,
the development of C4, C6 and C7. Activities are provided so that students can work independently to
consolidate their knowledge and grasp of practical skills. The in-course activities and assessment process in
the final year particularly emphasise the acquisition of C5 with specific modules devised to highlight the
practical differences in management skills required in differing contexts.
synergies of the disciplines may be further explored
use of source material especially the internet, and self-management (D1, D2, D3) are integral to coursework
at all levels. Personal responsibility (D3) becomes an increasingly important skill as students Progress,
culminating in the writing of the Dissertation.
independence and originality, and critical enquiry, and which further enhance communication and selfreflective skills. (D3 D6)
Page 47 of 242
transferable skills
settings; the latter to reflect the degree of internationalisation that graduates will encounter. Students
receive feedback on all activities and assignments which includes practical examples for improvement in the
application of theory to practice to help them improve both aspects of their skill base.
To develop transferable skills all assignments must meet time deadlines and word-count guidelines. All
with students.
13.
Employability
supported in that.
14.
Entry requirements
None
BA Business (Hons) full-time, i.e. completion within 3 years
Year 1: Level 4
Compulsory modules:
Page 48 of 242

Module Code
Module Title
Credits
30
Period of
delivery
10 Weeks
10 Weeks
Introduction to Social & Developmental 30

Psychology
Individual Differences: Personality & Intelligence 30
10 Weeks
15
10 Weeks
15
10 Weeks
Year 2: Level 5
Compulsory modules:
Module Code
Module Title
Credits
Period of
delivery
30
30
10 Weeks
10 Weeks
30
10 Weeks
Contract Law
15
10 Weeks
15
10 Weeks
Year 3: Level 6
Compulsory modules:
Module Code
Module Title
Credits
Period of
delivery
30
30
10 Weeks
10 Weeks
Employment Law
15
10 Weeks
15
10 Weeks
30
10 Weeks

Level 4
Period of
delivery
Year 1 Q1
Module Title
Credits
Page 49 of 242
Year 1 Q2
Year 1 Q3
Year 1 Q4
Year 2 Q1
Year 2 Q2

30 credits
15 credits
15 credits
30 credits
30 credits
Level 5
Period of
delivery
Year 2 Q3
Year 2 Q4
Year 3 Q1
Year 3 Q2
Year 3 Q3
Year 3 Q4
Module Title
Credits

Contract Law
Contract Law
30 credits
30 credits
30 credits
15 credits
15 credits
Level 6
Period of
delivery
Year 4 Q1
Year 4 Q2
Year 4 Q3
Year 4 Q4
Year 5 Q1
Year 5 Q2
Module Title
Credits

Employment Law
Employment Law
30 credits
30 credits
15 credits
15 credits
30 credits

Years 1-2/ Level 4
Period of
Module Title
delivery
Year 1 Q1-2
Year 1 Q3-4
Year 2 Q1-2
Year 2 Q3-4
Year 3-4/ Level 5
Period of
Module Title
delivery
Year 3 Q1-2
Year 3 Q3-4
Year 4 Q1-2
Year 4 Q3-4
Contract Law
Page 50 of 242
Credits
30 credits
15 Credits
15 credits
30 credits
30 credits
Credits
30 credits
30 credits
30 credits
15 credits

Year 5-6/ Level 6
Period of
Module Title
delivery
Year 5 Q1-2
Year 5 Q3-4
Employment Law
Year 6 Q1-2
Year 6 Q3-4
17.
15 credits
Credits
30 credits
30 credits
15 credits
15 credits
30 credits
classification
Module Code
18.
Module Title
Credits
N/A
Page 51 of 242

1a. Final award(s):
BA (Hons) Law and Human Psychology
2.
1b. Course title:

Law and Human Psychology
Start date:
October 2014

Kong by RDI
Distance learning
N/A
5a. Faculty:
ALSS
RDI
6a. Course Group:
Law
N/A
6c. Course Leader:
Andrew Gilbert
Angela Burns
7.
8.
Law (2007); Psychology (3rd edition) 2010

9. Aims
The overall aim of the BA (Hons) Law and Psychology enables students to study two well established fields
in social sciences. Both fields are set out to understand the social world which encompasses social values
and behaviours. They both strive to influence social policy making and examples are in eyewitness handling,
e.g. interviewing children and those with learning difficulties often the subject of abuse.
Students are to spend equal time on Law and on Psychology. Therefore, students are to acquire knowledge,
understanding and a range of practical skills relating to both disciplines. At the same time, students will
develop a range of transferable skills that will aid them as they pursue law-related and other careers or
further relevant study. More specifically it will:
Provide a study of the foundations of legal knowledge and a firm grounding in psychological studies
by covering most of the core areas of psychology.
grounding in legal principles, which will embrace all the subject specific abilities, transferable
Page 52 of 242
intellectual skills and key skills set down in the current Law Subject Benchmarks for England Wales
and Northern Ireland.
Stimulate students into adopting an enquiring and critical appreciation of the law as well as
developing an appreciation of the national and international contexts in which the law operates.
both legal and psychological issues.
employment in different areas including industry, commerce and the legal profession or further
postgraduate studies.
A1
factual and conceptual knowledge of the principle features of the legal system including familiarity with its
institutions, procedures and operation.
A2
knowledge and understanding of a wide range of legal concepts, values and principles on a wide range of
topics which extend beyond the core whilst showing an awareness of contexts and frameworks.
A3
a comprehensive and detailed knowledge of specialist areas of law
A4
an awareness of commercial, political, social, environmental, ethical considerations involved in areas of
study.
A5
knowledge and understanding of a variety of influences on psychological functioning and how they are
conceptualised across the core domains of Developmental Psychology, Individual Differences and Social
Psychology
A6
measurement and analytical techniques.
A7
knowledge and a critical understanding of a range of influences on psychological functioning and well-being,
and how they are conceptualised across and between the core domains;
A8
A9
an awareness of the distinctive character of both psychology and law in relation to other forms of
Intellectual Skills
B1
Page 53 of 242
demonstrate the ability to apply knowledge to a situation of limited complexity in order to provide wellreasoned conclusions for concrete problems. Base advice on identified legal issues, application of relevant
law and merits of potential solutions.
B2
presenting materials and data drawn from a variety of appropriate primary and secondary sources including
academic journals.
B3
analyse conceptual and doctrinal difficulties within the study of law and present solutions to contentious
debates.
B4
plan effectively to undertake academic legal research.
B5
recognise different perspectives on psychological issues and that psychology involves a range of research
methods, theories, evidence and applications.
B6
integrate ideas and findings across different perspectives in Psychology, recognising distinctive
psychological approaches to relevant issues.
B7
identify general patterns in behaviour, psychological functioning and experience.
B8
understand a variety of methods of data collection and use a variety of psychometric instruments.
Practical Skills
C1
C2
C3
C4
C5
C6
C7
C8
Page 54 of 242
Transferable Skills
D1
D2
D3
guidance
transferable skills
forums/debates).
to feedback from a variety of audiences, as well as to manage increasingly large workloads. Students
are required to complete a number of assignments and a Dissertation in level 6 that reward
independence and originality, and critical enquiry, and which further enhance communication
Page 55 of 242
pervade all module and forms of assessment on the programme. As a joint honours student, it is expected
that these skills are demonstrated both within and between the disciplines and the anchorpoint modules at
each level provide a learning environment in which the synergies of the disciplines may be further explored.
development of C4. Activities are provided so that students can work independently to consolidate their
particularly emphasise the acquisition of C4 with the Research Project devised to develop critical evaluation
skills.
transferable skills
with students.
13.
Employability
Page 56 of 242
supported in that.
14.
Entry requirements
Applicants holding a HND or equivalent may be admitted into level 6 of the programme provided that the
None
BA (Hons) Law & Psychology full-time, i.e. completion within 3 years
Year 1: Level 4
Compulsory modules:
Module Code
Module Title
Credits
Period of
delivery
15
15
10 Weeks
10 Weeks
Criminal Law
30
10 Weeks
Introduction to Social & Developmental 30

Psychology
Individual Differences: Personality & Intelligence 30
10 Weeks
10 Weeks
Year 2: Level 5
Compulsory modules:
Module Code
Module Title
Credits
Period of
delivery
Law of Tort
30
15
10 Weeks
10 Weeks
Contract Law
15
10 Weeks
30
10 Weeks
30
10 Weeks
Page 57 of 242
Year 3: Level 6
Compulsory modules:
Module Code
Module Title
Credits
Period of
delivery
30
15
10 Weeks
10 Weeks
Law of Evidence
15
10 Weeks
15
10 Weeks
Employment Law
15
10 Weeks
30
10 Weeks

BA (Hons) Law & Psychology part-time, i.e. completion within 4.5 years)
Level 4
Period of
delivery
Year 1 Q1
Year 1 Q1
Year 1 Q2
Year 1 Q4
Year 2 Q2
Module Title
Credits

Criminal Law
Criminal Law
Psychology
Psychology
15 credits
15 credits
30 credits
30 credits
30 credits
Level 5
Period of
delivery
Year 2 Q3
Year 3 Q1
Year 3 Q2
Year 3 Q3
Year 3 Q4
Module Title
Credits
Law of Tort
Law of Tort
Contract Law
Page 58 of 242
30 credits
15 credits
15 credits
30 credits
30 credits
Level 6
Period of
delivery
Year 4 Q1
Year 4 Q2
Year 4 Q3
Year 4 Q3
Year 4 Q4
Year 5 Q2
Module Title
Credits
Law of Evidence
Employment Law
Employment Law
15 credits
15 credits
15 credits
15 credits
30 credits
30 credits

Years 1-2/ Level 4
Period of
delivery
Year 1 Q1-2
Year 1 Q3-4
Year 2 Q1-2
Year 2 Q3-4
Module Title
Credits

Criminal Law
15 credits
15 credits
30 credits
30 credits
30 credits
Year 3-4/ Level 5

Period of
delivery
Year 3 Q1-2
Year 3 Q3-4
Year 4 Q1-2
Year 4 Q3-4
Module Title
Credits
Law of Tort
Contract Law
30 credits
15 credits
15 credits
30 credits
30 credits
Year 5-6/ Level 6

Period of
delivery
Year 5 Q1-2
Year 5 Q3-4
Year 6 Q1-2
Year 6 Q3-4
17.
Module Title
Credits
Law of Evidence
Employment Law
15 credits
15 credits
15 credits
15 credits
30 credits
30 credits
classification
Page 59 of 242
18.
N/A
Page 60 of 242
Module Definition Forms Level 4
Page 61 of 242
Module Definition Form (MDF)

Module Code:
Version:
Date amended:
1.
Module Title: maximum 100 characters
Business Analysis
2a.
Module Leader:
David Mankin
2b. Department:
RDI
2c. Faculty:
3a.
4
Level: see guidance notes
3b. Module Type: see guidance notes

Standard
4a.
15
Credits: see guidance notes
4b. Study Hours: see guidance notes

150
5.
Restrictions
Pre-requisites:
Co-requisites:
Exclusions:
Pathways to which this module is restricted:
None
None
None
None
LEARNING, TEACHING AND ASSESSMENT INFORMATION (for inclusion in the Module Guide)
6a.
Module Description: 200 300 words
The module is intended to provide students with a critical understanding of the knowledge and skills needed
to collect, manipulate, present and interpret data as an aid to business decision-making. It is intended that
this module complements other modules on the BA (Honours) Business programme at levels HE 2/3 and in
particular those of Approaches to Business Research, Strategic Management, Financial Decision-making,
and the Dissertation.
This is a compulsory module for all students on the BA (Honours) Business programme and develops skills
related to critical analysis in support of management decision making.
The content of the module will introduce students to the role of business analysis in organisations and the
need for the effective investigation and analysis of business needs and the identification of feasible solutions.
Students will be provided with an overview of decision-making models and in particular the strengths and
limitations of rational decision-making. The rest of the module will focus on the fundamentals of how to
collect, manipulate, present and interpret data as an aid to business decision-making. The content will focus
predominantly on quantitative data although the role of qualitative data will also be covered where applicable
as such data inform the opinions of organisational stakeholders.
The delivery of content will involve tutor led inputs (such as narrated PowerPoint presentations, video and
written case study material) and student led inputs (such as online live seminars, and interactive formative
tests). The student will be encouraged to draw upon their own work or personal experience where possible
and thereby better contextualise the theoretical content of the module. Group activities will encourage critical
analysis of fellow students work as well as of the published materials available. Student will also be given
support specific to the assignment.
Assessment detail needed 3,000 words. This is made up of a series of tasks based on the use of data and
analysis in business decision-making.
6b.
Outline Content:
The role of business analysis in organisations
An introduction to decision-making models including the role of intuitive decision-making
Collecting primary quantitative data: surveys; questionnaire design; sampling.
Collecting primary qualitative data: interviews and focus groups
Use of secondary data: databases; Government statistics; on-line searching.
Introduction to quantitative analysis: representative values and measures of dispersion; and making
Page 62 of 242
decisions based on quantities amounts or size

Introduction to qualitative analysis: analysing non-numerical data and making decisions based on
qualities, constituents or characteristics
Graphical presentation of data using including the construction and interpretation of graphs; and an
appreciation of how data presentation can be deliberately distorted
Forecasting techniques: trend lines and forecasting; extrapolation; linear forecasting.
Management Information Systems: use of management information systems.
An appreciation of propriety software as an aid to decision-making and control
6c.
Key Texts/Literature:
Key text
BPP Learning Media, 2010. Business decision-making (Business Essentials), London: BPP Learning Media
Other texts
Fairhurst, D. S., 2012. Using Excel for Business Analysis: A Guide to Financial Modelling Fundamentals,
Singapore: John Wiley & Sons Singapore Pte. Ltd.
th
Laudon, K. and Laudon, J., 2011. Management Information Systems 12 edition. Harlow: Pearson
th
Morris, C., 2012. Quantitative approaches in business studies 8 edition. Harlow: Pearson
th
Oakshott, L., 2012. Essential quantitative methods for business, management and finance 5 edition.
Basingstoke: Palgrave Macmillan
Smith, D. V. L. and Fletcher, J. H., 2004. The Art and Science of Interpreting Market Research Evidence,
Chichester: John Wily & Sons Ltd.
th
Waters, D., 2011. Quantitative methods for business 6 edition. Harlow: Pearson
rd
Swift, L. & Piff, S., 2010. Quantitative methods for business, management and finance 3 edition.
Basingstoke: Palgrave Macmillan
6d.
Specialist Learning Resources:
None
7.
Learning Outcomes (threshold standards):

On successful completion of this module the student will be expected to be able to:
Knowledge and
1. demonstrate and understanding of how most effectively to prepare and present
understanding
information in ways useful to decision makers
Intellectual, practical,
affective and
transferable skills
2. identify, collect and collate primary and secondary data from a range of
sources
3. apply a range of techniques to analyse data
4. utilise propriety software as an aid to decision-making and control
8.
Learning Activities
Learning Activities
Hours
Other teacher managed learning:
10
Learning
Outcomes
1-4
Student managed learning:
140
1-4
Page 63 of 242
Detail of duration, frequency and

other comments
Tutor led programme of activities to
include the development of study skills,
increase awareness of sector specific
knowledge and current trends, and
discussion of the learning materials.
Tutorial support via email and
management of the online learning
community.
Formative
feedback
through tutor discussions and peer
review.
Individual and group learning activities,
research tasks and activities and
knowledge check activities, as directed

by the learning material.
Plus
Assignment completion.
9.
Module Assessment
Method
Individual
Investigative
Project
Learning
Outcomes
% Weighting &
Fine Grade
(FG) or
pass/fail (PF)
1-4
100% FG
Qualifying
Mark
see
guidance
notes
30%
Length/duration and other comments
3,000 words assignment. This is made

up of a series of tasks based on the use
of data and analysis in business
decision-making.
In order to pass this module, students are required to achieve an overall mark of 40%.
In addition, students are required to:
(a) achieve the qualifying mark for each element of fine graded assessment as specified above
(b) pass any pass/fail elements
TECHNICAL DETAILS
10. Delivery of the Module Please delete as appropriate
Deliver This module is delivered
Yes or
Indicate which by deleting as appropriate
y
over
No?
N/A
11. Subject: see guidance notes
Page 64 of 242

Module Code:
Version:
Date amended:
1.
Computer Technology
2a.
Module Leader:
Adrian J Pullin
2b. Department:
RDI
2c. Faculty:
N/A
3a.
ARU1 FHEQ4

Standard
4a.
30

300
5.
Restrictions
Pre-requisites:
Co-requisites:
Exclusions:
None
None
None
N/A
6a.
This module is designed to enable students to understand computer systems, including hardware, systems
software and basic networking concepts, and to apply theoretical knowledge to practical situations when
building, configuring and maintaining computer systems.
The module covers the basic concepts of a stored programme computer, the areas of application and the
environments in which computers work and the function of standard hardware components. It takes an
overview of systems design, with a focus on the computer technology needed to meet the users
requirements. The building and commissioning of computer systems is discussed along with health and
safety aspects. Maintenance of computer systems is also covered. The purpose and function of operating
systems is discussed and various modern operating systems compared. Finally, since almost all computers
are now connected, there is an overview of the basic concepts of networking.
There will be two assessments for this module. An in course assignment will be based on a case study and
will ask students to specify computer technology to fulfil a given set of requirements. This will be in the form
of a 3, 000 word report. The other assessment will be a formal examination comprising questions with short
answers and covering the factual knowledge and technical information from the module.
This module is assessed by a 3000 individual assignment comprising a scenario based case study and
requiring the student to identify issues with a current system and provide appropriate computer based
solutions.
Formal examination (3 hours) comprising a series of short questions/answers covering computer terminology,
fundamental knowledge and principles. Notional 3000 word equivalent.
6b.
Outline Content:
Computer systems:
Types of computer system
Computer environments
Functional view of computer systems
Computer hardware
Peripherals
Performance factors
Page 65 of 242
Software: systems software, applications software
Operating Systems
Functions of an operating system
Operating systems concepts
Processes and process management
Memory management
I/O management
Example operating systems
Systems design:
Needs analysis
Component and system selection
System integration
System specification
System documentation
Green computing: upgrade v replace, disposal of equipment
Systems build and configure:
Health and safety
System building
System installation
System configuration
System testing
Maintenance:
Software maintenance and upgrade
Hardware maintenance and upgrade
File management
Basic security
Scheduling maintenance
Networks:
Role purpose, benefits
Resource implications
Types
Standards
Topologies
Example Protocols
6c.
Key Text:
Anfinsin, D., 2010., IT Essentials: PC Hardware and Software Companion Guide. Cisco Press
Stallings W., 2011. Operating Systems: Internals and Design Principles. Pearson
Other Texts
Dick, D., 2009. The PC Support Handbook: The Configuration and Systems Guide. Dumbreck
Publishing,
MacRae K and Marshall G., 2008 Computer Troubleshooting: The Complete Step-by-step Guide to
Diagnosing and Fixing Common PC Problems, Second Edition. Haynes Group
Journals:
Academic publications from credible sources such as:
The British Computer Society, http://www1.bcs.org.uk/
The Institution of Electrical Engineers (IEE), http://www.iee.org.uk
The Institute of Electrical and Electronics Engineers (IEEE) Computer Society, http://www.computer.org
The Association of Computing Machinery (ACM), http://www.acm.org
Page 66 of 242
Websites:
Commercial web sites such as:
www.cisco.com
www.android.com
www.microsoft.com
www.opensuse.org
Other:
Internet based sources and search engines.
6d.
7.

Knowledge and
1. demonstrate understanding of the function of computer systems hardware and
understanding
software.
2. demonstrate an understanding of the function and operation of modern
operating systems.
3. demonstrate an understanding of how to design basic computer systems that
are appropriate to a given scenario.
4. demonstrate an understanding of how to build, configure and maintain
computer systems.
5. demonstrate understanding of the basic principles and components of a simple
computer network.
Intellectual, practical, 6. communicate technical information in language appropriate for the target
affective and
readership.
transferable skills
8.
Learning Activities
Learning Activities
Hours
20
Learning
Outcomes
1-6
280
1-6
TOTAL
300
9.

other comments
Tutorial support via online learning
community discussions, email and
community. Formative feedback
review.
Individual learning activities, research
tasks and activities and knowledge
check activities, as directed by the
learning material. Plus Assignment
completion.
Module Assessment
Method
Learning
Outcomes
% Weighting &
Fine Grade
(FG) or
pass/fail (PF)
Assignment
1-6
50% FG
Qualifying
Mark
see
guidance
notes
30%
Page 67 of 242
3000 words. Individual Assignment

comprising a scenario based case study
and requiring the student to identify
Formal
examination
1-6
50% FG
30%
issues with a current system and provide

appropriate computer based solutions.
Formal
examination
(3
hours)
comprising
a
series
of
short
questions/answers covering computer
terminology, fundamental knowledge
and principles. Notional 3000 word
equivalent.
TECHNICAL DETAILS
Yes or
y
over
No?
N/A
Page 68 of 242

Module Code:
Version:
Date amended:
1.
Crime and Society
2a.
Module Leader:
Steven Cookson
2b. Department:
RDI
2c. Faculty:
Law
3a.
4

Standard
4a.
15

150
5.
Restrictions
Pre-requisites:
Co-requisites:
Exclusions:
None
None
None
None
6a.
The module examines the legal, criminological and sociological influences that make up the concept of crime
and the modern criminal justice system.
The purpose of this early module is to provide the student with a firm grounding in the basis of the Crime and
Society, including its history, evolution and the manner in which the Criminal Justice system has been
shaped and formed. This is an important module, covering the fundamentals of the legal definition of crime,
and the Criminal Justice System which the student will need to understand and apply to future modules.
The module will set the legal scene for students, providing a solid platform of knowledge. It will cover the
main concepts of actus reus and mens rea within the context of the Offences Against the Person Act 1861,
sources, key institutions, their evolution, roles played by characters in the Criminal Justice system and their
associated theories and discussion points. How the legal concept of crime relates to society.
This will include assessing the advantages and limitations of the models of the criminal justice system, their
practical implementation and how each has shaped the evolution of the Criminal Justice System enabling
more detailed critique of the issues to emerge in other future modules. The student will therefore be able to
consider the wider legal scene, as well as achieving grounding in each individual theme.
Assessment of this module will be via the creation of a portfolio of tasks which will not exceed a total of 3000
words. Each task within the portfolio is equally weighted. Typically these tasks may include a comprehension
exercise based on an academic paper, a case study which raises social/legal/procedural issues and a short
essay.
6b.
Outline Content:
Categories and terminology of the Criminal Justice System the way in which law is categorised and
applied within the Criminal Justice system, and the terminology used
Models of the criminal justice system covering the two main models 1. The Due Process Model: The
emphasis is on freedom and justice. 2. The Crime Control Model: The emphasis is on efficiency and
order.
The general elements of criminal liability on overview of the principles underlying criminal liability.
The role of the various agencies within the criminal Justice System including Judicial precedent: the
basis and use of precedent within the legal system, including the role and limitations of the Judiciary; and
Page 69 of 242
statutory interpretation within law, including the role of Judges in interpreting the law.
The interconnected nature of crime and society using the Criminal Justice System as a means of
presenting these.
6c.
Key Texts :
rd
Croall P., 2013. Crime and Society in Britain 3 Edition. London: Longman
nd
Hucklesby A. & Wahidin, A., 2013. Criminal Justice 2 Edition. Oxford: OUP
Other:
nd
Joyce P., 2012. Criminal Justice, 2 Edition. Oxford: Routledge Publishing
th
Maguire, et al (eds), 2012. The Oxford Handbook of Criminology. 5 Edition. Oxford: OUP
nd
Newburn, T, 2012. Criminology. 2 Edition. Oxford: Routledge (2012)
6d.
The use of legal databases, such as Westlaw or Lexisnexis, to research case laws.
7.

Knowledge and
1. demonstrate an understanding of the respective institutional roles in the
understanding
Criminal Justice System and their functions with each other, and society.
2. demonstrate an understanding of the fundamental legal principles and
reasoning.
affective and
transferable skills
3. demonstrate an understand of the relationship between law and society.

4. analyse complex legal issues relating to society and the Criminal Justice
System, and identify the main legal principles
8.
Learning Activities
Learning Activities
Hours
10
Learning
Outcomes
1-4
140
1, 2 & 3
9.

other comments
The tutor led programme will include
the development of study skills, the use
of discussion boards for additional
activities, discussion questions and
research questions. Complemented by
tutor support on email, feedback to
formative assessments and initiating
student discussions.
Individual and group learning through
the module resources, use of the
discussion boards, development of
research skills and engaging in ongoing activities.
Module Assessment
Method
Learning
Outcomes
% Weighting &
Fine Grade
(FG) or
pass/fail (PF)
Portfolio of tasks
1-4
100% FG
Qualifying
Mark
see
guidance
notes
30%
Portfolio of tasks not to exceed 3000

words. Each task weighted equally.
Page 70 of 242
TECHNICAL DETAILS
Yes or
y
over
No?
N/A
Page 71 of 242

Module Code:
Version:
Date amended:
1.
2a.
Module Leader:
Jon Vagg
2b. Department:
RDI
2c. Faculty:
Law
3a.
4

Standard
4a.
15

150
5.
Restrictions
Pre-requisites:
Co-requisites:
Exclusions:
None
None
None
None
6a.
The Criminal Justice System aims to provide students with a critical knowledge and understanding of the
criminal justice process in England and Wales.
The module highlights to students that definitions of criminal justice, processes within the criminal justice
system and consequences of criminal justice are not isolated domains of enquiry; they are closely linked
together.
Students are encouraged to critically engage with pre and post-trial processes; the social patterning of
criminal justice; and contemporary challenges to the CJS in theory and in practice.
The module is intended to give students a comprehensive introduction to the main areas of study that they
will encounter in levels 5 and 6 of their degree as well as introducing and developing applied study skills.
This module is designed to provide students with basic information, subject knowledge and opportunities to
develop a range of key skills, in particular, oral and written communication skills; working with others and
application of number.
The content of this module is intended to be useful for other modules in the first year programme, and to
meet the demands of skills transition into higher education, but also be sufficiently challenging to help
students step beyond A-level and related further education syllabi.
This module is assessed with an essay (3,000 words) which requires students to demonstrate their
understanding of both social and legal factors on the working of the criminal justice system.
6b.
Outline Content:
This module provides students with a critical understanding of key legislation and the application of
law in practice.
In particular it addresses: Relevant legislation that impacts on offenders at each stage in the process.
Arrest, PACE, detention by the police, legal representation, the role of appropriate adult, pre-court
processes, cautioning, bail, venue, remands, limitation of the right to silence. The role of the CPS and
prosecution criteria, pre-trial review, guilty pleas and sentence reduction.
Sentencing Framework; offence seriousness, aggravating and mitigating factors, the principle of
proportional sentencing, protection of the public and risk assessment. Custodial sentences.
Legislation and procedures outside of the criminal justice system that have relevance for working
with offenders.
6c.
Page 72 of 242
Key Texts :
Burke, R. H., 2012. Criminal justice theory: An introduction. London: Routledge.
Cavadino, M., & Dignan, J., 2007. The penal system: An introduction. London: SAGE Publications.
th
Davies, M., Croall, H., & Tyrer, J., 2010. Criminal Justice. 4 Edition. Harlow: Pearson Longman.
Doolin, K., 2011. Whose criminal justice?: State or community?. Hook: Waterside Press.
nd
Other Texts Joyce P., 2012. Criminal Justice, 2 Edition. Oxford: Routledge Publishing
th
nd
6d.
7.

Knowledge and
1. demonstrate a sound understanding of the social divisions in criminal justice in
understanding
terms of age, gender, class, 'race' and definitions of criminal justice and of the
competing aims of the CJS.
2. assess the criminal justice process (pre and post-trial), punishment and
alternatives to imprisonment.
affective and
transferable skills
3. analyse complex legal issues relating to society and the Criminal Justice
System, and identify contemporary criminal justice issues in England and
Wales.
4. apply effective information literacy skills in researching and answering
questions about criminal justice in England and Wales.
8.
Learning Activities
Learning Activities
Hours
10
Learning
Outcomes
1-4
140
1-4
9.

other comments
Module Assessment
Method
Learning
Outcomes
% Weighting &
Fine Grade
(FG) or
pass/fail (PF)
Portfolio of tasks
1-4
100% FG
Qualifying
Mark
see
guidance
notes
30%
1 x 3000 word essay demonstrating an

understanding of both social and legal
factors on the working of the criminal
justice system
Page 73 of 242

TECHNICAL DETAILS
Yes or
y
over
No?
N/A
Page 74 of 242

Version:
Module Code:
Date amended:
1. Module Title: maximum 100 characters

Criminal Law
2a. Module Leader:
2b. Department:
2c. Faculty:
John Hendy
RDI
N/A
3a. Level: see guidance notes

Standard
Level4
4a. Credits: see guidance notes
30
5.
300
Restrictions
Pre-requisites:
None
Co-requisites:
None
Exclusions:
None
Pathways to which this

module is restricted:
None
6a. Module Description: 200 300 words
The purpose of this early module is to provide the student with a firm grounding in the basis of criminal law,
covering the range of criminal offences. The module will focus on the fundamentals of criminal law and
establishing liability for offences, including specific tests, key doctrines, exclusions and strict liability. It will
then assess potential defences to liability, circumstances in which they can apply and the evolution of
criminal law.
The module will provide the specific legal principles and detail on non-fatal offences against the person,
homicides and sexual offences, the range of theft offences and also property offences, including blackmail.
Students will consider the requirements for liability, building on the actus reus and mens rea, and also
additional information on exceptions, case precedents and enable students to critically assess the impact of
legislation. These will allow students to consider and apply the breadth of issues relating to criminal law,
evaluate the law, and reach an understanding on the common principles and evolution of criminal law.
The module will be based on students responding to problem questions and scenarios relating to criminal
offences and liability these are a proven method of enabling students to work through liability in a real
situation. Problem questions require students to identify the law, key legal principles and case precedents,
and to then apply these to the scenario to draw conclusions and ascertain liability.
This assessment is in two parts. A 24 hour assignment which is based upon a problem question scenario and
an problem question and associated short essay. Each element of assessment focuses on a different aspect
of the content.
6b. Outline Content:
The fundamentals of criminal law - including the basis of criminal law, the concept of liability and the actus
reus and mens rea
Non-fatal offences against the person covering the breadth of offences, including common law offences
and offences within the Offences Against the Person Act
Page 75 of 242
Homicide and sexual offences outlining murder, manslaughter, sexual offences, and their liability
Theft and property offences incorporating theft, burglary and robbery, blackmail and criminal damage
Inchoate offences and complicity the differences between these offences and how they may apply in
different circumstances
Defences to criminal offences, outlining the range of possible defences, when they may apply and for which
offences
6c. Key Texts/Literature:

Key Text (recommended to purchase):
th
Elliott C & Quinn F., 2012. Criminal Law 9 edition. Longman
Other:
th
Herring J., 2012. Criminal Law 5 edition. Palgrave Macmillan
th
Allen M., 2011. Criminal Law 9 edition. OUP 2011
6d. Specialist Learning Resources:
7.

Knowledge and
understanding
1. understand the key legal principles underpinning aspects of criminal law, and
their wider context
2. analyse and evaluate liability in relation to criminal offences, and the related
doctrines, tests and precedents
3. examine defences to liability for criminal offences, particularly the circumstances
in which they may be used
affective and
transferable skills
4. investigate problems and scenarios regarding criminal offences, and apply their
knowledge and understanding to these
5. present a coherent and logical argument relating to criminal law offences using
the correct legal terminology
6. consider the way in which the law on criminal offences is evolving, and the
impact this may have on determining liability
8.
Learning Activities
Learning Activities
Hours
20
Learning
Outcomes
4 to 6
280
1 to 3
TOTAL
300
Page 76 of 242

other comments
Individual and group learning through the
module resources, use of the discussion
boards, development of research skills and
engaging in on-going activities.
9.
Module Assessment
Method
Learning
Outcomes
% Weighting &
Fine Grade (FG)
or pass/fail (PF)
Qualifying
Mark
see guidance
notes
Exam
1 to 5
50% FG
30%
A 24 hour time-constrained assessment

(Notional equivalent to 3,000 words)
based on a problem question.
Assessment
1 to 6
50% FG
30%
A 3,000 word assessment, answering a

question based on the module contents
TECHNICAL DETAILS
10.
Delivery of the Module Please delete as appropriate
Delivery
This module is delivered over
Yes or No?
N/A
Page 77 of 242

Version:
Module Code:
Date amended:

2a. Module Leader:
2b. Department:
2c. Faculty:
John Hendy
RDI
N/A

Standard
Level 4
15
5.
150
Restrictions
Pre-requisites:
None
Co-requisites:
None
Exclusions:
None

None
The purpose of this early module is to provide the student with a firm grounding in the basis of the English
Legal System, including its history, evolution and the manner in which the legal system is shaped and
formed. This is an important module, covering the fundamentals of the English legal system, which the
student will need to understand and apply to future modules.
The module will set the legal scene for students, providing a solid platform of knowledge. It will cover the
main sources, their evolution, key institutions, roles played by characters in the legal system and their
associated theories and discussion points.
This will include assessing the advantages and limitations of the sources, their practical implementation and
how each has shaped the evolution of the legal system enabling more detailed critique of the issues to
emerge. The impact of the EU on the legal system will also be included, both in its own right as a source of
law, and its wider influence over other sources. The student will therefore be able to consider the wider legal
scene, as well as achieving a grounding in each individual source.
A 3000 word essay on an aspect of the English Legal System which assesses an understanding of the
historical context and development of the system and contemporary issues and debates.
Sources of law covering the main sources of law, including equity & fairness, custom, case law and
legislation/parliamentary supremacy their history, evolution and role in the modern legal system
European Law the importance and influence of European law, including the types of law, and its
influence and impact, including sovereignty and supremacy
The role of the Judiciary including Judicial precedent: the basis and use of precedent within the legal
system, including the role and limitations of the Judiciary; and statutory interpretation within law, including
Page 78 of 242
the role of Judges in interpreting the law

Delegated legislation on overview of the principles of delegated legislation and the way in which law can
be delegated, including controls
Categories and terminology of law the way in which law is categorised and applied within the legal
system, and the terminology used

Key Text :
th
Slapper G & Kelly D., 2012. The English Legal System 13 edition, Cavendish
Other:
th
Elliott C & Quinn F., 2012. English Legal System 13 edition. Pearson
nd
Wilson et al., 2011. The English Legal System Directions 2 edition. OUP

7.

Knowledge and
understanding
1. demonstrate a sound understanding of and ability to critically assess the

English legal structures and key sources of law
2. assess how policy development and judicial structures affect the evolution
of law in the legal system
affective and
transferable skills
8.
3. analyse complex legal issues relating to the key sources of law, and
identify the main legal principles
4. effectively communicate findings in a clear and coherent manner.
Learning Activities
Learning Activities
Hours
10
Learning
Outcomes
3&4
140
1&2
TOTAL
9.

other comments
150
Module Assessment
Method
Learning
Outcomes
% Weighting &
Fine Grade (FG)
or pass/fail (PF)
Qualifying
Mark
see guidance
notes
Page 79 of 242
Assignment
1-4
100% FG
30%
A 3000 word essay on an aspect of the

English Legal System which assesses
an understanding of the historical
context and development of the system
and contemporary issues and debates.
TECHNICAL DETAILS
10.
Delivery
Yes or No?
N/A
Page 80 of 242

Version:
Module Code:
Date amended:

Fundamentals of Constitutional & Administrative Law
2a. Module Leader:
2b. Department:
2c. Faculty:
Kara Johnson
RDI
N/A

Standard
Level 4
15
5.
150
Restrictions
Pre-requisites:
None
Co-requisites:
None
Exclusions:
None
None
Constitutional and Administrative Law, aims to introduce students to the structure and functions of the State
and the relationship between the State and the individual.
The UK constitution is not a single document (as in the US) but is instead the combination of numerous
powers and customs based on the traditional role of the Monarch. Much of this power is now exercised by
Parliament and the Government and this interaction between the organs of the State forms the basis of the
first part of the module. Students will also consider the judicial challenges to the exercise of State powers and
the remedies which can be sought in applications for judicial review. The Human Rights Act 1998 will also be
examined and its impact on the function of State and the Constitution.
This provides an insight into how the law as drafted by Parliament impacts on the individual and the remedies
available when the powers of the State are abused.
This module is assessed by a narrated Powerpoint presentation and a problem style question both submitted
at the same time.
The Idea of a Constitution - the unwritten constitution of the UK. Written constitutions.
Nature and sources of the constitution - Historical perspective and evolution of the constitution of the
UK, rights and the constitution. Constitutional principles in the UK and constitutional conventions.
Separation of Powers Montesquieus theory of the separation of powers and its relevance in the UK
today.
Rule of law and the state Examining Diceys theory of the rule of law and other academic
viewpoints in relation to the state.
Sovereignty of parliament including the impact of EU Membership and the Factortame decision.
Scrutiny and control of the executive controls operative on Parliament.
Executive Power and Administrative Law
Prerogative power and delegated legislation
Judicial Review: grounds and procedures
Page 81 of 242

Key Text :
Barnett, H., 2011. Constitutional & Administrative Law 9th Edition. Routledge Cavendish
Other:
Parpworth, N., 2012. Constitutional & Administrative Law 8th Edition. Palgrave Macmillan
Bradley & Ewing, 2010. Constitutional & Administrative Law 15th Edition. Longman
7.

Knowledge and
understanding
1. demonstrate knowledge and understanding of the principles of constitutional

and administrative law
2. explain and illustrate aspects of constitutional and administrative law in relation
to the political, historical and social context
affective and
transferable skills
8.
3. apply principles of constitutional and administrative law to problem scenarios

4. show awareness and insight into current constitutional and political debate.
Learning Activities
Learning Activities
Hours
10
Learning
Outcomes
1-4
140
1-4
TOTAL
9.

other comments
include the development of academic
skills, legal skills and personal
development in light of the learning
materials. Tutorial support via email
and Adobe Connect and management
of the online learning community.
Formative feedback through tasks set,
tutor discussions and peer review.
knowledge
check
activities
as
contained in the learning materials.
Additional reading and activities as
posted by tutor and assignment
completion.
150
Module Assessment
Method
Assignment
Learning
Outcomes
1-4
% Weighting &
Fine Grade (FG)
or pass/fail (PF)
100% FG
Qualifying
Mark
see guidance
notes
30%

This assessment comprises two tasks to be
submitted together:
- a narrated Powerpoint presentation

(30% weighting); notional equivalence
Page 82 of 242
1,000 words; and

- a problem style question (70%
weighting), not to exceed 2000 words.
TECHNICAL DETAILS
10.
Delivery
Yes or No?
N/A
Page 83 of 242

Version:
Module Code:
Date amended:

Individual Differences: Personality and Intelligence
2a. Module Leader:
2b. Department:
2c. Faculty:
Filia Garivaldis
RDI
N/A

Standard
4
30
5.
300
Restrictions
Pre-requisites:
None
Co-requisites:
None
Exclusions:
None

None
This module introduces particular issues, both theoretical and practical, in relation to individual differences of
personality and intelligence. In particular, this the module will focus on key theories, debates, measurement,
and values of personality and intelligence as critical constructs in psychology. Psychoanalytic, behavioural,
cultural, social, humanistic, trait-based, and biological approaches to personality are covered, as are
psychological testing, the history, the nature and contemporary approaches to intelligence, and their
implications for education and society. Ethical consideration in testing will also be discussed. Key themes
relate to genetics vs. environment, biological vs. psychological, as well as the temporal and situational
consistency of individual differences. The importance of psychometrics, and individual differences that occur
in social, occupational, educational, and health contexts, will also be briefly covered.
The module aims to develop students continuing understanding and enthusiasm for psychology, by involving
several learning approaches that can be achieved via distance learning. In assessments, students will need to
demonstrate theoretical knowledge and understanding, and the application of this knowledge in a practical
way to provide solutions to problems. Awareness of ethical consideration will also be assessed in the case
studies. Overall, students will be expected to utilise cognitive and intellectual skills, and practical and personal
skills, both within the domain of this module, and across the discipline of psychology.
To support their distance learning experience, students need to supplement the existing module content with
further reading, and exercise study skills including research, academic writing, and critical thinking.
This module is assessed by 2 x Coursework Assignments. Coursework 1 (2000 words) will typically focus on
the determinants of personality. Coursework 2 (4000 words) is based upon a practical application of the
learning to a case study scenario.
Historical development and landmark issues of intelligence and personality
Nature and context of personality
Psychoanalytic/Freudian approach to personality
Learning theory and cognitive perspectives to personality
Humanistic and trait approach to personality
Page 84 of 242
Biological and evolutionary basis of personality

Definition, theories, and measurement of intelligence
Contemporary intelligence testing
Heritability and social issues of intelligence
Debates in intelligence: gender differences in intelligence
Application of individual differences in the workplace and education
Individual differences in society and the health context
Psychometric testing, statistics, and ethics

Key Text :
Maltby, J., Day, L., & Macaskill, A., 2010. Personality, Individuals Differences, and Intelligence 2nd ed.
Pearson Education.
Other:
Banyard, P. & Grayson, A., 2008. Introducing Psychological Research. 3rd ed. Palgrave MacMillan.
Gross, R., 2010. Psychology: The Science of Mind and Behaviour. 6th ed. Hodder Education.
Larsen, R., Buss, D., & Wismeijer, A., 2013. Personality Psychology: Domains of knowledge about human
nature. McGraw Hill.
Latto, J. & Latto, R., 2008. Study skills for psychology students. Open University Press
Upton, P., & Upton, D., (2013). Test yourself: Personality and Individual Differences. Sage Publishing.
N/A
7.

Knowledge and
understanding
1. describe basic knowledge and understanding of key concepts in the

psychology of individual differences
2. consider ideas, methodologies, research paradigms, ethics and basic
measurement techniques from differing perspectives
3. apply and develop skills relevant to selecting and adapting appropriately
sourced material to address issues
affective and
transferable skills
4. demonstrate competency in integrating ideas and findings in researching

and presenting of essays
5.
formulate and realise objectives to set briefs, deadlines and formats
6. develop an increasing ability to manage and evaluate pace, breadth, and

depth in relation to module content
8.
Learning Activities
Learning Activities
Online Tutor supported activity-based

learning
Hours
20
Learning
Outcomes
1-6
Page 85 of 242

other comments
skills, understanding and application of
module concepts and personal

Student managed learning
280
TOTAL
9.
1-6

knowledge check activities as
completion.
300
Module Assessment
Method
Learning
Outcomes
% Weighting &
Fine Grade (FG)
or pass/fail (PF)
Qualifying
Mark
see guidance
notes
Coursework 1
1, 2, 4
35% FG
30%
2000 word essay focusing on the

determinants of personality.
Coursework 2
1, 2, 3, 5, 6
65% FG
30%
2 x 2000 word case study (also include

consideration of ethics)
TECHNICAL DETAILS
10.
Delivery
Yes or No?
N/A
Page 86 of 242

Version:
Module Code:
Date amended:

2a. Module Leader:
2b. Department:
2c. Faculty:
Robert Manderson
RDI
N/A

Standard
ARU1 FHEQ4
15
5.
150
Restrictions
Pre-requisites:
None
Co-requisites:
None
Exclusions:
None

N/A
The module is designed to provide students with an understanding of the basic concepts of information
systems and their occurrence in organisations, and how they are used to help manage their business
functions needs.
The module describes the topology of organisations and how these are divided into separate business
functions, and levels of management, which together determine their information needs and the types of
information systems to be used. The module describes the generic business functions of organisations,
including human resources, sales, marketing, accounting, and production. The module describes the generic
levels of management within an organisation, including operations level, middle management level, and
senior management level. The module also describes a number of common business processes and their
respective data inputs and outputs, and how these are transformed into useful information. Methods of data
collection are also considered so that information system requirements can be established. The module also
considers issues relating to information reliability and effectiveness by looking at issues including validity and
accuracy.
The module is assessed using a case study based assignment which students will analyse using the
concepts introduced in the module and which will culminate in a report which includes the use of an
information system to produce management information that may be used to make effective decisions.
Individual Assignment comprising a scenario based case study of a typical large-scale organisation which
requires the student to analyse it in terms of its information needs according to its business functions, and
levels of management, with a view to producing useful management information for effective decision making
Generic business organisation functions:
Typical areas e.g. finance, accounts, human resources, stock control, sales, marketing, research and
development, production, distribution, customer service, administration
Information needs and requirements:
Page 87 of 242
Requirements analysis e.g. strategic, tactical, operational, data requirements e.g. inputs, outputs,
processing activities, information distribution requirements e.g. location, department, individual
Information system types:

Types e.g. business information systems, decision support systems, management information
systems, executive information systems, office information systems, transaction processing systems,
expert systems, global information systems, data warehouse systems, enterprise systems, enterprise
resource planning systems, integrated information systems
Information and data sources and destinations:
Definition of information and data, sources of information, information requirements and the need for
information at different levels within an organisation, storing information and its importance with
regard to security, accuracy and relevance, outputs e.g. payroll, invoicing, ordering, bookings, stock
control, personnel records, goods tracking, decision making, marketing, customer service
Information and data collection methods:
Defining requirements, establishing sources of information, defining other factors to be considered
e.g. constraints
Information reliability and effectiveness:
Selecting information: analysis of e.g. validity, accuracy, currency, relevance, identifying alternatives
Legal and Ethical issues
Key Text:
Laudon, J. & Laudon, K., 2012. Essentials of Management Information Systems 10th edition.
Pearson
Other texts
Avison, D. & Fitzgerald, G., 2006. Information Systems Development: Methodologies Techniques
and Tools, 4th edition. McGraw Hill
Benyon-Davies, P., 2009. Business Information Systems. Palgrave Macmillan
Turban, E., Sharda, R., Delen, D., 2010. Decision Support and Business Intelligence Systems 9th
edition. Pearson
Journals:
The Association for Information Systems (AIS), http://www.aisnet.org/
The UK Association for Information Systems (UKAIS), http://www.ukais.org.uk/
The British Computer Society (BCS), http://www1.bcs.org.uk/
Websites:
Special Interest Group (SIG) web sites such as the BCS Information Systems SIG.
Other:
Internet based sources and search engines such as Google Scholar.
7.
Page 88 of 242
Knowledge and
understanding
1. demonstrate an understanding of information needs within different functional

areas of organisations
2. demonstrate an ability to compare information systems within different functional
areas of organisations
3. demonstrate an ability to compare information systems at different levels of
authority of organisations
affective and
transferable skills
8.
4. demonstrate an ability to use information systems to produce management

information at middle and senior management levels of organisations
Learning Activities
Learning Activities
Other teacher managed

learning:
10
Learning
Outcomes
1,2,3,4
Student managed
learning:
140
1,2,3,4
TOTAL
9.
Hours
Detail of duration, frequency and other

comments
Tutorial support via online learning community
discussions, email and management of the online
learning community. Formative feedback through
Individual learning activities, research tasks and
activities and knowledge check activities, as
directed by the learning material. Plus Assignment
completion.
150
Module Assessment
Method
Assignment
Learning
Outcomes
1,2,3,4
% Weighting &
Fine Grade (FG)
or pass/fail (PF)
Qualifying
Mark
see guidance
notes
100% FG
30%

of a typical large-scale organisation
which requires the student to analyse it
in terms of its information needs
according to its business functions, and
levels of management, with a view to
producing
useful
management
information for effective decision
making.
TECHNICAL DETAILS
10.
Deliver
y
This module is delivered

over
Yes or
No?
N/A
Page 89 of 242

Version:
Module Code:
Date amended:

Introduction to Social and Developmental Psychology
2a. Module Leader:
2b. Department:
2c. Faculty:
Sue Pattison
RDI
N/A

Standard
4
30
5.
300
Restrictions
Pre-requisites:
None
Co-requisites:
None
Exclusions:
None

None
This module provides students with an introduction to the two major areas of psychology: Developmental and
Social. Students are introduced to the major theories and topics in both major areas. Ethical issues in both
social and developmental psychology will be introduced separately.
Developmental psychology examines the changes in human beings over their lifespan. The range of study
includes infancy, childhood, adolescence, adult development and ageing. Developmental psychology
examines theories across a broad range of topics including motor skills and other psycho-physiological
processes; cognitive development involving areas such as moral and social development, and conceptual
understanding; language acquisition, personality, and emotional development; self-concept and identity
formation.
Developmental psychology informs several applied fields, including: educational psychology, child
psychopathology, and forensic developmental psychology. Developmental psychology complements several
other basic research fields in psychology including social psychology, cognitive psychology, ecological
psychology, and comparative psychology.
Social psychology studies people's thoughts, feelings, and behaviours and how they are influenced by others.
These influences are forces that can be real, implied or imagined and individuals can be influenced by society
when watching television, or through internalised norms and values. Social psychology attempts to explain
human behaviour as a result of the interaction of the individuals psychology and society.
Social psychology is closely linked with sociology and examines factors that lead us to behave in certain ways
in interactions with others, and the reasons for this. Social psychology explores how feelings, thoughts,
beliefs, intentions and goals are developed and psychological factors influence our interface with others.
Developmental psychology includes: prenatal development, perceptual, motor development and cognitive
development, transition from childhood to adolescence, adulthood and old age with a lifespan perspective of
developmental psychology.
Social psychology includes: Adult social behaviour- social influence and conformity; group interactions,
Page 90 of 242
leadership roles.
Distance learning materials will provide the framework for introducing core concepts in developmental and
social psychology. Students will be encouraged to interact with each other through online discussion groups
situated in the Moodle Virtual Learning platform.
The Distance Learning tutor will support and guide students through the module with a structured study plan.
This module is assessed in two parts. The Part 1 assessment focuses on a family scenario including
development across the lifespan and social psychology. The answer will be in the form of an essay to include
all components set out in the scenario related tasks. The Part 2 assessment marks the step up to study at
Level 5 requiring students to undertake an analysis of two scenarios, one based on developmental material
and the other on social psychology. Equal weighting will be given to each of the answers for Part 2.
Prenatal development: life before birth

Ageing: mind and memory
Perceptual development: perception or reality?
Motor development: movement and motion
Socio-Emotional development: relationships and feelings
Cognitive development: thinking and processing
Lifespan Development: growing and ageing
Ethical issues in developmental psychology
Social psychology: the individual and society
Social influences: social control and internalisation
Intra-group behaviour: conformity and group norms
Inter-group behaviour: exclusion and discrimination
Group member roles and leadership
Ethical issues in social psychology

Key Text :
th
Berk, L., E., 2013. Development through the lifespan. 6 ed. London: Pearson.
Jonas, K., Stroebe, W., Hewstone, M., 2012. Introduction to social psychology. 5th ed. London: Wiley
Blackwell.
Other:
th
Berk, L. E., 2013. Child development. 9 Ed. London: Pearson.
Hogg, M. A., Vaughan, G. M., 2011. Social psychology. 6th ed. London: Prentice Hall.
Smith, P. K., Cowie, H., Blades, M., 2010. Understanding children's development. 5th ed. London: WileyBlackwell.
Students should make use of the university's specialist library resources (e.g. journal articles) in
order to expand their knowledge and understanding of the subject area.
7.
Page 91 of 242
Knowledge and
understanding
1. demonstrate knowledge and understanding of a range of developmental

theories and topics.
2. demonstrate knowledge and understanding of group norms and social influence
processes including cultural influences, group interactions, leadership and
member roles.
3. demonstrate knowledge and understanding of a range of research paradigms,
methodological approaches and basic measurement and analytical techniques
as well as ethical considerations related to developmental and social
psychology.
affective and
transferable skills
4. recognise different perspectives or theories of developmental and social

psychology.
5. integrate ideas and findings through appropriately linking theories and research
evidence in developmental and social psychology.
6. Show understanding of research related to developmental and social
psychology, examining practical, theoretical and ethical issues.
8.
Learning Activities
Learning Activities
Hours

learning
20
Learning
Outcomes
1-6
280
1-6
TOTAL
9.

other comments
module concepts and personal
tutor discussions and peer review
completion.
300
Module Assessment
Method
Learning
Outcomes
% Weighting &
Fine Grade (FG)
or pass/fail (PF)
Qualifying
Mark
see guidance
notes
Coursework 1
1, 3, 4, 5, 6
50%
30%
3000 words
The focus is on a family scenario including
development across the lifespan and social
psychology. The answer will be in the form of
an essay to include all components set out in
the scenario related tasks.
Coursework 2
2, 3, 4, 5, 6
50%
30%
3000 words
An analysis of two scenarios, one based on
developmental material and the other on
social psychology. Equal weighting will be
given to each of the answers for Part 2.
Page 92 of 242

TECHNICAL DETAILS
10.
Delivery
Yes or No?
N/A
C800 Psychology
Page 93 of 242

Version:
Module Code:
Date amended:

Law of Contract
2a. Module Leader:
2b. Department:
2c. Faculty:
Kara Johnson
RDI
N/A

Standard
Level 4
30
5.
300
Restrictions
Pre-requisites:
None
Co-requisites:
None
Exclusions:
None

None
This module provides a foundation of the basic principles relating to the formation of contracts. The aim of
this module is to provide an overview of English contract law and also considers the European dimension.
This subject develops the idea of consensus and the rules and principles governing enforceability,
performance and discharge of contracts. Students are introduced to common law and equitable principles as
well as relevant legislation. In addition to studying black letter law students are encouraged to critically
assess the law and to evaluate it in its social, political and economic context.
The assessment for this module is in two parts. The first element is a problem question on the requirements
for the formation of a valid contract. The second assessment is an exam with a pre-seen element on
exclusion clauses. This will assess across the remainder of the content.
1. The basis of contractual liability and its development

2. The agreement and its formation elements of offer and acceptance under the common law principles.
3. Consideration and privity of contract to include the examination of third party rights under the contract.
4. Intention to create legal relations in social/domestic contracts and commercial agreements.
5. Express and implied terms and their incorporation into the contract.
6. Status and classification of terms; conditions, warranties and innominate terms.
7. Exclusion clauses incorporation and control under both common law and statute.
8. Misrepresentation fraudulent, negligent and innocent.
9. Mistake as to the goods and the parties.
10. Duress and undue influence.
11. Discharge of Contract - performance, breach, frustration and agreement.
12. Remedies - damages, specific performance, injunction and restitution
Page 94 of 242

Key Text :
Richards. P., 2011. Law of Contract 11th Edition. Longman
Other:
th
Stone, R., 2013. The Modern Law of Contract 10 Edition. Routledge
Elliott & Quinn, 2011. Contract Law. Longman
7.

Knowledge and
understanding
1. define and explain the main principles of contract law.

2. demonstrate an awareness of the effectiveness of the principles of the law of
contract in modern society.
3. critically evaluate contemporary issues in contract law.
affective and
transferable skills
4. select and apply principles of the law of contract to problem scenarios and
reach logical and well-reasoned solutions.
5. demonstrate a capacity for legal research and in dependent learning by
locating and employing relevant information obtained from primary and
secondary sources ,electronic or otherwise
6. communicate knowledge and understanding in written form using appropriate
legal terminology.
8.
Learning Activities
Learning Activities
Hours
20
Learning
Outcomes
1-5
280
1-6
TOTAL
9.
300
Module Assessment
Page 95 of 242

other comments
knowledge
check
activities
as
completion.
Method
Learning
Outcomes
% Weighting &
Fine Grade (FG)
or pass/fail (PF)
Qualifying
Mark
see guidance
notes
Problem Question
Assignment
1-6
50% FG
30%
Problem Question scenario assignment

based on a contractual scenario on the
formation of a contract. Not to exceed
3000 words.
Exam
1-3 & 5
50% FG
30%
3 hour Exam based on the entire module

content except for the assignment topic
above. Contains essay style and
problem style questions.
TECHNICAL DETAILS
10.
Delivery
Yes or No?
N/A
Page 96 of 242

Module Code:
Version:
Date amended:

2a. Module Leader:
2b. Department:
Alison Watson
RDI
2c. Faculty:
4
Standard
15
5.
150
Restrictions
Pre-requisites:
None
Co-requisites:
None
Exclusions:
None

None
The purpose of this module is to give students an understanding of how people behave in the workplace,
through the study of the theory of individuals, groups and organisations, and its application to real-world
examples.
related to inter-personal relationships.
The content of the module will introduce students to the different types of organisations from a structural and
relationships perspective. The concept of organisations having a culture and this shaping the way things are
organised and decisions are made is examined. How people are motivated to work and the role of
management and leadership in achieving desired outcomes effectively are also explored. How people work in
teams or other forms of group activity are considered. How organisations and people within them react to
change is also a key element of the module.
analysis of fellow students work as well as of the published materials available. Students will also be given
A 3000 word assessment typically comprising of two tasks which focus on the impact of culture and
motivation on performance.
- Types of organisation: Approaches to structuring organisations. Issues of centralisation versus
Page 97 of 242
decentralisation, span of control and the relationship between the organisation and the key stakeholders.
An introduction to culture: The development of organisational culture through the assimilation of shared
norms, values and beliefs. Use of cultural typologies to classify the culture of organisations.
Approaches to management and leadership: Brief overview of the historical development of
management and leadership.
Motivational theory: Process and content led theories and their application to organisational settings.
Team dynamics: Team and group development, issues of conflict management and the role of
leadership both formal and informal.
Managing change: Planned approaches to change with an emphasis of the role of leadership within the
transition.

Key text:
th
Buchanan, D.A. and Huczynski, A.A., 2010. Organisational behaviour, 7 ed. Financial Times: Prentice Hall
Literature:
th
Brooks, I., 2008. Organisational behaviour, individuals, groups and organisation, 4 ed. Financial Times:
Prentice Hall
Mullins, L., 2010. Management and organisational behaviour, 9th ed. Financial Times: Prentice Hall
th
Robbins, S.P. and Judge, T.A., 2009. Essentials of organisational behaviour 10 ed. Pearson
th
Robbins, S.P., 2008. Organisational behaviour 13 ed. Pearson International
Rollinson, D., 2008. Organisational behaviour and analysis: an integrated approach, 4th ed. Financial Times:
Prentice Hall
None
7.

Knowledge and
understanding
1. discuss the ways organisations might motivate workers

2. understand the role of leadership in the organisational transition
affective and
transferable skills
3. explain the relationship between organisational structure and culture

4. identify the attributes of effective teams
8.
Learning Activities
Learning Activities
Hours
10
Learning
Outcomes
1-4
140
1-4
Page 98 of 242

other comments
community.
Formative
feedback
review.
Plus
9.
Module Assessment
Method
Assignment
Learning
Outcomes
% Weighting &
Fine Grade
(FG) or
pass/fail (PF)
1-4
100% FG
Qualifying
Mark
see
guidance
notes
30%
A 3000 word assessment typically

comprising of two tasks which focus on
the impact of culture and motivation on
performance.
TECHNICAL DETAILS
10.
Deliver
y

over
Yes or
No?
N/A
Page 99 of 242

Module Code:
Version:
Date amended:
1.
2a.
Module Leader:
Jon Vagg
2b. Department:
RDI
2c. Faculty:
Law
3a.
4

Standard
4a.
15

150
5.
Restrictions
Pre-requisites:
Co-requisites:
Exclusions:
None
None
None
None
6a.
The aim of this module is to understand of policing within the United Kingdom, with specific reference to
policing functions, strategies, accountabilities and to a range of contemporary debates.
This module focuses on police and policing in their historical, political and sociological contexts, examining
such important issues as police accountability, contrasting styles and models of policing, police culture and
plural policing. In particular it also looks at the responsibilisation of communities to self-police and the wider
implications of youth and community police relationships.
The module develops an understanding of basic features of the concept of policing including the role of police
in society, the principles that underpin policing in the UK, and the types of functions which police
organisations carry out.
The various approaches and strategies of policing which have been developed are analysed. These include:
patrol and reassurance; community policing; public order policing; zero-tolerance policing; problem-oriented
policing; and intelligence-led policing.
Police accountability at organizational and individual levels is considered. The principle of policing by
consent is unpacked in terms of relations between the police and the public; the tripartite system of
governance and accountability is evaluated; and issues relating to the exercise of police discretion are
critically reviewed.
Building on learning gained on L4 Crime and Society, and L4 Criminal Justice students will analyse in more
depth the aspects of community and policing and apply this through assessment to a practical evaluation of a
community based policing initiative.
At this level students will explore issues of miscarriages of justice from the local level onto the global stage.
The module concludes with some discussion of issues reflected in the current police research literature, such
as the rise of private security and police pluralisation, the use of force, and the growth of transnational
policing.
This module is assessed with an essay (3,000 words) which requires students to demonstrate their critical
understanding of policing organisation and aims, and the social contexts in which policing takes place.
6b.
Outline Content:
The development of public policing in the UK and its relationship to other forms of social control:
Policing models (e.g. community policing; zero tolerance policing, intelligence- led policing; problem
Page 100 of 242
oriented policing)
Public order policing
Plural policing
Policing in, of and for communities
Policing of young people and youth justice
Contemporary issues in policing and policing futures
6c.
Key Texts:
nd
Newburn, T. [ed.], 2008. Handbook of Policing. 2 Edition. Devon: Willan Publishing.
Reiner, R., 2010. The Politics of the Police. 3rd edition. Oxford: Oxford University Press.
Other:
Bailey, V., 2014. Order and Disorder in Modern Britain: Essays on Riot, Crime, Policing and Punishment
Breviary Stuff Publications
Johnson, L. Policing Britain: Risk, Security and Governance: Longman. (2000)
Joyce, P., 2010. Policing: Development and Contemporary Practice London: Sage
Reisig. M.D. and Kane, R.J., 2014. The Oxford Handbook of Police and Policing (Oxford Handbook in
Criminology & Criminal Justice)
Websites
Police Services of the UK www.police.uk
Scottish Government www.scotland.gov.uk
The Home Office www.homeoffice.gov.uk
6d.
7.

Knowledge and
1. demonstrate an understanding of the key ways in which policing is held
understanding
accountable and governed.
affective and
transferable skills
2. demonstrate an understanding of the nature of contemporary policing

studies in the UK, including the distinction between the police and policing.
3. evaluate ideas, concepts and issues relating to policing, drawing on a
range of sources to support opinions and judgements.
4. show initiative in acquiring appropriate resources; taking responsibility for
own judgements; and valuing the opinions of peers and others.
8.
Learning Activities
Learning Activities
Hours
10
Learning
Outcomes
1-4
140
1-4
9.
Module Assessment
Page 101 of 242

other comments
Method
Learning
Outcomes
% Weighting &
Fine Grade
(FG) or
pass/fail (PF)
Portfolio of tasks
1- 4
100% FG
Qualifying
Mark
see
guidance
notes
30%
An essay (3,000 words) which requires

students to demonstrate their critical
understanding of policing organisation
and aims, and the social contexts in
which policing takes place.
TECHNICAL DETAILS
Yes or
y
over
No?
N/A
Page 102 of 242

Module Code:
Version:
Date amended:
1.
2a.
Module Leader:
Steve Presland
2b. Department:
RDI
2c. Faculty:
N/A
3a.
4

Standard
4a.
15

150
5.
Restrictions
Pre-requisites:
Co-requisites:
Exclusions:
None
None
None
None
6a.
This module provides an opportunity for the student to become an effective learner and encourages the
development of transferable skills relevant to the attainment of the individuals goals.
This is a compulsory module for all students on BA (Honours) Business & Computing programme and
develops skills in self-assessment, self-reflection and personal development. In particular, it also allows
students to develop skills in self-management, the assessment of emotional intelligence in self and others,
and in communications.
Students will learn to assess their existing skills, enabling them to build on these skills in a planned manner in
order to enhance their current performance, as well as developing new skills for future personal and career
development.
Managing stress, which can be a common feature of the workplace, is also considered.
The emphasis is on both the learners own individual needs and those of the organisation, within the context
of how the development of self-management contributes both to effective teamwork, management and
professional practice. Links are clearly made with the skills needs of the workplace with specific reference to
the skills required in the disciplines of Business and Computing.
Finally, some practical considerations are made relating to specific communication skills, including how to
present information in an appropriate way for the target audience and purpose, how to conduct effective
interviews for various purposes and how to successfully manage meetings both in the chair and as a
participant.
The module lays the foundations for further study of the skills of the successful manager or practitioner which
will be studied in greater detail in later modules. The module is the anchor-point for level 4 on the degree.
The assessment will comprise of a portfolio of tasks which will assess the various skills strands outlined in the
module content. Such tasks will focus on PDP through planning and CV writing alongside communication and
Page 103 of 242
report-writing tasks.
6b.
Outline Content:
Personal skills & Emotional Intelligence:
- Self-awareness: learning styles; models of how people learn; gaining insight into your own personal
style and how this may impact on others; issues of continuous professional development.
- Managing personal stress
- being aware of ones own abilities, needs and feelings
- recognising the needs of others, displaying trust and self-control, and responding to others in
appropriate ways through well-developed interpersonal skills
Academic Skills:
- Identifying, locating and retrieving computing and business materials using appropriate sources.
- Writing in academic forms and wider learning skills such reading, note-taking, time management,
using feedback etc
- Referencing of sources and the Universitys Regulations on Academic Dishonesty
Specific communication skills:
- Making Oral and Written Presentations
- Conducting Interviews
- Conducting Meetings
- Writing reports
Personal Development & Employability Skills:
Developing a personal development plan directed at enhancing key skills.
6c.
Key Texts:
Cottrell, S., 2010. Skills for Success: Personal Development and Employability (Palgrave Study Skills).
London: Palgrave Macmillan.
Literature:
Goleman, D., 2004 Emotional Intelligence & Working with Emotional Intelligence, London: Bloomsbury
Publishing
rd
McMillan, K. & Weyers, J., 2012. The Study Skills Book (Smarter Study Skills).3 Ed. Pearson
Moon, J., 2006. Learning journals: a handbook for reflective practice and professional development, 2
edition. London: Routledge
nd
Walton, D., 2013. Introducing Emotional Intelligence: A Practical Guide, London: Icon Books.
th
Whetten, D. and Cameron, K., 2011. Developing Management Skills. 8 Ed. Pearson Education
6d.
None
7.

Knowledge and
1. identify the skills required within the workplace, and illustrate their use and
understanding
application, particularly within a management or practitioner context
2. evaluate the emotional intelligence of self and others and explain the use and
application of supportive communication skills
Intellectual, practical, 3. demonstrate an understanding of different learning styles and how their own
affective and
personal style may impact upon others
Page 104 of 242
transferable skills
4. design and evaluate a personal development plan thus demonstrating

responsibility for their own personal and professional development
8.
Learning Activities
Learning Activities
Hours
10
Learning
Outcomes
1-4
140
1-4
9.

other comments
increased awareness of discipline
specific knowledge, and discussion of
the learning materials. Tutorial support
via email and management of the
online learning community. Formative
feedback through tutor discussions and
peer review.
Plus
Module Assessment
Method
Learning
Outcomes
% Weighting &
Fine Grade
(FG) or
pass/fail (PF)
Portfolio of tasks
1- 4
100% FG
Qualifying
Mark
see
guidance
notes
30%
Portfolio of PDP tasks not to exceed

3000 words.
TECHNICAL DETAILS
Yes or
y
over
No?
N/A
Page 105 of 242

Module Code:
Version:
Date amended:
1.
2a.
Module Leader:
Angela Burns
2b. Department:
RDI
2c. Faculty:
N/A
3a.
4

Standard
4a.
15

150
5.
Restrictions
Pre-requisites:
Co-requisites:
Exclusions:
None
None
None
None
6a.
This is a compulsory module for all students on BA (Honours) Business & Law programme and develops
skills in self-assessment, self-reflection and personal development. In particular, it also allows students to
develop skills in self-management, the assessment of emotional intelligence in self and others, and in
communications.
development.
the skills required in the disciplines of Business and Law.
participant.
The assessment will comprise of a portfolio of tasks which will assess the various skills strands outlined in the
module content. Such tasks will focus on PDP through planning and CV writing alongside communication and
Page 106 of 242
report/presentation-writing tasks and an annotated bibliography.
6b.
Outline Content:
- Self-awareness: learning styles; models of how people learn; gaining insight into your own personal style
and how this may impact on others; issues of continuous professional development.
- recognising the needs of others, displaying trust and self-control, and responding to others in appropriate
ways through well-developed interpersonal skills
Academic Skills:
- Identifying, locating and retrieving legal and business materials using appropriate sources.
- Reading cases, statutes, legal and business journal papers and sourcing primary materials.
- Evaluating secondary materials textbooks, journals and online sources.
using feedback etc.
- Problem solving and analysis examining legal problems and the IRAC approach.
- Writing reports
PDP & Employability Skills
6c.
Key Text:
Literature:
Publishing
rd
th
6d.
None
Page 107 of 242
nd
7.

Knowledge and
understanding
Intellectual, practical, 3. demonstrate an understanding of different learning styles and how their own
affective and
transferable skills
8.
Learning Activities
Learning Activities
Hours
10
Learning
Outcomes
1-4
140
1-4
9.

other comments
peer review.
Plus
Module Assessment
Method
Learning
Outcomes
% Weighting &
Fine Grade
(FG) or
pass/fail (PF)
Portfolio of tasks
1- 4
100% FG
Qualifying
Mark
see
guidance
notes
30%

3000 words.
TECHNICAL DETAILS
Yes or
y
over
No?
N/A
Page 108 of 242

Module Code:
Version:
Date amended:
1.
2a.
Module Leader:
Angela Burns
2b. Department:
RDI
2c. Faculty:
N/A
3a.
4

Standard
4a.
15

150
5.
Restrictions
Pre-requisites:
Co-requisites:
Exclusions:
None
None
None
None
6a.
The module is designed to provide students with the necessary academic skills and personal development
skills to facilitate their current and future study of law and Criminology. Many of the students who come to
study on the BA will not have experience of problem-solving and research. This module will introduce
students to the wide range of primary and secondary legal sources and will also explore skills and techniques
for undertaking research online.
Students will be introduced to using the legal databases such as Westlaw in accessing both primary and
secondary legal sources which are current, credible and authoritative in supporting their studies. For
Criminology, students will be introduced to PsycInfo. The module will also introduce students to being part of
an online academic community.
The module will also develop key study skills and encourages students to reflect critically on their own
performance and identify the steps needed to improve their own learning and performance.
This module is assessed by a portfolio of tasks which will enable students to evidence their development
across each of the skill strands; academic skills and personal development skills. Such tasks will focus on
PDP through planning and CV writing alongside communication and report/presentation-writing tasks and an
annotated bibliography.
6b.
Outline Content:
Academic Skills:
Identifying, locating and retrieving legal and Criminology materials using appropriate sources.
Reading cases, statutes, Criminology journal papers and sourcing primary materials.
Evaluating secondary materials textbooks, journals and online sources.
Writing in academic forms and wider learning skills such reading, note-taking, time management,
using feedback etc.
Problem solving and analysis examining legal problems and the IRAC approach.
Referencing of sources and the Universitys Regulations on Academic Dishonesty
Emphasis that different referencing systems are to be used for Law (Harvard) and Criminology
(APA).
Page 109 of 242
Specific Communication Skills:

Professional Writing form and tone
Presentation Skills audience, planning and delivery.
PDP & Employability Skills
An introduction to PDP & Employability
6c.
Key Texts:
Finch, E., Fafinski, S., 2011. Legal Skills. 3rd Edition. Oxford: OUP
Finch, E., Fafinski, S., 2012. Criminology Skills. Oxford: OUP
Other:
th
Holland, J., Webb, J., 2010. Learning Legal Rules. 7 Edition. Oxford: OUP
Carr, H., 2009. Skills for Law Students (Online). Oxford: OUP
th
nd
6d.
None
7.

Knowledge and
1. identify and provide evidence of personal qualities and transferable skills
understanding
necessary for employability and further study.
2. use methods of enquiry to explore personal development opportunities and
related issues.
3. identify, retrieve and evaluate legal and Criminology material for a given
purpose and use such material appropriately
4. demonstrate the ability to communicate legal information in an appropriate
affective and
form to a given scenario.
transferable skills
8.
Learning Activities
Learning Activities
Hours
10
Learning
Outcomes
1-4
140
1-4
9.
Module Assessment
Page 110 of 242

other comments
knowledge
check
activities
as
completion.
Method
Learning
Outcomes
% Weighting &
Fine Grade
(FG) or
pass/fail (PF)
Portfolio of tasks
1- 4
100% FG
Qualifying
Mark
see
guidance
notes
30%

TECHNICAL DETAILS
Yes or
y
over
No?
N/A
Page 111 of 242

Module Code:
Version:
Date amended:
1.
2a.
Module Leader:
Angela Burns
2b. Department:
RDI
2c. Faculty:
N/A
3a.
4

Standard
4a.
15

150
5.
Restrictions
Pre-requisites:
Co-requisites:
Exclusions:
None
None
None
None
6a.
skills to facilitate their current and future study of Psychology and Criminology. Many of the students who
come to study on the BA will not have experience of problem-solving and research. This module will
introduce students to the wide range of primary and secondary legal sources and will also explore skills and
techniques for undertaking research online.
secondary sources which are current, credible and authoritative in supporting their studies. For both
disciplines, students will be introduced to PsycInfo. The module will also introduce students to being part of
6b.
Outline Content:
Academic Skills:
Identifying, locating and retrieving criminology and psychology materials using appropriate sources.
Reading cases, statutes, psychology journal papers and sourcing primary materials.
using feedback etc.
Emphasis that different referencing systems are to be used for Criminology (Harvard) and
Psychology (APA).
Page 112 of 242

PDP & Employability Skills:
6c.
Key Text:
Latto, J. & Latto R, 2009. Study skills for Psychology students. New York: Open University Press.
Other:
Collins, S. & Kneale, P. (2001). Study skills for Psychology students: A practical guide. New York: Oxford
University Press.
Finch, E., Fafinski, S., 2012. Criminology Skills. Oxford: OUP
6d.
None
7.

Knowledge and
understanding
related issues.
7. identify, retrieve and evaluate legal and Criminology material for a given
purpose and use such material appropriately
affective and
transferable skills
8.
Learning Activities
Learning Activities
Hours
10
Learning
Outcomes
1-4
140
1-4
9.

other comments
knowledge
check
activities
as
completion.
Module Assessment
Method
Learning
Outcomes
% Weighting &
Fine Grade
(FG) or
pass/fail (PF)
Portfolio of tasks
1- 4
100% FG
Qualifying
Mark
see
guidance
notes
30%
Page 113 of 242

TECHNICAL DETAILS
Yes or
y
over
No?
N/A
Page 114 of 242

Module Code:
Version:
Date amended:
1.
2a.
Module Leader:
Paulette Wisdom
2b. Department:
RDI
2c. Faculty:
N/A
3a.
4

Standard
4a.
15

150
5.
Restrictions
Pre-requisites:
Co-requisites:
Exclusions:
None
None
None
None
6a.
This is a compulsory module for all students on BA (Honours) HRM & Psychology programme and develops
skills in self-assessment, self-reflection and personal development planning with specific reference to the
disciplines of human resource management and psychology. In particular, it also allows students to develop
skills in self-management, the assessment of emotional intelligence in self and others, and in
communications.
development.
the skills required in the disciplines of human resource management and psychology.
participant.
Page 115 of 242
PDP through planning and CV writing alongside communication and research/report/presentation-writing
tasks.
6b.
Outline Content:
- Self-awareness: learning styles; models of how people learn; gaining insight into your own personal
style and how this may impact on others; issues of continuous professional development.
- recognising the needs of others, displaying trust and self-control, and responding to others in
appropriate ways through well-developed interpersonal skills
Academic Skills:
- Identifying, locating and retrieving computing and business materials using appropriate sources.
- Evaluating secondary materials textbooks, journals and online sources.
using feedback etc
- Writing reports
6c.
Key Text:
Latto, J. & Latto R, 2009. Study skills for Psychology students. New York: Open University Press.
Literature:
Publishing
rd
nd
th
6d.
None
7.

Page 116 of 242
Knowledge and
understanding
affective and
transferable skills
3. demonstrate an understanding of different learning styles and how their own

8.
Learning Activities
Learning Activities
Hours
10
Learning
Outcomes
1-4
140
1-4
9.

other comments
peer review.
Plus
Module Assessment
Method
Learning
Outcomes
% Weighting &
Fine Grade
(FG) or
pass/fail (PF)
Portfolio of tasks
1- 4
100% FG
Qualifying
Mark
see
guidance
notes
30%

3000 words.
TECHNICAL DETAILS
Yes or
y
over
No?
N/A
Page 117 of 242

Module Code:
Version:
Date amended:
1.
2a.
Module Leader:
Kara Johnson
2b. Department:
RDI
2c. Faculty:
N/A
3a.
4

Standard
4a.
15

150
5.
Restrictions
Pre-requisites:
Co-requisites:
Exclusions:
None
None
None
None
6a.
skills to facilitate their current and future study of law and psychology. Many of the students who come to
study on the BA will not have experience of problem-solving and research. This module will introduce
students to the wide range of primary and secondary legal sources and will also explore skills and techniques
for undertaking research online.
secondary legal sources which are current, credible and authoritative in supporting their studies. For
psychology, students will be introduced to PsycInfo. The module will also introduce students to being part of
6b.
Outline Content:
Academic Skills:
Identifying, locating and retrieving legal and psychology materials using appropriate sources.
Reading cases, statutes, psychology journal papers and sourcing primary materials.
using feedback etc.
Page 118 of 242

6c.
Key Text:
rd
Finch, E., Fafinski, S., 2011. Legal Skills . 3 Edition. Oxford: OUP
Latto, J. & Latto R., 2009. Study skills for psychology students. New York: Open University Press.
Other:
th
Holland, J., Webb, J., 2010. Learning Legal Rules. 7 Edition. Oxford: OUP
Carr, H., 2009. Skills for Law Students (Online). Oxford: OUP
6d.
None
7.

Knowledge and
understanding
related issues.
3. identify, retrieve and evaluate legal and psychology material for a given
purpose and use such material appropriately.
affective and
transferable skills

8.
Learning Activities
Learning Activities
Hours
10
Learning
Outcomes
1-4
140
1-4
9.

other comments
knowledge
check
activities
as
completion.
Module Assessment
Method
Learning
Outcomes
% Weighting &
Fine Grade
(FG) or
pass/fail (PF)
Portfolio of tasks
1- 4
100% FG
Qualifying
Mark
see
guidance
notes
30%

Page 119 of 242
TECHNICAL DETAILS
Yes or
y
over
No?
N/A
Page 120 of 242

Module Code:
Version:
Date amended:
1.
2a.
Module Leader:
David Newton
2b. Department:
RDI
2c. Faculty:
3a.
4

Standard
4a.
30

300
5.
Restrictions
Pre-requisites:
Co-requisites:
Exclusions:
None
None
None
None
6a.
The purpose of this early module in a students studies is to help create a contextual awareness of the
environment within which business decisions are made. It helps lay a platform for later modules including
later modules with a more strategic decision making focus.
related to analysing the competitive environment within which businesses operate.
The module seeks to provide students with an understanding of the legal and organisational structure of
different organisational forms, and how to make informed choices between them. The role of key
stakeholders and how their needs and influence will impact upon decision making, is explored. The nature of
the external business environment and its relationship to the business organisation is assessed and modules
whereby it can be better understood are introduced. The competitive environment of business, including the
not-for-profit sector is considered primarily in a micro- and meso- economic context and students study the
allocative market system and its alternatives, supply, demand and the theory of the firm.
Students also study the microeconomic environment including the role of government decision making; the
measurement of the size of a national economy and its rate of growth or decline; alternative approaches to
the management of economic growth, inflation, employment and balancing national income. The concept of
international trade is presented and its relationship to concepts such as globalisation.
Students are encouraged to read widely, especially good quality financial press, and journals such as the
Economist and their local equivalents were available.
The assessment of this module is in two parts. Part 1 comprises a 2000 word assignment answering specific
questions related to the legal and ownership formats of business, and the management of stakeholder
interests. Part 2 comprises a 4000 word assignment covering primarily the broader economic environment
aspects of the module and in particular the relationship between the competitive market structure faced by
business and those factors that impact upon it, including both governmental and international aspects.
6b.
Outline Content:
Organisational types: Key legal structures used to differentiate organisational types. These include
amongst others private company, public company, government, voluntary organisation, co-operative and
charitable status.
Importance of stakeholders: Types of stakeholders, stakeholder mapping and the responsibilities of
organisations both in terms of legal and ethical considerations.
Page 121 of 242
6c.
The competitive environment: an introduction to the environmental factors and competitive forces
influencing organisations.
Introduction to microeconomics: Economic systems including the allocation of scarce resources and
their effective use, supply & demand and market structures & the theory of the firm.
Introduction to economic policy: Approaches to macroeconomic policy, the money market and factors
affecting the demand for and supply of money and the factors affecting the exchange rate alongside the
role of demand and supply factors in determining equilibrium levels of national income.
Globalisation: Key global factors that shape business activities in terms of international trade, trade blocs
and core institutional level infrastructure.
Key Text:
th
Baron, D.P., 2009. Business and its environment, 6 edition. Pearson

Literature:
th
Estrin, S., Laider, D. & Dietrich, M., 2012. Microeconomics, 6 edition. Pearson
th
Griffin, R.W. & Pustay, M.W. , 2010. International business, 6 edition. London: Pearson
Guy, F., 2009. The Global Environment of Business, Oxford University Press
th
Hill, C.W.L., 2011. International business: competing in the global marketplace, 8 edition. New York:
McGraw-Hill
th
Rugman, A.M. & Collinson, S., 2009. International business, 5 edition. Financial Times/Prentice Hall
rd
Sloman, J. & Jones, E., 2011. Economics and the Business Environment, 3 edition. Financial
Times/Prentice Hall
th
Sloman, J., 2009. Economics for Business, 5 edition. Pearson
6d.
The Economist
7.
Knowledge and
1. distinguish between organisational types and the reasons for their selection by
understanding
business organisations.
2. identify key stakeholders in business organisations and evaluate their needs
and influence.
3. explain the nature of the national environment in which an organisation
operates and its impact on selected businesses, including economic, political
and legal factors.
4. critique the behaviour of selected organisations in their market environment
affective and
5. identify, select and use a range of economic tools to determine appropriate
transferable skills
business decisions under different economic, political and legal constraints
6. relate the influence of international factors to the structure of domestic markets
and the decision making of individual firms.
8.
Learning Activities
Learning Activities
Hours
learning:
20
Learning
Outcomes
4-6
Student managed
learning:
280
1-3
Detail of duration, frequency and other comments

Tutor led programme of activities to include the
development of study skills, increase awareness of
sector specific knowledge and current trends, and
discussion of the learning materials. Tutorial support
via email and management of the online learning
community. Formative feedback through tutor
discussions and peer review.
Individual and group learning activities, research
tasks and activities and knowledge check activities,
as directed by the learning material.
Plus
Page 122 of 242
9.
Module Assessment
Method
Learning
Outcomes
% Weighting &
Fine Grade
(FG) or
pass/fail (PF)
Assignment
1&2
25% FG
Qualifying
Mark
see
guidance
notes
30%
Assignment
3-6
75% FG
30%
A 2000 word assignment answering

specific questions related to the legal
and ownership formats of business, and
the management of stakeholder
interests.
Part 2 comprises a 4000 word
assignment covering primarily the
broader economic environment aspects
of the module and in particular the
relationship between the competitive
market structure faced by business and
those factors that impact upon it,
including both governmental and
international aspects.
TECHNICAL DETAILS
Yes or
y
over
No?
N/A
Page 123 of 242
Page 124 of 242

Version:
Module Code:
Date amended:

2a. Module Leader:
2b. Department:
2c. Faculty:
Tulika Jaiswal
RDI
N/A

Standard
5
30
5.
300
Restrictions
Pre-requisites:
None
Co-requisites:
None
Exclusions:
None

None
This module builds on the core theories in social and developmental psychology introduced in the first year.
The current module explores how social and developmental psychologists integrate theories and practice, for
example, to change the behaviours of others. In addition, they make use of psychological methods and
research results to understand and solve everyday life practical problems. Students are to learn and made
aware of the different roles of an applied psychologist: researcher, invention designer and evaluator as well as
an advocate to change the socio-political system. Such everyday life problems in the modern world are largely
social in nature, e.g. family issues, drug abuse, prejudice and discrimination, war and terrorism. The module
will also look at the developmental aspects of such human behaviours. Some examples are the development
of prejudice and discrimination at different stages in a lifespan. With such consideration, age appropriate
interventions can be effectively planned.
The module will be delivered through online based learning materials and interactive exercises. Students are
also expected to learn collaboratively via the discussion forums. Students will be tested on the various skills
needed in applying psychological theories and approaches. That includes working on a case study (e.g. on
social policy making) for the applied social psychology component as well as an article review which gauges
the critical evaluative skills. For the module final assessment, students will be required to propose a research
study relevant for an applied developmental psychologist. The second part of the assessment requires the
production of newspaper type articles.
This module is assessed by two coursework assignments. Coursework 1 comprises of a case study and
related article review. Coursework 2 comprises of the production of two newspaper articles.
Intergroup relations
Mate selection
Techniques of persuasion
Health
Networking on social media, e.g. Facebook
Page 125 of 242
Education
Organization
Criminal justice system
Environment
Community
Classroom
Personal Relationship development
Parenting
Aggression & violence
Depression
Childrens eyewitness reports
Prejudice and stereotype development
Terrorism
Key Text :
Lerner, R.M., Jacobs, F., & Wertlieb, D., 2005. Applied developmental science: An advanced textbook.
Thousand Oaks, CA: Sage Publications.
Schneider, F.W., Gruman, J.A., & Coutts, L.M., 2012. Applied social psychology: Understanding and
nd
addressing social and practical problems. 2 ed. Thousand Oaks, CA: Sage Publications.
Other:
Hodgetts, D., Sonn. C., Curtis, C., Nikora, L., & Drew, N., 2010. Social psychology and everyday life.
Basingstoke, UK: Palgrave Macmillan.
Weathington, B.L., Cunningham, C.J.L., OLeary, B.J., & Biderman, M.D., 2011. Applied psychology in
everyday life. Newcastle upon Tyne, UK: Cambridge Scholars Publishing.
Journal of Applied Social Psychology
Journal of Community & Applied Social Psychology
Journal of Applied Developmental Psychology.
Access to online library for electronic journals and database.
7.

Knowledge and
understanding
1. have knowledge and a critical understanding of a range of influences on

psychological functioning and well-being, and how they are conceptualised across
and between social and developmental psychology
2. have more in-depth understanding on theories and practical issues (including
ethical considerations) in social and developmental psychology
affective and
transferable skills
3.
apply alternative perspectives to psychological issues, recognising that

psychology involves a range of research methods, theories, evidence and
applications
4.
integrate ideas and findings across multiple perspectives in psychology,

recognising distinctive psychological approaches to relevant issues
Page 126 of 242
5.
critically evaluate research findings for practical problem solving
6. employ evidence-based reasoning and examine practical and theoretical

issues associated with the use of different methodologies in psychology
8.
Learning Activities
Learning Activities
Hours

learning
20
Learning
Outcomes
1-6
280
1-6
TOTAL
9.

other comments
module
concepts
and
personal
knowledge
check
activities
as
completion.
300
Module Assessment
Method
Learning
Outcomes
% Weighting &
Fine Grade (FG)
or pass/fail (PF)
Qualifying
Mark
see guidance
notes
Coursework
1-4
50% FG
30%
Case study of 1500 words - detail

Article review (1500 words) - detail
Coursework
1, 2, 5, 6
50% FG
30%
2 x 1500 word newspaper article
TECHNICAL DETAILS
10.
Delivery
Yes or No?
N/A
C800 Psychology
Page 127 of 242

Version:
Module Code:
Date amended:

2a. Module Leader:
2b. Department:
2c. Faculty:
Kathy Daniels
RDI
N/A

Standard
Level 5
15
5.
150
Restrictions
Pre-requisites:
None
Co-requisites:
None
Exclusions:
None
None
This module offers students the opportunity to evaluate their progress in their studies and reflect upon their
strengths and weaknesses. A thorough review of progress will be carried out, allowing students to draw upon
their personal perceptions and those of their subject tutors. Students will consider how to develop their
experience so that they can broaden and deepen their skills to fulfil their future needs and improve
performance.
As a result of discussions and personal reflection students will identify learning and experiential needs to
promote their progress. They will research possible activities to enhance their learning, and investigate future
contributions in support of their work.
This module is assessed through a portfolio of tasks which focus on reflection both in and on action in
respect of learning on the programme to this point.
What is reflective practice setting out the process and how it is used
Importance of reflective practice in improving performance thinking about how individual students
can use it to improve their own performance.
Undertaking reflective analysis and Using your Feedback - here students will be asked to reflect on
the feedback that they have received and to use that feedback
Action planning for future learning the specific process of action planning will be introduced and
applied for future learning
Support for learning and development students will be encouraged to think about the learning and
development that they need and how they can acquire this
Exploring professional development opportunities opportunities for development specific to the
students professional ambitions will be identified.
Key Text :
Moon, J., 2005. Reflection in Learning and Professional Development. Routledge
Page 128 of 242
Other:
nd.
Cottrell, S., 2010. Skills for Success. The Personal Development Planning Handbook. 2 Palgrave Study
Guides. Macmillan
7.

Knowledge and
understanding
1. reflect critically on the learning experience across a range of modules
affective and
transferable skills
3. plan and implement how to improve and consolidate learning

4. take responsibility for and plan personal development
8.
2. understand the process of reflective learning
Learning Activities
Learning Activities
Hours

learning
10
Learning
Outcomes
1-4
140
1-4
TOTAL
9.

other comments
On-line tutorials, directing student
learning
150
Module Assessment
Method
Skills Portfolio
Learning
Outcomes
1-4
% Weighting &
Fine Grade (FG)
or pass/fail (PF)
Qualifying
Mark
see guidance
notes
100% FG
30%

3000 word portfolio of tasks which focus
on reflection both in and on action in

respect of learning on the programme to
this point.
TECHNICAL DETAILS
10.
Delivery
Yes or No?
N/A
Page 129 of 242

Version:
Module Code:
Date amended:

2a. Module Leader:
2b. Department:
2c. Faculty:
Kara Johnson
RDI
N/A

Standard
Level 5
15
5.
150
Restrictions
Pre-requisites:
None
Co-requisites:
None
Exclusions:
None
None
Civil Liberties aims to introduce students to the respective roles of State and individual in areas such as
police powers and civil liberties such as freedom of assembly and association, and freedom of expression. It
creates an opportunity to examine the Human Rights Act 1998 and the growing significance of the European
Convention rights for the UK citizen. With issues such as European integration and state security currently in
the news this continues to be a crucial area of legal study which prepares students for much of their
subsequent studies.
This module is assessed by a single assessment which has two elements based on a problem style question and
associated essay question. This assessment requires students to both evaluate and apply the law in relation to civil
liberties and human rights.

An introduction to the European Convention on Human Rights and the Human Rights Act 1998.
Individual Freedom and the State Concepts of liberty and the means of its protection. Judicial
review under the HRA 1998.
Police Powers under PACE and Freedom of the Person & Personal Property
Freedom of expression as protected by both common law and statutory means.
Freedom of assembly and association
State security Terrorism offences.
Key Text :
Barnett, H., 2011. Constitutional & Administrative Law 9th Edition. Routledge Cavendish
Other:
Parpworth, N., 2012. Constitutional & Administrative Law 8th Edition. Palgrave Macmillan
Bradley & Ewing, 2010. Constitutional & Administrative Law 15th Edition. Longman
Page 130 of 242
7.

Knowledge and
understanding
1. demonstrate knowledge and understanding of the principles of civil liberties

and human rights and identify key criticisms of the operation of the legal
framework
2. show a critical awareness of the impact of the HRA 1998
3. analyse problem based scenarios, identify and apply relevant legal
principles to reach a logical conclusion
4. conduct independent research using appropriate learning strategies.
affective and
transferable skills
8.
Learning Activities
Learning Activities
Hours
10
Learning
Outcomes
1-4
140
1-4
TOTAL
9.

other comments
knowledge
check
activities
as
completion.
150
Module Assessment
Method
Assignment
Learning
Outcomes
% Weighting &
Fine Grade (FG)
or pass/fail (PF)
1-4
Qualifying
Mark
see guidance
notes
100% FG
30%

Two assignment tasks based on a problem
style question and associated essay
question. Not to exceed 3000 words. Tasks
weighted equally.
TECHNICAL DETAILS
10.
Delivery
Yes or No?
N/A
Page 131 of 242
Page 132 of 242

Module Code:
Version:
Date amended:
1.
Contract Law
2a.
Module Leader:
Angela Burns
2b. Department:
RDI
2c. Faculty:
N/A
3a.
5

Standard
4a.
15

150
5.
Restrictions
Pre-requisites:
Co-requisites:
Exclusions:
None
None
None
None
6a.
This module provides a foundation of the basic principles relating to the formation of contracts. The aim of
this module is to provide an overview of English contract law and also considers the European dimension.
This subject develops the idea of consensus and the rules and principles governing enforceability,
performance and discharge of contracts. Students are introduced to common law and equitable principles as
well as relevant legislation. In addition to studying black letter law students are encouraged to critically
assess the law and to evaluate it in its social, political and economic context.
This module is assessed by an assignment which will comprise of a problem question scenario based upon
the elements of formation of a contract. There may also be a short discursive question on the effectiveness of
the law in the associated area.
6b.
Outline Content:
1. The basis of contractual liability and its development

2. The agreement and its formation elements of offer and acceptance under the common law principles.
3. Consideration and privity of contract to include the examination of third party rights under the contract.
4. Intention to create legal relations in social/domestic contracts and commercial agreements.
5. Status and classification of terms; conditions, warranties and innominate terms.
6. Exclusion clauses incorporation and control under both common law and statute.
7. Discharge of Contract - performance, breach, frustration and agreement.
8. Remedies - damages, specific performance, injunction and restitution.
6c.
Key Text :
th
Richards. P., 2011. Law of Contract. 11 Edition. Longman Pearson
Other:
th
Stone, R., 2013. The Modern Law of Contract. 11 Edition. London: Routledge
th
Elliott & Quinn, 2013. Contract Law. 9 Edition. London: Pearson
6d.
Page 133 of 242
None
7.

Knowledge and
1. explain and evaluate the main principles of contract law.
understanding
affective and
transferable skills
2. identify legal issues, select and apply principles of the law of contract to
problem scenarios and reach logical and well-reasoned solutions.
3. demonstrate legal research skills and independent learning by locating and
employing relevant information obtained from primary and secondary
sources, electronic or otherwise
4. communicate knowledge and understanding in written form using
appropriate legal terminology.
8.
Learning Activities
Learning Activities
Hours
10
Learning
Outcomes
1-2
140
1-4
9.

other comments
knowledge
check
activities
as
completion.
Module Assessment
Method
Problem Question
Assignment
Learning
Outcomes
% Weighting &
Fine Grade
(FG) or
pass/fail (PF)
1- 4
100% FG
Qualifying
Mark
see
guidance
notes
30%
Problem Question assignment based on

a contractual scenario. Not to exceed
3000 words.
TECHNICAL DETAILS
Yes or
y
over
No?
Page 134 of 242
N/A
Page 135 of 242

Module Code:
Version:
Date amended:
1.
2a.
Module Leader:
Steve Cookson
2b. Department:
RDI
2c. Faculty:
Law
3a.
5

Standard
4a.
15

150
5.
Restrictions
Pre-requisites:
Co-requisites:
Exclusions:
None
None
None
None
6a.
Students will be introduced to the complexities surrounding hate crime, targeted victimisation
explore identity-based victimisation and related national/international responses.
This module will examine a range of controversies and debates in Crime law and Order.
The aim of the module is to allow the students to develop their knowledge of current debates such as Hate
Crime, Ethnicity and Crime, age of criminal responsibility, miscarriages of justice, penal policy, law and order,
globalisation of crime, the impact of legislation on agencies, communities and families.
This will allow the students to expand their knowledge and enable them to provide a solid argument when
critically exploring these controversies and debates.
The module will explore a range of current debates raising questions about how crimes should be confronted,
reduced and prevented, but also discussing issues over the effectiveness and competency of the system.
The aim is to explore the controversies and debates in Crime law and Order, dealing with issues such as
Hate Crimes, Ethnicity and Crime, wrongful searches and numerous other current concerns.
It will explore the academic literature to address the theoretical perspectives and refer to case studies in
order to apply the theoretical understanding.
This module is assessed via the production of 2 newspaper articles (total length not to exceed 3000 words)
6b.
Outline Content:
Define and question the terms 'hate crime' and 'extremist ideology'
Explore what is included (i.e. Race, faith, ability, sexual identity, gender identity) and what is not
included (i.e. Gender, age, subcultural group) in 'hate crime' categories.
Identify the development of hate crime theories and legislation recognising identity-based
victimisation.
Recognise the needs and wants of different 'hate crime' groups.
Explore myths about, responses to and attitudes surrounding 'extremist ideology'.
Understand policies influencing ideologies and responses to hate crime and extremist ideology.
Examine relationships between hate crime victims and the Criminal Justice System.
Locate their developing knowledge within a wider international focus on hate crime and extremist
ideology.
Miscarriages of justice wrong sentencing, false confessions leading to wrongful punishments
Sentencing debates over lenient sentencing practices, Human Rights implications and patterns of
Page 136 of 242
sentencing relating to gender, age and ethnicity

Impact of crime on communities and victims
Globalisation of crime
Debates regarding the age of criminal responsibility
Counter-terrorism
6c.
Key Texts:
Chakraborti, N., 2010. Hate Crime: Concepts, Policy, Future Directions Collumpton: Willan
Chakraborti, N. and Garland, J., 2009. Hate Crime: Impact, Causes, Responses. London:
Sage
Hall, N., 2005. Hate Crime. Cullompton: Willan
6d.
7.

Knowledge and
1. demonstrate a critical understanding of the principal debates and concepts
understanding
relating Hate Crime, Law and Order.
2. demonstrate an in-depth understanding of the nature of contemporary debates
and concepts relating Hate Crime, Law and Order.
affective and
transferable skills
3. undertaking critical analysis and evaluation of ideas, concepts and issues

relating the debates and concepts relating Hate Crime, Law and Order,
drawing on a range of sources to make considered judgements.
4. exercising autonomy and initiative in acquiring appropriate resources; taking
responsibility for own judgements; and valuing the opinions of peers and
others.
8.
Learning Activities
Learning Activities
Hours
10
Learning
Outcomes
1-4
140
1-4
9.

other comments
Module Assessment
Method
Learning
Outcomes
% Weighting &
Fine Grade
(FG) or
pass/fail (PF)
Coursework
1- 4
100% FG
Qualifying
Mark
see
guidance
notes
30%
2 x 1500 word newspaper articles
Page 137 of 242

TECHNICAL DETAILS
Yes or
y
over
No?
N/A
Page 138 of 242

Module Code:
Version:
Date amended:
1.
2a.
Module Leader:
Steven Cookson
3a.
5
4a.
15
2b. Department:
RDI
2c. Faculty:
Law
Standard

150
5.
Restrictions
Pre-requisites:
Co-requisites:
Exclusions:
None
None
None
None
6a.
This module has two inter-linking strands around the areas of crime and the environment. The first is
concerned with the area broadly described as environmental criminology, which focuses on the spatial and
temporal distribution of crime and theories and policies that stem from this approach, including recent
developments in community safety.
The second strand is concerned with the more critical contemporary discourse in criminology, that community
safety should be more broadly conceived to embrace a wide range of risks, hazards and harms, including
crimes against the environment and corporate crime.
This module explores the social and historical origins of debates relating to the environment and nature in
contemporary society. The module outlines the importance of social scientific understandings of nature and
the environment, and is structured around central themes of the social construction of nature, the place of
nature and the environment in western thought, and the emergence of new social movements in
environmental politics in recent decades.
This module encourages students to reflect upon theoretical debates about nature, the environment and
sustainability and connect these with their own understanding and experience of nature.
The module aims to extend students critical understanding of nature, the natural, and the environment in
contemporary society by focusing on interrelated areas of social scientific inquiry and contemporary policy
debates.
understanding of how and why environmental risks, hazards and harms may be or have been conceptualised
as criminological and criminal justice issues.
6b.
Outline Content:
Theories associated with environmental criminology, including social disorganisation approaches,
routine activities.
Insights into the important role of crime pattern analysis in terms of prediction, prevention and
targeting (e.g. problem oriented policing, situational crime prevention approaches)
Consideration of the merits and demerits of the what works paradigm in relation to crime and
disorder and community safety.
The contribution of radical and critical criminologies in the reframing of crime as harm, i.e.
zemiological or harm reduction approaches
Case studies in green criminology, corporate crime, crime and sustainable development, and other
crimes by powerful groups, including state crimes.
Page 139 of 242
The case for a pan-hazard approach to community safety. Environment and Society: What is
nature? How is nature social? How is the natural political? This section of the class reviews the
strengths and weaknesses of various academic approaches to understanding the environment and
nature, ranging from conventional ideas about the externality of nature to society, ecocentric notions
of nature / environment, to technocratic conceptions of the environment and natural resources.
The Evolution of Environmental Consciousness: This section of the module reviews how conceptions
of nature and the environment in Western thought have changed over time and explores how society
'knows' the environment, produces discourses about it, and intervenes directly in nature.
The Rise of Green Politics: Drawing on the literature on new social movements this section
synthesises material and issues developed in earlier lectures to describe and analyse the social
contestation of nature. This section will examine the development of green politics across different
societies, and will use case studies on the governance of natural resources (such as water and food)
to explore the political and social dimensions of the environment.
Society, nature and sustainability: The policy debate on sustainable development across the globe is
used as a concrete case to explore the dynamic interrelationship of society and environment.
Beginning with the Club of Rome report this section traces the evolving policy debates on
sustainability through to the 2012 UN conference on sustainable development. This block explores
the complexity of environmental governance, linking from the global / EU (supranational) to the local
(UK) levels, and examines the leading actors engaged in defining sustainable development, and
critically evaluate the outcomes of these processes.
6c.
Key Text:
Andresen, M.A., 2014. Environmental Criminology: Evolution, Theory, and Practice. London: Routledge
White, R. and Heckenberg, D., 2014. Green Criminology: An Introduction to the Study of Environmental
Harm. London: Routledge
Wortley, R. & Mazerolle, L., 2008. Environmental Criminology and Crime Analysis (Crime Science Series).
Cullompton: Willan
Other:
Castree, N. Neoliberalism and the Biophysical Environment 2: Theorising the Neoliberalisation of Nature,
Geography Compass 4/12, pp. 17341746 (2010)
White, R., 2008. Crimes Against Nature: Environmental Criminology and Ecological Justice. Willan
White, R., 2011. Transnational Environmental Crime: Toward an Eco-global Criminology. Willan
6d.
7.

Knowledge and
1. demonstrate knowledge and understanding of environmental and
understanding
geographical approaches towards crime and offending behaviour
affective and
transferable skills
2. develop the capacity to evaluate situational crime prevention and its

relationship to the what works movement.
3. show an awareness of a range of theoretical perspectives and develop
initial skills and abilities to critically analyse the social construction of crime
through such perspectives;
4.
8.
Learning Activities
Learning Activities
effective oral communication skills and effective use of ICT for information
retrieval in preparation illustrated by an articulate and personal view on
where the future of criminology as a discipline lies in an individual essay
Hours
10
Learning
Outcomes
1-4
Page 140 of 242

other comments

9.
140
1-4

Module Assessment
Method
Learning
Outcomes
% Weighting &
Fine Grade
(FG) or
pass/fail (PF)
Assignment
1-4
100% (FG)
Qualifying
Mark
see
guidance
notes
30%

question based on how and why
environmental risks, hazards and harms may
be or have been conceptualised as
criminological and criminal justice issues.
TECHNICAL DETAILS
Yes or
y
over
No?
N/A
Page 141 of 242

Version:
Module Code:
Date amended:

European Union Law
2a. Module Leader:
2b. Department:
2c. Faculty:
Claire Bradley
RDI
N/A

Standard
Level 5
15
5.
150
Restrictions
Pre-requisites:
None
Co-requisites:
None
Exclusions:
None

None
This module aims to introduce students to the general constitutional and legislative structure of the European
Union, and to provide students with a sound knowledge of the function and application of European Union
Law (EU) in the areas of free movement of goods, the free movement of workers, freedom of establishment
and the freedom to provide services throughout the Member States. It also aims to equip students with an
ability to look for, and deal with, the "European dimensions" present in various situations.
Students will examine the historical evolution of the European Union and the functions and development of
the EU institutions, starting with the creation of the European Coal and Steel Community through to the
present day. The module will explain the primary and secondary sources of EU law. Students will critically
analyse the function of the treaties, and the status of the treaties as primary EU law. The module will examine
the ordinary legislative procedure and the other decision making processes and the concepts of direct and
indirect effect are explored. The principles of free movement of goods will be examined as well as the
principles and conditions behind the free movement of services. The module will explain the key principles
behind free movement of people. It will also examine the concept of State Liability and discuss how EU Law
may be enforced.
Students will be assessed by an examination which will be unseen and comprises of both problem and essay
style questions.
The History and Institutions of the European Union- this Unit covers the historical evolution of the
European Union and the functions and development of the EU institutions.
Sources of European Union Law this Unit explains the primary and secondary sources of EU law.
The decision-making process and preliminary rulings procedure following on from the previous unit,
this unit goes on to examine the ordinary legislative procedure and the other decision making
processes. It also covers the preliminary ruling procedure.
The relationship between EU law and domestic law: Direct and Indirect Effect. The concept of direct
effect and indirect effect is explored in this Unit.
Free Movement of Goods forms one of the four fundamental freedoms. This Unit explores the
Page 142 of 242
principles of free movement of goods, and key cases such as Cassis de Dijon and Keck will be
critically examined. The Unit also explains the permitted restrictions to the free movement of goods.
Free Movement of Services/Freedom of establishment. This Unit will examine the principles and
conditions behind the free movement of services and the freedom of establishment, including
restrictions on the doctrine.
Free Movement of People: This Unit will explain the key principles behind free movement of people,
including the situations where the free movement of people may be restricted.
State Liability and Enforcement of Union law. This Unit will examine the concept of State Liability and
discuss how EU law may be enforced in national courts.

Key Text :
Chalmers, D., 2011. European Union Law (Kindle E-Book) 2nd edn. Cambridge University Press
Other:
Craig, P., and de Burca, G., 2011. EU Law, Text, Cases and Materials 5th edn. OUP
th
Fairhurst, J., 2010. Law of the European Union 8 edn. Longman
th
Davies, K., 2010. Understanding European Union Law 4 ed. Routledge Cavendish
th
Hartley, T., 2010. The Foundations of European Union Law 7 edn., OUP
7.

Knowledge and
understanding
1. critically evaluate the nature and framework of EU law
affective and
transferable skills
3.
utilise analytical and problem-solving skills under time constraints to identify

issues of EU law, selecting relevant legal principles to reach logical
conclusions
4.
communicate legal arguments in written form using appropriate legal

terminology
8.
2. demonstrate a detailed knowledge of the substantive provisions of European

Community Law in selected areas and show a critical awareness of relevant
social and political issues.
Learning Activities
Learning Activities
Hours
12
Learning
Outcomes
1-4
138
1-4
Page 143 of 242

other comments

completion.
TOTAL
9.
140
Module Assessment
Method
Exam
Learning
Outcomes
1-4
% Weighting &
Fine Grade (FG)
or pass/fail (PF)
Qualifying
Mark
see guidance
notes
100% FG
30%
3 hour exam comprising of essay style

and problem style questions.
TECHNICAL DETAILS
10.
Delivery
Yes or No?
N/A
Page 144 of 242

Module Code:
Version:
Date amended:
1.
2a.
Module Leader:
Sarah Mollitt
2b. Department:
RDI
2c. Faculty:
3a.
5

Standard
4a.
30

300
5.
Restrictions
Pre-requisites:
Co-requisites:
Exclusions:
None
None
None
None
6a.
Human resource management describes the range of strategies and processes used to achieve competitive
advantage by matching the needs of the organisation with the aspirations and potential of employees. The
late 1980's saw a shift in terminology away from 'personnel management' towards 'human resource
management' (HRM). Although some have suggested this is simply a change in name, there are also other
issues to take into consideration. Much has been made of the suggestion that organisations are looking to
win employee commitment, rather than mere compliance to rules and operating procedures. HR practitioners
now talk about new concepts such as employee engagement and talent management even though these
are underpinned by pre-existing concepts. Another development since the late 1980s is a more strategic
orientation in HRM. Increasingly, HRM specialists are adopting a strategic business orientation. HRM is thus
about organisational effectiveness, and not simply about employee welfare. These pressures are themselves
developing and changing in light of the changes in the business environment including a growing emphasis
on Human Capital Management.
This module aims to address some of these underlying themes and evaluate the nature of the HRM function
in its organisational context and appraise the strategic contribution of HRM to organisational effectiveness,
with emphasis on employee resourcing, development, employee relations and reward. The delivery of
content will involve tutor led inputs (such as narrated PowerPoint presentations, video and written case study
material) and student led inputs (such as online live seminars, and interactive formative tests). The student
will be encouraged to draw upon their own work or personal experience where possible and thereby better
contextualise the theoretical content of the module. Group activities will encourage critical analysis of fellow
students work as well as of the published materials available. Student will also be given support specific to
the assessments. By introducing a range of examples from a number of different national contexts, students
will gain an insight into the application of HRM across cultures. The application of theory and practice will
give students analytical skills which can be carried across to the workplace and will enhance their
employability.
This module is assessed by a 6000 word assignment including a 1000 word reflective learning statement
6b.
Outline Content:
The meaning and purpose of HRM
The nature and development of HRM: HRM strategy and planning
HR Planning: Recruitment and selection
The Employment Relationship
Employee Development: Skills and training
Page 145 of 242
6c.
Performance management
Employee Engagement
Reward: Reward Strategies
Key Text:
th
Redman T. and Wilkinson A., 2013. Contemporary Human Resource Management 4 Edition. London:
Pearson Education Ltd.
6d.
Human Resource Management Journal
Work, Employment and Society
7.

Knowledge and
1. explain the meaning and purpose of the theory and practice of HRM within a
understanding
business and social context
2. assess the main HRM processes of employee resourcing, development,
relations and reward
3. appreciate how the main HRM processes of employee resourcing,
development, relations and reward support an organisations strategy and
contribute to organisational effectiveness.
Intellectual, practical, 4. apply relevant HRM theory to practice in a range of organisational settings
affective and
using case studies examples
transferable skills
5. critically analyse relevant business issues which have implications for the
practice of HRM and appraise the formulation of appropriate HRM responses
to these business issues
6. critically evaluate the effectiveness of the main HRM processes of employee
resourcing, development, relations and reward and their respective
contributions to an organisations effectiveness
8.
Learning Activities
Learning Activities
Hours
20
280
9.
Method
Learning
Outcomes
1,2,3,4,5
and 6
1,2,3,4, 5
and 6

other comments
community.
Formative
feedback
review.
Plus
Module Assessment
Learning
Outcomes
% Weighting &
Fine Grade
(FG) or
pass/fail (PF)
Qualifying
Mark
see
guidance
notes
Page 146 of 242
Assignment
1,2,3,4,5
and 6
100% FG
30%
6000 word assignment including a 1000

word reflective learning statement
NB Students will be permitted to submit
a 500 word plan to receive formative
feedback.
TECHNICAL DETAILS
Yes or
y
over
No?
N/A
Page 147 of 242

Version:
Module Code:
Date amended:

Law of Tort
2a. Module Leader:
2b. Department:
2c. Faculty:
Kara Johnson
RDI
N/A

Standard
Level 5
30
5.
300
Restrictions
Pre-requisites:
None
Co-requisites:
None
Exclusions:
None

None
The law of tort encompasses a range of civil actions and operates as a compensation system. Unlike the
criminal law, which determines guilt, tort seeks to apportion liability and award damages to compensate the
injured party. Part I of this module will aims to introduce students to the most prominent area of tortious
liability is negligence, and the elements which are required to establish liability are examined in detail. Part II
of this module aims to introduce students to the other forms of tortious liability including occupiers liability,
trespass (to land and to the person), defamation and nuisance.
In all cases the module seeks to develop a critical awareness of the issues which underpin the adversarial
process and to develop the analytical and presentation skills involved in undertaking such cases. As the
numbers of personal injury claims continue to rise and new areas of liability emerge tort continues to be a
crucial area of legal study.
This module is assessed in two parts. The Part 1 assessment focuses on the tort of negligence and its
application to a problem scenario and associated short essay question. The Part 2 assessment marks the
step up to study at Level 5 requiring students to undertake an analysis of three landmark cases in a land or
miscellaneous tort. Students will also be required to submit and evaluative essay with a HRA focus as part of
this assessment.
1. Definitions of tort, tort as an obligation and relationship with contract.
2. Features of a fault based liability system limits and benefits, nature of Liability: Strict Liability,
Vicarious Liability.
3. Introduction to Negligence - Establishing the duty of care, breaching the duty of care, Causation and
Remoteness of damage.
4. Defences and Remedies.
5. Occupiers Liability Acts 1957 & 1984 An examination of the statutory form of negligence.
6. Employers liability Duties on the employer with regard to training, place and systems of work.
7. Trespass to the Person Assault, battery and false imprisonment
8. Trespass to Land acts which will constitute a trespass, nature of land.
9. Nuisance The distinction between private and public nuisance. Private actions in public nuisance.
Page 148 of 242
Relationship with negligence and Rylands v Fletcher.

10. Defamation Slander and libel. Acts which will constitute a defamation, publication and defences.
Key Text :
th
Cooke, J., 2013. Tort Law 11 Edition. Longman
Other:
nd
Horsey & Rackley, 2011. Tort Law 2 Edition. OUP
Bermingham & Brennan, 2012. Tort Law Directions 3rd Edition. OUP
th
Giliker & Beckwith, 2011. Tort 4 Edition. Sweet & Maxwell
7.

Knowledge and
understanding
1. critically analyse the aims and legal principles of tort law

2. critically evaluate the success of tort law in meeting the needs of society.
3. critically interrogate key judgements on a selected theme to reach wellreasoned conclusions.
affective and
transferable skills
4. select and apply the principles of tort law to problem and essay questions
to a variety of situations
5. demonstrate a capacity for legal research and in dependent learning by
locating and employing relevant information obtained from primary and
secondary sources, electronic or otherwise
6. communicate knowledge and understanding in written form using
appropriate legal terminology.
8.
Learning Activities
Learning Activities
Hours
20
Learning
Outcomes
1-3
280
1-5
TOTAL
9.

other comments
knowledge
check
activities
as
completion.
300
Module Assessment
Method
Learning
Outcomes
% Weighting &
Fine Grade (FG)
or pass/fail (PF)
Qualifying
Mark
see guidance
notes
Page 149 of 242
Problem Question
Assignment
3-5
50% FG
30%
This element of assessment comprises two

tasks to be submitted together: a negligence
based problem scenario (worth 70% of the
mark) and an associated evaluative question
(worth 30% of the mark). Not to exceed 3000
words in total.
Case Analysis
1-6
50% FG
30%
Cases analysis of key decisions in a

specified land/miscellaneous tort. Not to
exceed 3000 words.
TECHNICAL DETAILS
10.
Delivery
Yes or No?
N/A
Page 150 of 242

Module Code:
Version:
Date amended:
1.
2a.
Module Leader:
Paul Dudley
2b. Department:
RDI
2c. Faculty:
3a.
5

Standard
4a.
30

300
5.
Restrictions
Pre-requisites:
Co-requisites:
Exclusions:
None
None
None
None
6a.
This module is compulsory for all students taking the BA (Honours) Business programme.
The purpose of the module is to provide students with a contemporary, applied and critical approach to the
study of cross cultural management in an organisational context. The module will challenge perceptions of
how to develop a range of managerial solutions within the context of a changing and increasingly diverse
working environment.
In doing so the module examines contemporary theoretical developments in the field of global business. A
key theme that runs through this module is the development of cultural awareness in doing business on a
global stage. In doing so issues around human interaction and behaviour are explored.
Students are encouraged to read widely and to explore commercial case, and current organisational decision
making related to cross cultural settings and activities.
This module is assessed in two parts. Part 1 focuses on the theories of leadership and how they apply in a
cross-cultural context. Part 2 applies the learning to a cross-cultural development in an organisation with
which the students are familiar.
6b.
Outline Content:
The examination of cross cultural management theorists (including Hofstede, Trompenaars, Hall) a
critical perspective
Cross cultural aspects of leadership and motivation
Ethnocentrism, polycentricism and geocentric views in management theory
Cross cultural communications: the effect of language and cultural factors on negotiating and
communication styles
Multi-cultural team working: collaboration and cooperation across national/cultural boundaries
Cross cultural management and human resource management practices
Managing international assignments, the expatriate manager.
6c.
Key Text:
th
Deresky, H., 2010. International Management Managing Across Borders and Cultures, 7 ed. Pearson
International.
Page 151 of 242
Other:
Schneider, S. & Barsoux, J-L., 2003. Managing Across Cultures. New York, Prentice-Hall.
Browaeys, M-J & Price, R., 2008. Understanding Cross-Cultural Management. FT Prentice Hall.
Hofstede, G., 1989. Cultures Consequences. London, Sage.
Steers, R.M., Sanchez-Rude C.J., Nardon, L. 2010. Management Across Cultures Challenges and
Strategies. Cambridge University Press.
Thomas, D.C., 2008. Cross-Cultural Management Essential Concepts. SAGE.
6d.
http://geert-hofstede.com/countries.html
http://www.mindtools.com/pages/article/seven-dimensions.htm
7.

Knowledge and
1. critically evaluate the subject of cross cultural management and its
understanding
relevance to issues of management and organisational behaviour
2. systematically understand the importance of awareness and sensitivity to
their own and others cultural background and influences
3. critically evaluate key issues influencing cultural difference, which may
affect leadership and motivation, communications and negotiating, decision
making and organisational relationships generally.
affective and
transferable skills
4. assess the impact of techniques for managing cross cultural teams for high
performance
5. demonstrate flexibility in changing organisational contexts
6. reflect upon the impact of their own actions upon others in a variety of
inter-personal contexts.
8.
Learning Activities
Learning Activities
Hours
20
Learning
Outcomes
1-6
280
1-6
9.

other comments
community.
Formative
feedback
review.
Plus
Module Assessment
Method
Learning
Outcomes
% Weighting &
Fine Grade
(FG) or
pass/fail (PF)
Assignment
25% (FG)
Qualifying
Mark
see
guidance
notes
30%
Page 152 of 242
2000 word assessment. Part 1 focuses

on the theories of leadership and how
they apply in a cross-cultural context.
Assignment
2-6
75% (FG)
30%
4000 word assessment. Part 2 applies

the learning to a cross-cultural
development in an organisation with
which the students are familiar.
TECHNICAL DETAILS
Yes or
y
over
No?
N/A
Page 153 of 242

Version:
Module Code:
Date amended:

2a. Module Leader:
2b. Department:
2c. Faculty:
Tulika Jaiswal
RDI
N/A

Standard
5
30
5.
300
Restrictions
Pre-requisites:
None
Co-requisites:
None
Exclusions:
None

None
The module provides the students with a comprehensive insight into how professional psychologists work. It
will cover important areas and current approaches for practising psychologists, e.g. the ethical code, client
communications, management of the practice, clients, co-workers and employees. Some of them will be area
specific while some will be for all practising psychologists. It will draw on and extend on the knowledge in
ethics and research methods acquired in Year 1. The module will focus on four important areas: Forensic
psychologists, sport & exercise psychologists, clinical psychologists and counselling psychologists. The other
important areas such as occupational, educational psychology will be introduced as they will be covered by
dedicated modules at Level 6 (Year 3). On completion, the students are expected to demonstrate knowledge
of the ethical and professional responsibilities of a practising psychologist.
The module will be delivered through online based learning materials and interactive exercises. Students are
also expected to learn collaboratively via the discussion forums. Students will be tested on their knowledge of
ethical considerations and client assessment and management via two 1500 word case studies and an
examination which require students to research and explore the challenges (including ethical considerations)
facing a particular area of their choice it can be those covered in the module or another up and coming area.
Introduction to what chartered psychologists do including the knowledge, understanding and skills
needed for the following: clinical, forensic, educational, counselling, occupational, sport & exercise
and health psychologists
Professional Practice Guidelines including ethical consideration
Practice Management
Forensic Psychologists (e.g. Role, Assessment, Training and Professional Issues)
Sport and Exercise Psychologists (e.g. Nature, Interventions, Professional Structure)
Clinical Psychologists (e.g. Knowledge, Training and Development)
Counselling Psychologists (e.g. Knowledge, Research, Approaches, Model and Clinical settings)
Page 154 of 242
Key Text :
Davey, G.C.L., 2011. Applied psychology. Chichester, UK: BPS Blackwell.
nd
Francis, R.D., 2009. Ethics for psychologists. 2 ed. Chichester, UK: BPS Blackwell.
Other:
Morrissey, S.A., & Reddy, P., 2006. Ethics & professional practice for psychologists. Melbourne: Thomson.
The British Psychological Societys Generic Professional Practice Guidelines
http://www.bps.org.uk/sites/default/files/documents/generic_professional_practice_guidelines.pdf
Health and Care Professions Councils standards of proficiency for practitioner psychologists
http://www.hpc-uk.org/assets/documents/10002963SOP_Practitioner_psychologists.pdf
The American Psychological Association's Ethical Principles of Psychologists and Code of Conduct
http://www.apa.org/ethics/code/principles.pdf
Practice Management
http://www.apapracticecentral.org/business/management/index.aspx
American Psychological Association Career Guides
http://www.apa.org/careers/resources/guides/index.aspx
http://www.apa.org/helpcenter/about-psychologists.aspx
Access to online library for electronic journals and database.
7.

Knowledge and
understanding
1. have knowledge and a critical understanding of a range of influences on

psychological functioning and well-being, and how they are conceptualised
across and between the core domains
2. have knowledge of how psychologists work in real life
3. have understanding of the ethical codes that psychologists need to observe at
work
affective and
transferable skills
4. employ evidence-based reasoning and examine practical, theoretical and ethical

issues associated with the use of different methodologies, paradigms and
methods of analysis in psychology
5. integrate ideas and findings across multiple perspectives in psychology,
recognising distinctive psychological approaches to relevant issues
6. plan own learning to undertake time constrained activity.
8.
Learning Activities
Learning Activities

learning
Hours
20
Learning
Outcomes
1-6
Page 155 of 242

other comments
module
concepts
and
personal

280
TOTAL
9.
1-6

knowledge
check
activities
as
completion.
300
Module Assessment
Method
Learning
Outcomes
% Weighting &
Fine Grade (FG)
or pass/fail (PF)
Qualifying
Mark
see guidance
notes
Coursework
1-5
50% FG
30%
Two 1,500 word case
Examination
1-6
50% FG
30%
Three hour examination
TECHNICAL DETAILS
10.
Delivery
Yes or No?
N/A
C800 Psychology
Page 156 of 242

Module Code:
Version:
Date amended:
1.
2a.
Module Leader:
David Mankin
2b. Department:
RDI
2c. Faculty:
N/A
3a.
5

Standard
4a.
15

150
5.
Restrictions
Pre-requisites:
Co-requisites:
Exclusions:
None
None
None
None
6a.
The purpose of the module is to provide students with a conceptual framework from which research
philosophies, strategies and methods associated with research in the disciplines of Business and Computing
can be critically reviewed. The module content and assessment strategy are focused on helping students
develop research competencies which enable them to design, undertake and evaluate independent research
in an organisational setting. There is particular emphasis on those competencies relating to data collection
and analysis.
This is a compulsory module for the BA (Honours) Business & Computing programme and it is intended that
this module complements other modules on the BA programme and in particular the Applied Computing
Project module.
Students will be provided with an overview of research philosophies and strategies relevant to Business and
Computing research. They will be introduced to a range of research design options and, in particular case
study design. The importance and feasibility of research questions, in conjunction with the aim and objectives
of the proposed study, will be highlighted. The rest of the module will focus predominantly on the
fundamentals of how to collect and analyse quantitative and qualitative data, including differentiating between
primary and secondary data; and how to carry out a critical literature review. The importance of sampling,
validity and reliability will be highlighted along with ethical issues. Students will also learn how to manage the
research process in a timely and effective manner and how to produce a research proposal.
tests). Students will be encouraged to draw upon their own work or personal experience where possible and
thereby better contextualise the theoretical content of the module. Group activities will encourage critical
The assessment for this module consists of an individual assignment comprising a project proposal and
sample ethics approval supported by an initial literature review. (3000 words)
6b.
Outline Content:
Page 157 of 242
Research philosophies and strategies: deductive and inductive theory; competing paradigms;
quantitative and qualitative strategies
Research Process: developing a research topic; research questions; research aim and objectives;
design options; ethical considerations; reliability and validity
Conducting a literature review: literature sources; critical review; structure of the literature review;
informing the research design
Planning the Project: Data gathering techniques: focus groups, interview, observation and
questionnaire; mixed methods; sampling; using secondary data.
Analysis of quantitative and qualitative data: preparing data for analysis; summarising and presenting
data; transcribing data; content analysis; statistical techniques; interpreting findings and drawing
conclusions
Managing the research process: time management; project management; student-supervisor
relationship; developing a reflexive approach; evaluating the research project
Presentation: structuring and writing up a dissertation; common pitfalls; report writing in the required
format
Research & Ethics: producing a research proposal, what should be included and why
6c.
Key Text:
Berndtsson, M., Hansson, J., Olsson, B., Lundell, B., 2008. Planning and Implementing your Final Year
Project - with Success!: A Guide for Students in Computer Science and Information Systems, Springer, ISBN
1852333324
Literature:
Aaker, D. A., 2010. Marketing research 10th edition: International Student version. Hoboken, NJ: John Wiley
& Sons
Anderson, V., 2009. Research Methods in Human Resource Management. London: CIPD
rd
Bryman, A. and Bell, E., 201) Business Research Methods 3 edition. Oxford: Oxford University Press.
Fink, A., 2009. Conducting Research Literature Reviews: From the Internet to Paper, 3rd edition, Sage
Gill, J. and Johnson, P., 2010. Research Methods for Managers 4th edition. London: SAGE Publications Ltd.
Jesson, J., Matheson, L. and Lacey, F. M., 2011. Doing Your Literature Review: Traditional and Systematic
Techniques, London: SAGE Publications Ltd.
th
Saunders, M. N. K., Lewis, P. and Thornhill, A., 2012 Research Methods for Business Students 6 edition.
Harlow: Pearson
Weaver, P., 2003. Success in Your Project: A Guide to Student System Development Projects. Springer,
ISBN 1848000081
Wilson, J., 2010) Essentials of Business Research: A Guide to Doing Your Research Project, London: SAGE
Publications Ltd.
Academic journals such as published by:
Other
Electronic journal of business research methods
International journal of social research methodology
Journal of mixed methods research
Sociological methods & research
6d.
7.
Page 158 of 242
1. design a research proposal which demonstrates a sound understanding of
business and computing research methodologies
2. show a critical understanding of the merits of a range of literature in support of
the proposal
3. demonstrate an awareness of the ethical issues related to research.
Knowledge and
understanding
affective and
transferable skills
4. show personal initiative and independence in identifying and examining

professional literature relevant to research proposal
8.
Learning Activities
Learning Activities
Hours
10
Learning
Outcomes
1-4
140
1-4
9.

other comments
community.
Formative
feedback
review.
Plus
Module Assessment
Method
Learning
Outcomes
% Weighting &
Fine Grade
(FG) or
pass/fail (PF)
Research proposal
1- 4
100% FG
Qualifying
Mark
see
guidance
notes
30%
3000 words. Individual assignment

comprising a project proposal and
sample ethics approval supported by an
initial literature review
TECHNICAL DETAILS
Yes or
y
over
No?
N/A
Page 159 of 242

Module Code:
Version:
Date amended:
1.
2a.
Module Leader:
Angela Burns
2b. Department:
RDI
2c. Faculty:
N/A
3a.
5

Standard
4a.
15

150
5.
Restrictions
Pre-requisites:
Co-requisites:
Exclusions:
None
None
None
None
6a.
philosophies, strategies and methods associated with research in the disciplines of Business and Law can be
critically reviewed. The module content and assessment strategy are focused on helping students develop
research competencies which enable them to design, undertake and evaluate independent research in an
organisational setting. There is particular emphasis on those competencies relating to data collection and
analysis.
This is a compulsory module for the BA (Honours) Business & Law programme and it is intended that this
module complements other modules on the BA programme at levels HE 2/3 and in particular the Business &
Law Research Project module.
Students will be provided with an overview of research philosophies and strategies relevant to Business and
Law research. They will be introduced to a range of research design options and, in particular case study
design. The importance and feasibility of research questions, in conjunction with the aim and objectives of the
proposed study, will be highlighted. The rest of the module will focus predominantly on the fundamentals of
how to collect and analyse quantitative and qualitative data, including differentiating between primary and
secondary data; and how to carry out a critical literature review. The importance of sampling, validity and
reliability will be highlighted along with ethical issues. Students will also learn how to manage the research
process in a timely and effective manner and how to produce a research proposal.
The assessment for this module consists of an individual assignment comprising a project proposal and
sample ethics approval supported by an initial literature review. (3000 words)
6b.
Outline Content:
Page 160 of 242
Research Information this Unit explains the importance of research skills and the ability to look up a
wide variety of information and sources.
The Research Process this Unit describes the different elements that make up the research
process.
The Literature Review - this Unit explains what is meant by the term Literature review, why they are
important, and how to undertake a literature review.
An Introduction to areas relating law and business this Unit gives an introduction to fields relating
law and business, so that students can design an inter-disciplinary research proposal.
Planning Your Research Project The Research Proposal this Unit explains how you to plan your
research project and develop your research proposal.
Managing Your Research Project this Unit explains how to manage your research project, and how
to manage all of the sources of information you will need to draw together.
Research & Ethics - this Unit highlights some of the ethical issues you need to bear in mind when
undertaking research.
6c.
Key Text:
rd
Bryman, A. and Bell, E., 2011. Business Research Methods 3 edition. Oxford: Oxford University Press.
Literature:
& Sons
Anderson, V., 2009 Research Methods in Human Resource Management, London: CIPD
rd
Fisher, C., 2010. Researching and Writing a Dissertation: An Essential Guide for Business Students 3
edition. Harlow: Pearson
th
Gill, J. and Johnson, P., 2010 Research Methods for Managers 4 edition. London: SAGE Publications Ltd.
Jesson, J., Matheson, L. and Lacey, F. M. (2011) Doing Your Literature Review: Traditional and Systematic
th
Harlow: Pearson
nd
Smith, M., 2008. Research Methods in Accounting 2 edition. London: SAGE Publications Ltd.
Wilson, J., 2010. Essentials of Business Research: A Guide to Doing Your Research Project, London: SAGE
Publications Ltd.
6d.
7.

Knowledge and
understanding
legal and business research methodologies
the proposal
3. demonstrate an awareness of the ethical issues related to research
affective and
transferable skills
8.
Learning Activities
Learning Activities
Hours
Learning
Outcomes
Page 161 of 242

other comments
10
1-4
140
1-4
9.

community.
Formative
feedback
review.
Plus
Module Assessment
Method
Learning
Outcomes
% Weighting &
Fine Grade
(FG) or
pass/fail (PF)
Research proposal
1- 4
100% FG
Qualifying
Mark
see
guidance
notes
30%
3000 words. Individual assignment

comprising a project proposal and
sample ethics approval supported by an
initial literature review
TECHNICAL DETAILS
Yes or
y
over
No?
N/A
Page 162 of 242

Module Code:
Version:
Date amended:
1.
2a.
Module Leader:
Steven Cookson
2b. Department:
RDI
2c. Faculty:
N/A
3a.
5

Standard
4a.
15

150
5.
Restrictions
Pre-requisites:
Co-requisites:
Exclusions:
None
None
None
None
6a.
Building on the skills, knowledge and understanding developed at Level 4, this module is intended as
preparation for the dissertation and as such will lead students through the process of a research project in
law and Criminology employing a variety of exercises culminating in an individual presentation of a
dissertation proposal on an area related to law and Criminology. Students are required to show an informed
and at the same time critical understanding of the fundamental principles in both law and Criminology which
apply to research, including a consideration of comparative research, developing advanced level skills,
reaching an understanding of research strategies and ethics.
3000 word research proposal supported by sample ethics approval.
6b.
Outline Content:
process.
An Introduction to areas relating law and Criminology this Unit gives an introduction to fields
relating law and Criminology, so that students can design a research proposal which can be later
developed into a Law and Criminology Research Project at Level 6.
6c.
Key Text
Kapardis, A., 2010. Criminology and law: A critical introduction. Cambridge, UK: Cambridge University Press.
Page 163 of 242
Other:
nd
Memon, A. A., Vrij, A. & Bull, R., 2003. Criminology and law: Truthfulness, accuracy and credibility 2 ed.
Chichester: UL: John Wiley & Sons.
6d.
7.

Knowledge and
understanding
legal and business research methodologies
the proposal
7. demonstrate an awareness of the ethical issues related to research
affective and
transferable skills
8.
Learning Activities
Learning Activities
Hours
10
Learning
Outcomes
1-4
140
1-4
9.

other comments
knowledge
check
activities
as
completion.
Module Assessment
Method
Learning
Outcomes
% Weighting &
Fine Grade
(FG) or
pass/fail (PF)
Research proposal
1- 4
100% FG
Qualifying
Mark
see
guidance
notes
30%
3000 word research proposal supported

by sample ethics approval.
Page 164 of 242
TECHNICAL DETAILS
Yes or
y
over
No?
N/A
Page 165 of 242

Module Code:
Version:
Date amended:
1.
2a.
Module Leader:
Jon Vagg
2b. Department:
RDI
2c. Faculty:
N/A
3a.
5

Standard
4a.
15

150
5.
Restrictions
Pre-requisites:
Co-requisites:
Exclusions:
None
None
None
None
6a.
Psychology and Criminology employing a variety of exercises culminating in an individual presentation of a
dissertation proposal on an area situated within both disciplines. Students are required to show an informed
and at the same time critical understanding of the fundamental principles in both Psychology and Criminology
which apply to research, including a consideration of comparative research, developing advanced level skills,
6b.
Outline Content:
6c.
process.
An Introduction to areas relating Psychology and Criminology this Unit gives an introduction to
fields relating Psychology and Criminology, so that students can design a research proposal which is
interdisciplinary.
Analysis of quantitative and qualitative data this unit explains preparing data for analysis;
summarising and presenting data; transcribing data; content analysis; statistical techniques;
interpreting findings and drawing conclusions
Page 166 of 242
Key Texts:
Kapardis, A., 2010. Psychology and law: A critical introduction. Cambridge, UK: Cambridge University Press.
Matthew, B., & Ross, L., 2010. Research Methods: A Practical Guide for the Social Sciences. UK: Longman
Other:
Davies, P., et al., 2010. Doing Criminological Research. UK: Sage Publications Ltd
nd
Memon, A. A., Vrij, A. & Bull, R. 2003. Psychology and law: Truthfulness, accuracy and credibility 2 ed.
Chichester UL: John Wiley & Sons.
6d.
7.

Knowledge and
understanding
legal and Criminology research methodologies
the proposal
affective and
transferable skills

8.
Learning Activities
Learning Activities
Hours
10
Learning
Outcomes
1-4
140
1-4
9.

other comments
knowledge
check
activities
as
completion.
Module Assessment
Method
Learning
Outcomes
% Weighting &
Fine Grade
(FG) or
pass/fail (PF)
Research proposal
1- 4
100% FG
Qualifying
Mark
see
guidance
notes
30%

Page 167 of 242
TECHNICAL DETAILS
Yes or
y
over
No?
N/A
Page 168 of 242

Module Code:
Version:
Date amended:
1.
2a.
Module Leader:
Paulette Wisdom
2b. Department:
RDI
2c. Faculty:
N/A
3a.
5

Standard
4a.
15

150
5.
Restrictions
Pre-requisites:
Co-requisites:
Exclusions:
None
None
None
None
6a.
philosophies, strategies and methods associated with research in the disciplines of HRM and Psychology can
be critically reviewed. The module content and assessment strategy are focused on helping students develop
research competencies which enable them to design, undertake and evaluate independent research in an
organisational setting. There is particular emphasis on those competencies relating to data collection and
analysis.
This is a compulsory module for the BA (Honours) HRM & Psychology programme and it is intended that this
module complements other modules on the BA programme at levels HE 2/3 and in particular the HRM &
Psychology Research Project module.
Students will be provided with an overview of research philosophies and strategies relevant to HRM and
Psychology research. They will be introduced to a range of research design options and, in particular case
study design. The importance and feasibility of research questions, in conjunction with the aim and objectives
of the proposed study, will be highlighted. The rest of the module will focus predominantly on the
fundamentals of how to collect and analyse quantitative and qualitative data, including differentiating between
primary and secondary data; and how to carry out a critical literature review. The importance of sampling,
validity and reliability will be highlighted along with ethical issues. Students will also learn how to manage the
research process in a timely and effective manner and how to produce a research proposal.
6b.
Outline Content:
Page 169 of 242
process.
An Introduction to areas relating Psychology and HRM this Unit gives an introduction to fields
relating Psychology and HRM, so that students can design a research proposal which is
interdisciplinary.
interpreting findings and drawing conclusions
6c.
Key Texts:
Anderson, V., 2013. Research Methods in Human Resource Management: Investigating a Business Issue,
London: CIPD
rd
Bryman, A. and Bell, E., 2011 Business Research Methods 3 edition. Oxford: Oxford University Press.
Coolican, H., 2009. Research methods and statistics in psychology. London: Hodder and Stoughton Ltd.
Literature:
& Sons
Anderson, V., 2009 Research Methods in Human Resource Management, London: CIPD
rd
Fisher, C., 2010. Researching and Writing a Dissertation: An Essential Guide for Business Students 3
th
th
Harlow: Pearson
nd
Smith, M., 2008. Research Methods in Accounting 2 edition. London: SAGE Publications Ltd.
Publications Ltd.
6d.
7.

Knowledge and
understanding
HRM and psychology research methodologies
2. show a critical understanding of the merits of a range of literature in
support of the proposal
Page 170 of 242
affective and
transferable skills

8.
Learning Activities
Learning Activities
Hours
10
Learning
Outcomes
1-4
140
1-4
9.

other comments
community.
Formative
feedback
review.
Plus
Module Assessment
Method
Learning
Outcomes
% Weighting &
Fine Grade
(FG) or
pass/fail (PF)
Research proposal
1- 4
100% FG
Qualifying
Mark
see
guidance
notes
30%

TECHNICAL DETAILS
Yes or
y
over
No?
N/A
Page 171 of 242

Module Code:
Version:
Date amended:
1.
2a.
Module Leader:
Angela Burns
2b. Department:
RDI
2c. Faculty:
N/A
3a.
5

Standard
4a.
15

150
5.
Restrictions
Pre-requisites:
Co-requisites:
Exclusions:
None
None
None
None
6a.
law and psychology employing a variety of exercises culminating in an individual presentation of a
dissertation proposal on an area related to law and psychology. Students are required to show an informed
and at the same time critical understanding of the fundamental principles in both law and psychology which
apply to research, including a consideration of comparative research, developing advanced level skills,
6b.
Outline Content:
6c.
process.
An Introduction to areas relating law and psychology this Unit gives an introduction to fields relating
law and psychology, so that students can design a research proposal which can be later developed
into a Law and Psychology Research Project at Level 6.
interpreting findings and drawing conclusions.
Page 172 of 242
Key Text:
Other:
nd
Memon, A. A., Vrij, A. & Bull, R., 2003. Psychology and law: Truthfulness, accuracy and credibility 2 ed.
Chichester, UL: John Wiley & Sons.
6d.
7.

Knowledge and
understanding
1.
design a research proposal which demonstrates a sound
affective and
transferable skills
2.
understanding of legal and psychology research methodologies

show a critical understanding of the merits of a range of literature in
support of the proposal
3.
demonstrate an awareness of the ethical issues related to research.

8.
Learning Activities
Learning Activities
Hours
10
Learning
Outcomes
1-4
140
1-4
9.

other comments
knowledge
check
activities
as
completion.
Module Assessment
Method
Learning
Outcomes
% Weighting &
Fine Grade
(FG) or
pass/fail (PF)
Research proposal
1- 4
100% FG
Qualifying
Mark
see
guidance
notes
30%

Page 173 of 242
TECHNICAL DETAILS
Yes or
y
over
No?
N/A
Page 174 of 242

Module Code:
Version:
Date amended:
1.
2a.
Module Leader:
Robert Manderson
2b. Department:
RDI
2c. Faculty:
N/A
3a.
ARU2 FHEQ5

Standard
4a.
30

300
5.
Restrictions
Pre-requisites:
Co-requisites:
Exclusions:
None
None
None
N/A
6a.
The module is designed to provide students with an understanding of the role of information systems in
business organisations from a strategic perspective. It builds on the basic concepts of the Information
Systems in Organisations module at Level ARU1.
The module describes introductory information system concepts in the context of their strategic importance to
business organisations which operate in a competitive environment. Porters five forces model is used to
describe the nature of competition. Information system strategy and business strategy are explained in terms
of their alignment. Generic information system strategies and strategic tools are introduced. Information
system trends are introduced alongside BI, CRM, ERP and BPI. A framework for electronic business is
introduced alongside B2B, B2C and supply chain management. The role of information systems within ecommerce is explained.
The module is assessed using two case study based assignments. The first assignment involves the student
analysing a case study organisation using the concepts introduced in the module and will culminate in a
report which evaluates the organisations current information systems use and evaluate their development
into key information system trends. The second assignment involves the student setting out in an extended
management summary the information systems terminology, knowledge and principles, from a strategic
perspective to convince the senior management of a business organisation that information systems are
critical to the business strategy going forward.
6b.
Outline Content:
Introductory concepts of information systems in organisations from a business strategies perspective
Porters five forces model
Business strategy and information system strategy alignment, the value chain
Generic information system strategies and strategic tools
Legal & ethical considerations
Current information system trends, business intelligence (BI), Customer Relationship Management
(CRM), Enterprise Resource Planning (ERP), business performance improvement (BPI), outsourcing
Framework for electronic business
Business-to-business (B2B), business-to-customer (B2C), supply chain management
Electronic commerce (e-commerce)
6c.
Page 175 of 242
Key Text :
Laudon, J. & Laudon, K., 2013. Management Information Systems 13th Edition. Upper Saddle River,
Pearson
Other texts
Alter, S., 2002. Information Systems: The Foundation of E-Business 4th Edition. Upper Saddle River,
Prentice Hall
Pearlson, K. & Saunders, C., 2012. Managing and Using Information Systems 5th Edition:
Chichester, Wiley
Ward, J. & Peppard J., 2002. Strategic Planning for Information Systems. Chichester, John Wiley
Journals:
The Institute for the Management of Information Systems, www.imis.org.uk/
The Association for Information Systems (AIS), http://www.aisnet.org/
The UK Association for Information Systems (UKAIS), http://www.ukais.org.uk/
The British Computer Society (BCS), http://www1.bcs.org.uk/
Websites:
Special Interest Group (SIG) web sites such as the BCS Information Systems Strategy SIG.
Other:
Internet based sources and search engines such as Google Scholar.
6d.
7.

Knowledge and
1. demonstrate an understanding of information systems and generic business
understanding
organisation strategies
2. critically evaluate the strategic importance of information systems within an
organisation
3. critically evaluate what is involved in the creation of a business strategy and how
information systems should be aligned with them
4. critically evaluate and apply an understanding of tools used to evaluate the
strategic placement of information systems
5. critically evaluate key trends in information systems strategy and the impact they
can have
Intellectual, practical, 6. demonstrate personal reflection skills through independent learning
affective and
transferable skills
8.
Learning Activities
Learning Activities
Hours
20
Learning
Outcomes
1,2,3,4,5
280
1,2,3,4,5,6
TOTAL
300
Page 176 of 242

other comments
review.
completion.
9.
Module Assessment
Method
Learning
Outcomes
% Weighting &
Fine Grade
(FG) or
pass/fail (PF)
Assignment
1,2,3,4,5,6
50% FG
Qualifying
Mark
see
guidance
notes
30%
Assignment
1,2,3,4,5,6
50% FG
30%

of a typical large-scale business
organisation which requires the student
to analyse it in terms of the role of
information systems in its business
strategy according to the competitive
business environment in which it
operates.
of a typical large-scale business
organisation with a focus on senior
management which requires the student
to set out the principal terms and
concepts
of
strategic
information
systems and how these relate to the
business strategy of the organisation.
TECHNICAL DETAILS
Yes or
y
over
No?
N/A
Page 177 of 242

Module Code:
Version:
Date amended:
1.
2a.
Module Leader:
Steve Presland
2b. Department:
RDI
2c. Faculty:
N/A
3a.
ARU2 FHEQ5

Standard
4a.
15

150
5.
Restrictions
Pre-requisites:
Co-requisites:
Exclusions:
None
None
None
N/A
6a.
This module has been designed to provide students with the opportunity to develop a sound understanding,
both theoretical and practical, of approaches to analysis, common methodologies, and the tasks of systems
analysis and design. Students will initially review a number of different lifecycle models including Systems
Development Lifecycle (SDLC), Rapid Application Design (RAD), Spiral Life Cycle, Agile Development,
Dynamic Systems Design Methodology (DSDM), Waterfall and prototyping. They will explore a number of
examples of lifecycle stages within different models. They will review a number of different fact-finding
techniques (e.g. Interviews, observation, investigation of documentation, questionnaires and focus groups) to
gather essential requirements information. They will then develop their ability to identify stakeholders and
specify user requirements (e.g. scope, inputs, outputs, processes, process descriptors, consideration of
alternate solutions, quality assurance required). Students will be introduced to elementary analysis and
design techniques. They will then develop a working knowledge and understanding of these techniques (e.g.
Context diagrams, data flow diagrams, entity relationship diagrams, business system options, technical
system options). They will then develop their ability to document their investigation results using accepted
report structures. Students will apply this knowledge by undertaking a systems analysis investigation using a
recognised systems analysis and design methodology.
The assignment will consist of a case study for the students to analyse. The student will be required to select
and justify an approach to systems analysis. Using this approach they will produce a requirements
specification, analyse the system using appropriate tools/techniques and produce recommendations for the
client.
6b.
Outline Content:
Lifecycle models: Systems Development Lifecycle (SDLC), Rapid Application Design (RAD), Spiral,
Agile, Dynamic Systems Design Methodology (DSDM), Waterfall and prototyping.
Lifecycle procedure/stage: Lifecycle stages within different models, lifecycle stage examples.
Fact finding techniques: Interviews, observation, investigation of documentation, questionnaires,
focus groups.
Identify requirements: Stakeholders. Requirements identification, requirements specification, scope,
inputs, outputs processes, process descriptors, consideration of alternate solutions, quality
assurance required.
Constraints: Costs, organisational policies, legacy systems, hardware platforms.
Report documentation: Structure, background information, problem statements, data collection
Page 178 of 242
process and summary, recommendations, appendices.

Terminology and tools: Context diagrams, data flow diagrams, entity relationship diagrams, business
system options, technical system options, total quality management.
6c.
Key Text :
Dennis, A., Haley Wixom,. B. & Roth, R., 2012. Systems Analysis and Design, 5/e. John Wiley
Other Texts:
Kendall, K.E. & Kendall, J.E., 2013. Systems Analysis and Design, 9/e. Pearson
Whitten, J.L. & Bentley, L.D., 2006. Systems Analysis and Design Methods, 7/e. McGraw-Hill
Yeates, D. & Wakefield, T., 2003. Systems Analysis and Design, 2/e. Pearson
Journals:
Other:
6d.
7.

Knowledge and
1. demonstrate a critical understanding of systems life cycles
understanding
2. compare and contrast different systems life cycles
3. demonstrate a critical understanding of systems analysis & design techniques
affective and
transferable skills
4. apply their understanding of systems analysis and design techniques by

undertaking a systems investigation on a given scenario and critically
evaluating their solution.
8.
Learning Activities
Learning Activities
Hours
10
Learning
Outcomes
1, 2, 3, 4
140
1, 2, 3, 4
TOTAL
150
9.
Method

other comments
community.
Formative
feedback
review.
learning material.
Plus Assignment
completion.
Module Assessment
Learning
Outcomes
% Weighting &
Fine Grade
(FG) or
Qualifying
Mark
see
Page 179 of 242
pass/fail (PF)
Assignment
1, 2, 3, 4
100% FG
guidance
notes
30%
3, 000 words.
The assignment will
consist of a case study for the students
to analyse.
TECHNICAL DETAILS
Yes or
y
over
No?
N/A
Page 180 of 242
Page 181 of 242

Module Code:
Version:
Date amended:
1.
2a.
Module Leader:
Steven Presland
2b. Department:
RDI
2c. Faculty:
N/A
3a.
6

Standard
4a.
30

300
5.
Restrictions
Pre-requisites:
Co-requisites:
Exclusions:
None
None
None
None
6a.
The Applied Computing Project gives the learner the opportunity to plan and execute a substantial piece of
independent work. The subject matter is chosen by the learner, but must be aligned to at least one of the
taught modules studied earlier in the degree programme. The work takes the form of an experiment, an
investigation, a development, the solution of a problem, or some combination of those. The practical work is
supported by detailed study of academic literature and technical resources. The learner is responsible for
searching, selecting, and reviewing academic and other source materials. Students who do not wish to
create physical IT artefacts such as software may design their project as a literature-based analysis with no
hands-on element. It is also open to the learner to gather primary data through surveys or interviews.
The learner is responsible for the full sequence of project tasks, from concept to delivery. A supervisor
guides the learners thinking, especially in the critical early stages when the biggest decisions are usually
taken. The supervisor reviews and approves the project concept and a short specification document, then
reviews each draft chapter of the learners report. The process also includes an ethics review.
There are two assignments:
(1) a specification, due at the end of the first learning period and accounting for 10% of the total mark;
(2) a final deliverable, due at the end of the module. This accounts for the remaining 90% of the total mark,
and is split into two parts: (a) a report (60% of the total) and (b) an artefact (30% of the total).
Learners are expected to complete the Applied Computing Project within 6 to 9 months of enrolment. (Two
or three learning periods.)
It is expected that many learners will wish to design a project that is based on an organisation they have
close knowledge of, including an employer.
The module is assessed via a 10,000 word research project. The development of this project is supported by
a supervisor using Skype or Live Chat. The supervisor is responsible for signing off the proposal and any
ethics approval.
6b.
Outline Content:
Conception of the driving idea for the project, including the title, aim and objectives. This is likely to be a
development, a solution for a problem, or an investigation. It must be approved by the supervisor.
Planning of the work. This is a self-management task. The learner should create a simple Gantt chart or
Page 182 of 242
flowchart and review and update it periodically.

Analysis and investigation. The student will create a detailed specification of the requirements or
problem, supported by desk research using suitable academic literature and other source materials. The
outputs from the concept, planning, and the early stages of analysis will together form part of the input to
the assessed specification document.
Action and synthesis. The learner executes the project (e.g. by creating software in the case of a
development project), gathers and evaluates the findings and results, and determines to what extent the
project objectives have been achieved.
Delivery. The final outputs of the project, consisting of the report and artefact, are created and
delivered to RDI for assessment.
6c.
Key Text :
nd
Dawson, C., 2009 Projects in Computing and Information Systems: A Student's Guide, 2 edition. Addison
Wesley.
Other:
nd
Cornford, T. & Smithson, S., 2005. Project Research in Information Systems: A Student's Guide, 2 edition.
Palgrave Macmillan.
Weaver, P., 2003. Success in Your Project: A Guide to Student System Development Projects, Financial
Times / Prentice Hall.
http://www-h.eng.cam.ac.uk/help/tpl/talks/project_management.html
http://www.pums.cam.port.ac.uk/projects/docs/projchse.htm
6d.
Learners use inexpensive or free development tools on their own computers, or those provided by
organisations with which they are affiliated. RDI does not provide lab facilities, software or technical services,
and will not host any executable software or scripts that students may create.
7.

Knowledge and
understanding
1. understand how to research a complex problem or situation relevant to the
degree.
2. understand how to critically assess theoretical source materials and other data
that are related to the problem or situation.
3. appreciate how to create a solution, solve the problem, or complete an
analysis.
affective and
4. design and organise a practical computing project.
transferable skills
5. assess, evaluate and synthesise the findings or results of the project.
6. recommend further actions and/or judge the outcome using critical reflection.
8.
Learning Activities
Learning Activities
Hours
300
9.
st
1 assignment
2

other comments
Independent work with supervisor
guidance.
Module Assessment
Method
nd
Learning
Outcomes
1-6
assignment
Learning
Outcomes
% Weighting &
Fine Grade
(FG) or
pass/fail (PF)
1,3,4
10% FG
Qualifying
Mark
see
guidance
notes
30%
1,2,3,4,5,6
90% FG
30%
Page 183 of 242
1,000 word specification

9,000 word project report to include the
submission of an (1,500 word equivalent
for artefact). The artefact is strictly
limited to one of the following: (a) a

video uploaded to YouTube or (b) a
PowerPoint presentation uploaded to the
RDI Student Server or (c) a website on
the Internet with access controls.
TECHNICAL DETAILS
Yes or
y
over
No?
N/A
G020
Page 184 of 242

Module Code:
Version:
Date amended:
1.
2a.
Module Leader:
Angela Burns
3a.
6
4a.
30
2b. Department:
RDI
2c. Faculty:
N/A
Major project

300
5.
Restrictions
Pre-requisites:
Co-requisites:
Exclusions:
Research Methods in Business &

Law
None
None
None
6a.
This is a compulsory module for all students taking the BA (Honours) Business & Law programme. The
purpose of the module is to assess a students ability to conduct independent research. Students are
required to design a research project on an applied topic of their choice but which must span the disciplines
of Business and Law. This involves the application of managerial and/or practitioner concepts and research
techniques to a significant organisational issue or problem. The focus is on helping students to develop their
skills as an independent learner and to apply research competencies initially developed on the Research
Methods in Business & Law module which enable them to design, undertake and evaluate independent
research in an organisational setting. The assessment takes the form of an 8,000-10,000 word dissertation
based on the project.
Students will be expected to communicate with their supervisor in a constructive and proactive manner and at
the start of the module to develop a clear and workable modus operandi for supervision. Students must
identify and obtain their own research resources as an integral part of the dissertation requirement. However,
supervisors may recommend particular papers/books/articles as appropriate to the field and topic in question.
Students will be expected to use online databases to retrieve relevant journal articles, to make judicious and
critical use of any unpublished literature, and to use other sources of evidence as appropriate to the
dissertation (e.g. technical reports, government reports).
As well as being allocated a supervisor students undertaking the module will receive additional support
including: a comprehensive student guide; online material on undertaking a research project and how to write
a dissertation (e.g. narrated PowerPoint presentations; pod casts); and tutor-led seminars on specific topics
(e.g. designing data collection instruments; analysing quantitative and qualitative data; presentation of
findings).
ethics approval.
6b.
Outline Content:
Managing the research process, including the student-supervisor relationship, and developing a project
plan
Page 185 of 242
6c.
Identifying an appropriate research topic, methodology and strategy

Conducting a critical literature review
Evaluating information
Gathering data in an effective and ethical manner
Processing quantitative and/or qualitative data
Critically appraising and presenting findings using appropriate media
Writing a dissertation and plagiarism
Key Texts:
Bryman, A. and Bell, E., 2011. Business Research Methods 3rd edition. Oxford: Oxford University Press.
Saunders, M. N. K., Lewis, P. and Thornhill, A., 2012. Research Methods for Business Students 6th edition.
Harlow: Pearson
Other:
& Sons
Fisher, C., 2010. Researching and Writing a Dissertation: An Essential Guide for Business Students 3rd
Gill, J. and Johnson, P., 2010. Research Methods for Managers 4th edition. London: SAGE Publications Ltd.
Greetham, B., 2009. How to Write your Undergraduate Dissertation (Palgrave Study Skills). Basingstoke:
Palgrave Macmillan
Jesson, J., Matheson, L. and Lacey, F. M., 2011. Doing Your Literature Review: Traditional and Systematic
Techniques. London: SAGE Publications Ltd.
Ridley, D., 2012. The Literature Review: A Step-by-Step Guide for Students (SAGE Study Skills Series).
London: SAGE Publications Ltd.
Smith, M., 2008. Research Methods in Accounting 2nd edition. London: SAGE Publications Ltd.
Wilson, J., 2010. Essentials of Business Research: A Guide to Doing Your Research Project. London: SAGE
Publications Ltd.
6d.
7.

Knowledge and
understanding
1. design and implement a research project
2. collect, organise, understand and interpret data and information from a variety
of appropriate resources, acting autonomously, with minimal supervision.
affective and
3. critically evaluate evidence to justify and support conclusions,
Page 186 of 242
transferable skills
recommendations and reflections

4. Select and apply effective tools for information collection and analysis
5. critically evaluate the techniques and processes used to investigate and apply
effective tools for information collection and analysis
6. communicate findings professionally using appropriate language and
terminology.
8.
Learning Activities
Learning Activities
Hours
20
280
9.
Learning
Outcomes
1-6
1-6

other comments
Supervisor support, tutor-led sessions,
and asynchronous tutor facilitation of
online forum discussions
Independent learning supplemented by
shared learning in online forum (e.g.
seminars. Discussion forum)
Module Assessment
Method
Major project
(dissertation)
Learning
Outcomes
% Weighting &
Fine Grade
(FG) or
pass/fail (PF)
1-6
100% (FG)
Qualifying
Mark
see
guidance
notes
40%
10,000 word interdisciplinary final project
TECHNICAL DETAILS
Yes or
y
over
No?
N/A
G020
Page 187 of 242

Version:
Module Code:
Date amended:

Company Law
2a. Module Leader:
2b. Department:
2c. Faculty:
Angela Burns
RDI
N/A

Standard
Level 6
15
5.
150
Restrictions
Pre-requisites:
None
Co-requisites:
None
Exclusions:
None
None
The module is designed to provide students with an understanding and a grasp of the essentials of
substantive Company Law. It is intended to give students the understanding and skills to deal confidently with
any aspect of Company Law.
This module aims to cover the general principles of Company Law. The module examines the various
structures through which businesses may be run; the method of establishing and running a company; ways of
financing and conducting the affairs of a company; the duties and rights of directors; shareholder rights;
insolvency.
This module is assessed by one assessment which will have both problem and essay style elements
Promotion, formation and the consequences of incorporation legal requirements of formation under
CA 2006 and company names.
The company as a separate legal entity consequences of incorporation, separate legal personality
and lifting the veil of incorporation.
The company as a contracting party questions of agency and authority.
Directors appointment, removal and duties under the CA 2006.
Shareholders and the protection of minority shareholders majority rule and the Rule in Foss v
Harbottle, the statutory derivative action.
Maintenance of share capital capital maintenance rules under CA 2006.
Borrowing and security Share capital and loan capital (debentures).
Corporate insolvency
Key Text :
th
Dignam, A, Lowry, J., 2010. Company Law 6 Edition. OUP
Other:
The on-line learning material with associated links to websites and journal articles will provide the student
with the material necessary to achieve the module learning outcomes. Those requiring further background
Page 188 of 242
can refer to texts in the recommended reading list.

th
French, D., Mayson, S., Ryan, C., 2010. Mayson, French and Ryan on Company Law, 27 Edition. OUP
th
Wild, C., Weinstein, S., 2009. Smith & Keenans Company Law, 14 Edition. Longman
7.

Knowledge and
understanding
1. analyse and distinguish between the different forms of business

organisation.
2. summarise and appraise the essential rules and concepts which underpin
the substantive rules of contemporary company law
affective and
transferable skills
3. analyse complex problem scenarios to identify and apply relevant legal

principles to reach a logical conclusion.
4. critically evaluate the impact of company law on business and society.
8.
Learning Activities
Learning Activities
Hours

learning:
10
Learning
Outcomes
1-4
Student managed
learning:
140
1-4
TOTAL
9.
Detail of duration, frequency and other comments

The tutor led programme will include the development of
study skills, the use of discussion boards for additional
activities, discussion questions and research questions.
Complemented by tutor support on email, feedback to
formative
assessments
and
initiating
student
discussions.
Individual and group learning through the module resources,
use of the discussion boards, development of research skills
and engaging in on-going activities.
150
Module Assessment
Method
Learning
Outcomes
% Weighting &
Fine Grade (FG)
or pass/fail (PF)
1-4
100% FG
Assignment
Qualifying
Mark
see guidance
notes
30%

Assignment tasks comprising of problem and
essay style questions not to exceed 3000
words.
TECHNICAL DETAILS
10.
Delivery
Yes or No?
N/A
Page 189 of 242
Module Code:
Version:
Date amended:
1.
2a.
Module Leader:
David Newton
2b. Department:
RDI
2c. Faculty:
3a.
6

Standard
4a.
30

300
5.
Restrictions
Pre-requisites:
Co-requisites:
Exclusions:
None
None
None
None
6a.
This is a compulsory module for all students taking to BA (Honours) Business Programme. The module seeks
to introduce students to a range of contemporary and issues in management and to provide a critical
understanding of related management decision making and pressures for organisational change. It is
intended that this module complements other modules on the BA (Honours) Business programme at this
level, in particular those of Strategic Management and the Dissertation.
The content of the module in terms of topic areas will focus upon four decision making pressures relating to
Globalisation and the changing balance of economic power; Social and Demographic Change; Sustainable
Business Practice including corporate governance, changing business modules, changing stakeholder needs
and corporate leadership; Ethical and social responsibility including pressures for green decision making.
The module will examine the implications for strategic planning of these contemporary issues, and help
students to appreciate how these issues have emerged; their scope in terms of geography and range of
commercial activities; their intensity in terms of their scale and immediacy of impact for a range of
organisations; and their sensitivity i.e. to what extent one part of the world or business is impacted by a
change elsewhere.
Each topic will comprise a two week delivery process including tutor led inputs (such as narrated powerpoint
presentations, video and written case study material) and student led inputs (such as online live seminars,
and interactive formative tests).
The student will be encouraged to draw upon their own work or personal experience and thereby
contextualise the theoretical and commercial materials provided. Group activities will encourage critical
analysis of fellow students work as well as of the published materials available.
Student will also be given support specific to the assignment.
The assessment will comprise two elements. Part 1 will require a 2000 word essay comprising a critical
review of the evidence, from appropriate sources to support the view that a single contemporary
management issue (selected by the student) is likely to have a significant impact upon business strategy in
the next decade. Part 2 will require a 4000 word report analysing the impact of two additional contemporary
management issues (selected by the student) upon specific organisations (again selected by the student),
and a critical review of the organisational response.
6b.
Outline Content:
Page 190 of 242
6c.
The concept of a contemporary issue

Sustainable Business Practice including modern business modules, the role of key stakeholders,
the importance of corporate leadership
Ethical and Social Responsibility including corporate values, moral and ethical dimensions,
including pressures for green decision making.
Social and Demographic and its impact upon demand for products and services
Globalisation and the change world economic order
Assignment support
Key Text :
Morrison, J., 2011. The Global Business Environment: Meeting the Challenges
rd
3 edition. Palgrave Macmillan
Other:
Pinkse, J. & Kolk, A., 2008 International business and global climate change. Routledge
Rowley, C., Saha, J. & Ang, D., 2011. Succeed or sink: Business sustainability under globalisation. Oxford:
Chandos Publishing
Smit, E. and Morgan, N. I. (eds), 2002. Contemporary Issues in Strategic Management. Kagiso, SA
Wetherly, P. & Otter, D., 2011. The business environment: themes and issues, 2nd edition. Oxford University
Press
th
Wild, J.J., 2008. International business: the challenges of globalization, 4 edition. Prentice Hall
6d.
The Economist
Journal of Contemporary Management Issues
7.

Knowledge and
1. exhibit a critical understanding of the key dynamic forces impacting on
understanding
business and society and the relationship between the two in terms of effective
strategic decision making
2. critically analyse the relevant theoretical foundations to support the
identification and application of effect corporate responses to contemporary
management issues.
Intellectual, practical, 3. critically analyse the relevant theoretical foundations to support the
affective and
identification and application of effect corporate responses to contemporary
transferable skills
management issues.
4. select and use decision making tools to address contemporary drivers for
change.
5. question the accuracy and relevance of differing sources of information and
opinion relating to global issues impacting upon corporate decision making.
6. utilise judgement to draw appropriate conclusions and make recommendations
when faced with conflicting information or data.
8.
Learning Activities
Learning Activities
Hours
Learning
Outcomes
Page 191 of 242

other comments
20
1 -6
280
1-6
9.

community.
Formative
feedback
review.
Plus
Module Assessment
Method
Learning
Outcomes
% Weighting &
Fine Grade
(FG) or
pass/fail (PF)
Assignment
1&2
25% (FG)
Qualifying
Mark
see
guidance
notes
30%
Report
3-6
75% (FG)
30%
This 2000 word essay requires a critical

review the evidence, from academic,
commercial, government and interest
group sources, to support the view that a
selected single contemporary
management issue is likely to have a
significant impact upon business
strategy in the next decade.
A 4000 word report requiring an analysis
of the impact of two selected
contemporary management issues upon
specific organisation, and a critical
review of the organisational response.
TECHNICAL DETAILS
Yes or
y
over
No?
N/A
Page 192 of 242

Module Code:
Version:
Date amended:
1.
Crime Prevention
2a.
Module Leader:
Jon Vagg
3a.
6
4a.
15
2b. Department:
RDI
2c. Faculty:
Law
Standard

150
5.
Restrictions
Pre-requisites:
Co-requisites:
Exclusions:
None
None
None
None
6a.
Within criminology there has been much more theoretical and empirical interest in studying the underlying
causes of crime than in understanding and explaining forms of crime prevention and control.
Crime prevention has been considered as largely a matter for more administrative and policy orientated
evaluation, but more recently there has been a growing body of technical and pragmatic knowledge aimed
specifically at helping to put criminological ideas about crime causation into the practical aspects of crime
prevention and control.
The work in this field tends to focus upon crime as a technical problem, which requires a practical solution,
and this module will aim to engage with the ongoing debate of the strengths and weaknesses of this policy
and practice dimension.
An especial focus of the module will be on the relative merits of both situational versus social measures in
crime prevention and control. Building on the principles of community engagement and partnership working,
this module debates and evaluates a range of policies and practices for crime prevention and reduction.
The context to community engagement with crime prevention issues is explored though a critical review of
notions of social control and situational crime prevention, the relationship between environment and crime,
and the principles of 'policing' the community.
Students will develop policy evaluation and appraisal skills by examining key initiatives, and their assessment
will require engagement with a chosen stakeholder group to generate proposals which could be implemented
in partnership with the community and other agencies.
understanding of the theories, policies, practices and/or evaluative techniques relating to crime prevention.
6b.
Outline Content:
Social control and situational crime prevention: the relationship between environment and crime.
The legislative and policy framework, and its relevance to community engagement and crime
reduction in the 21st century.
The politics and practice of community engagement and partnership working.
'Policing' the community: Exploring and evaluating the principles of 'policing' in communities through
partnership working and community engagement.
The surveillance debate.
Crime prevention through environmental design.
Page 193 of 242
Approaches to and tools for policy evaluation.

6c.
Key Text:
th
Lab, S., 2013. Crime Prevention: Approaches, Practices, and Evaluations 8 Edition. Anderson
Tilley, N., 2010. Crime Prevention (Criminal Justice Series). Cullompton: Willan
Tilley, N. (ed.), 2005. Handbook of Crime Prevention and Community Safety. Cullompton: Willan
Other:
Farrington, D. et al (eds.) 2006. Evidenced-Based Crime Prevention. London: Routledge.
Criminology and Criminal Justice
www.crimereduction.gov.uk Government community safety priorities for 2006-2009
www.community-safety.net National Community Safety Network
www.homeoffice.gov.uk - Government initiatives in crime reduction
6d.
7.

Knowledge and
understanding
1. demonstrate an informed and in-depth critical understanding of the principal
areas, features, boundaries, terminology and conventions of the subject.
affective and
transferable skills
2. demonstrate a critical awareness of the main theoretical paradigms and

assumptions that underpin criminological theory, academic research and policy
evaluations in relation to crime prevention
3. demonstrate a reflective and critical understanding of, and an ability to analyse,
key historical and current developments in crime prevention and reduction.
4. show effective communication skills and effective use of ICT in the preparation
of arguments and evaluations relating to crime prevention and reduction theory and
practice.
8.
Learning Activities
Learning Activities
Hours
10
140
9.
Method
Learning
Outcomes
1-4
1-4

other comments
Module Assessment
Learning
Outcomes
% Weighting &
Fine Grade
(FG) or
Qualifying
Mark
see
Page 194 of 242
pass/fail (PF)
Assignment
1-4
100% (FG)
guidance
notes
30%

question to demonstrate critical
understanding of the theories, policies,
practices and/or evaluative techniques
relating to crime prevention.
TECHNICAL DETAILS
Yes or
y
over
No?
N/A
Page 195 of 242

Module Code:
Version:
Date amended:
1.
2a.
Module Leader:
Angela Burns
3a.
6
4a.
30
2b. Department:
RDI
2c. Faculty:

Major Project

300
5.
Restrictions
Pre-requisites:
Co-requisites:
Exclusions:
None
None
None
None
6a.
Working in conjunction with the supervising tutor, the student will identify the precise area to be researched.
Building on previous studies of Research Methods, students will develop and apply critical researcher skills,
both with regard to methodological justification and subject specific issues. Each student is to choose a
specific topic within any area of law and Criminology which reflects the students own interest. The work
should reflect a critical analysis of theoretical approaches and/or empirical findings. It should also offer some
new insights on the topic area with theoretical backing and hence contribute positively to future research. The
content is geared towards support at the point of need as students will work under the close supervision of a
member of the LLB or Criminology team with interest in the area.
This module is assessed by a 10,000 word Criminal Justice Project. The development of this project is
supported by a supervisor using Skype or Live Chat. The supervisor is responsible for signing off the
proposal and any ethics approval.
6b.
Outline Content:
The exact content of the project will be determined by the chosen topic and the guidance of the supervisor.
The topic should be related to both the Law and Criminology disciplines. In the course of the Project module
students will focus on:
plan
6c.
Page 196 of 242
The specific literature is dependent on the project area selected by the student. Individual supervisors will
suggest initial readings.
The following guide on literature review and research is recommended:
Bem, D.J. (1995). Writing a review article for Psychological Bulletin. Psychological Bulletin, 118(2), 172-177.
van Hoeke, M., 2011. Methodologies of Legal Research: Which Kind of Method for What Kind of Discipline?
London: Hart
Turner, C. et al 2012. Unlocking Legal Learning 3rd edn. London: Hodder Education
6d.
7.

Knowledge and
1. select, evaluate and apply critical thinking to a contemporary law and
understanding
Criminology issue.
affective and
transferable skills
2.
critically evaluate the techniques and processes used to investigate a

contemporary law and Criminology issue.
synthesise information to arrive at a coherent conclusion.
4. critically reflect on his or her development of knowledge, skills and techniques

used during the preparation of the Law and Criminology Research Project.
8.
Learning Activities
Learning Activities
Hours
20
280
9.
Learning
Outcomes
1-4
1-4

other comments
community discussions, email and Live
Chat or Skype
tasks and activities. Additional reading
and activities as posted by tutor and
assignment completion.
Module Assessment
Method
Learning
Outcomes
% Weighting &
Fine Grade
(FG) or
pass/fail (PF)
Assignment
1-4
100% (FG)
Qualifying
Mark
see
guidance
notes
30%
10,000 word Criminal Justice research

project.
Page 197 of 242
TECHNICAL DETAILS
Yes or
y
over
No?
N/A
Page 198 of 242

Module Code:
Version:
Date amended:
1.
2a.
Module Leader:
James Au-Yeung
3a.
6
4a.
30
2b. Department:
RDI
2c. Faculty:

Major Project

300
5.
Restrictions
Pre-requisites:
Co-requisites:
Exclusions:
None
None
None
None
6a.
specific topic within any area of Psychology and Criminology which reflects the students own interest. The
work should reflect a critical analysis of theoretical approaches and/or empirical findings. It should also offer
some new insights on the topic area with theoretical backing and hence contribute positively to future
research. The content is geared towards support at the point of need as students will work under the close
supervision of a member of the Psychology or Criminology team with interest in the area.
This module is assessed by a 10,000 word Criminology & Psychology Research Project. The development of
this project is supported by a supervisor using Skype or Live Chat. The supervisor is responsible for signing
off the proposal and any ethics approval.
6b.
Outline Content:
The exact content of the learning will be determined by the chosen topic and the guidance of the supervisor.
The topic should be related to both the Psychology and Criminology disciplines.
6c.
van Hoeke, M., 2011. Methodologies of Legal Research: Which Kind of Method for What Kind of Discipline?
London: Hart
Matthew, B., & Ross, L., 2010. Research Methods: A Practical Guide for the Social Sciences. UK: Longman
Page 199 of 242
Other:
Davies, P., et al, 2010. Doing Criminological Research. UK: Sage Publications Ltd
nd
Memon, A. A., Vrij, A. & Bull, R., 2003. Psychology and law: Truthfulness, accuracy and credibility 2 ed.
Chichester, UL: John Wiley & Sons.
6d.
7.

Knowledge and
understanding
Criminology issue.
affective and
transferable skills
2.

contemporary issue situated within the disciplines of Psychology and
Criminology

used during the preparation of the Psychology and Criminology Research Project.
8.
Learning Activities
Learning Activities
Hours
20
280
9.
Learning
Outcomes
1-4
1-4

other comments
Chat or Skype
Module Assessment
Method
Learning
Outcomes
% Weighting &
Fine Grade
(FG) or
pass/fail (PF)
Assignment
1-4
100% (FG)
Qualifying
Mark
see
guidance
notes
30%
10,000 word Criminology & Psychology

research project.
TECHNICAL DETAILS
Yes or
y
over
No?
N/A
Page 200 of 242
Page 201 of 242

Version:
Module Code:
Date amended:

Cross-Cultural Psychology
2a. Module Leader:
2b. Department:
2c. Faculty:
Nick Rendell
RDI
N/A

Standard
6
30
5.
300
Restrictions
Pre-requisites:
None
Co-requisites:
None
Exclusions:
None

None
We cannot ignore the fact that psychological functioning is different across many regions of the world. Much
of psychological research that we are aware of is carried out in western society and as such only contains
precisely to this limited population. With the ever increasing blurring borders between Eastern and Western
cultures it is important to gain an appreciation of the differences in the way the two societies operate
psychologically and ask questions about how we understand each other and act in relation to each other in
different cultural settings. Therefore, cross cultural psychology primarily deals with how psychological
processes may vary across cultures. A number of different areas within psychology are examined in this
module with a view to exploring similarities and differences between cultures. This course also looks at the
way in which cross-cultural research is carried out from a methodological point of view with a view to giving
students the tools to carry out their own cross-cultural research.
This module is assessed in two parts. Assessment 1 is a coursework assignment with a case study and
newspaper article element typically on current issues and debates. Assessment 2 is a time-constrained
assessment based around a pre-seen case study.
The content outlined in this section comes under a number of headings.
Introduction to the Topic
Defining Culture
External (Political organisation, ecological and social context)
Internal (beliefs, ideas, philosophies, attitudes)
Cross Cultural Research
Sampling (How to represent your population)
Qualitative and Quantitative approaches (Experiments, questionnaires and interviews)
Ethical considerations (With participants across racial / cultural)
Page 202 of 242
Psychological areas of study

Social Behaviour (Culture as a cause and result of social behaviour)
Values
Social Context
Child Development (Do we all start off the same, regardless of culture?)
Personality (The relationship between culture and personality)
Cognition (Principles of perception across cultures)
Emotions
Language Acquisition (The language acquisition device)
Cultural Neuroscience
Key Text :
Berry, J. W., 2011. Cross Cultural Psychology: Research and Applications. University Press. Cambridge.
Berry J. W., 1996. Handbook of Cross-Cultural Psychology, Volume 1: Theory and Method. 2nd Edition. Allyn
& Bacon.
Berry J. W., 1997. Handbook of Cross-Cultural Psychology, Volume 2: Basic Processes and Human
Development. 2nd Edition. Allyn & Bacon
Berry J. W., 1997. Handbook of Cross-Cultural Psychology, Volume 3: Social Behaviour and Applications 2nd
Edition. Allyn & Bacon
Other:
Shiraev, E. B. Cross-Cultural Psychology: Critical Thinking and Contemporary Applications (5th

Edition)
Website: Social Psychology Network, Cross Cultural Psychology
http://www.socialpsychology.org/cultural.htm#crosscultural
No specialist learning resources will be necessary for this module
7.

Knowledge and
understanding
affective and
transferable skills
8.
1.
demonstrate knowledge and critical understanding of the different

approaches to the definition of culture.
2.
demonstrate knowledge and critical understanding of the contrasts in several

psychological perspective between cultures.
3.
demonstrate knowledge and critical understanding of conducting research

within cross cultural psychology (including ethical considerations).
4.
apply knowledge of the culturally fluid nature of psychology to theories which

may be presented otherwise.
5.
integrate their understanding of the different aspects of psychology from a

western view with those from different cultures.
6.
identify the differences in behaviour, psychological functioning and experience

between eastern and western psychological perspectives.
Learning Activities
Learning Activities

learning
Hours
20
Learning
Outcomes
1-6
Page 203 of 242

other comments
module
concepts
and
personal

280
TOTAL
9.
1-6

knowledge
check
activities
as
completion.
300
Module Assessment
Method
Learning
Outcomes
% Weighting &
Fine Grade (FG)
or pass/fail (PF)
Qualifying
Mark
see guidance
notes
Coursework
1,2,3,4
50% FG
30%
1500 word article review 1500 word case study
Exam
1 2,5,6
50% FG
30%
3000 word equivalent 24 hour assessment

based on pre-seen content
TECHNICAL DETAILS
10.
Delivery
Yes or No?
N/A
C800 Psychology
Page 204 of 242

Module Code:
Version:
Date amended:
1.
Cybercrime
2a.
Module Leader:
John Hendy
3a.
6
4a.
15
2b. Department:
RDI
2c. Faculty:
Law
Standard

150
5.
Restrictions
Pre-requisites:
Co-requisites:
Exclusions:
None
None
None
None
6a.
The design of this module is aimed at providing students with a comprehensive overview of the main
developments in the contemporary field of Criminology and the new cyber and Information technologies.
Students will be provided with the opportunity to increase their knowledge of contemporary developments in
theoretical criminology and social theory in relation to the study of crime and the new technologies available
in the early part of the 21st century.
Students will acquire an ability to critically evaluate and analyse the main criminological and sociological
debates pertaining to crime and the new technologies. They will develop a critical awareness of the diversity
of competing theoretical paradigms in criminology in relation to the areas of study, and of the different
epistemological and ontological assumptions about knowledge that underpin criminological theory and
research in these areas.
Students will also gain knowledge of the links between the social and biological sciences in relation to the
study of crime and the new cyber and Information technologies, and be able to debate and explain the
importance of theoretical and ethical considerations in this area of study. Students will develop and
demonstrate IT skills in the course of study.
understanding of the relationships between crime, cyber-technologies, and a range of criminological
approaches to their conceptualisation and analysis.
6b.
Outline Content:
In the early part of the module, students will examine Virtual Criminology and Cyber-Crime in
addition to the global phenomenon of serious organised crime and terrorism.
As the module unfolds, students examine crime and the new Information technologies, and in
particular, the impact of the World Wide Web and theoretical links between the cyber and the
social.
In the latter part of the module, students examine Bio-Social explanations for crime, and postPostmodern attempts to conceptualise the relationship between crime and the new Information and
cyber technologies.
Research, reflection, critical evaluation, analytical, communication and time-management skills will
be developed through independent research, exercises and debate, and the written essay
assignment.
Students will be strongly encouraged to keep abreast of current media reports on the topics under
investigation.
6c.
Page 205 of 242
Key Text :
rd
Johnson, M., 2013. Cyber Crime, Security and Digital Intelligence 3 Edition. Academic Press
Streeter, M. & Warren, P. 2013. Cyber Crime & Warfare (ATM.) London: Hodder & Stoughton
Other:
st
Barnaby, F., 2007. The Future of Terror: A 21 Century Handbook. London: Granta Books.
6d.
7.

Knowledge and
1. demonstrate a critical understanding of the main developments in the
understanding
contemporary field of Criminology and the new cyber and Information
technologies.
2. demonstrate a critical awareness of the diversity of competing theoretical
paradigms in criminology in relation to cybercrime and how they underpin
research.
affective and
transferable skills
3. critically analyse the main developments in the contemporary field of

Criminology and the new cyber and Information technologies.
4. show highly effective oral communication skills, research skills and
effective use of ICT in the preparation of an individual essay.
8.
Learning Activities
Learning Activities
Hours
10
140
9.
Learning
Outcomes
1-4
1-4

other comments
Module Assessment
Method
Learning
Outcomes
% Weighting &
Fine Grade
(FG) or
pass/fail (PF)
Assignment
1-4
100% (FG)
Qualifying
Mark
see
guidance
notes
30%

question based on the relationships between
crime, cyber-technologies, and a range of
criminological approaches to their
conceptualisation and analysis.
Page 206 of 242

TECHNICAL DETAILS
Yes or
y
over
No?
N/A
Page 207 of 242

Version:
Module Code:
Date amended:

Employment Law
2a. Module Leader:
2b. Department:
2c. Faculty:
Kathy Daniels
RDI
N/A

Standard
Level 6
15
5.
150
Restrictions
Pre-requisites:
None
Co-requisites:
None
Exclusions:
None

None
The purpose of the module is to enable the student to develop an understanding of the various rights,
obligations, responsibilities and potential liabilities arising from the employment relationship, as well as to
gain an appreciation of the wider social, economic and political context within which the legal rules operate.
This will help students to further develop their skills, particularly of advocacy and negotiation, when dealing
with procedures for the enforcement of rights.
The module topics cover all the key areas of employment law. The students will be introduced to the tests of
employment status, and issues associated with the contract of employment. The key topics of dismissal and
discrimination will be addressed. The module also looks at issues associated with trade unions and industrial
conflict. This helps to link the module back to the important issues relating to the employment relationship
The assessment for this module is by a number of tasks which are predominantly shorter problem scenarios
within the context of the contract of employment, its processes and procedures.
1.
Nature and purpose of employment law, including a brief historical background and an
outline of the major institutions involved. This is to set out a basic understanding of how the
law works
2.
The nature of the contract of employment. This will include employment status and an
explanation of the basis of the employment relationship
3.
The terms of the employment contract. Looking at what needs to be included as a legal
requirement and additional clauses that employers often use
4.
Employment Tribunals, including a brief survey of total jurisdiction, as well as
a consideration of procedure.
5.
Dismissal and redundancy setting out the procedures that need to be followed
6.
Discrimination and equal pay setting out the protected characteristics and the different
forms of discrimination
7.
Collective Bargaining. This will focus on the legal requirements once trade union
recognition has been received.
8.
Industrial conflict and the law. This will address lawful and unlawful action.
Page 208 of 242

Key Text :
th.
Pitt, G., 2013. Employment Law 9 . Sweet and Maxwell,

Other:
th
Emir, A., 2012. Selwyns Law of Employment, 17 edition. OUP.

th
Smith, I., & Baker, A., 2013. Smith & Woods Employment Law 11 Edition. OUP,
7.

Knowledge and
understanding
1. critically appraise the nature of the employment relationship and the law
relating to the formation, operation and termination of the employment
contract
2. critically evaluate current developments in employment law
affective and
transferable skills
3. evaluate arguments and assumptions and make judgments on legal

scholarship and research in the area of employment law.
4. communicate legal arguments in written form using appropriate legal
terminology
8.
Learning Activities
Learning Activities
Hours

learning
10
Learning
Outcomes
1-4
140
1-4

other comments
learning

TOTAL
9.
150
Module Assessment
Method
Essay based on
problem scenarios
Learning
Outcomes
1-4
% Weighting &
Fine Grade (FG)
or pass/fail (PF)
100% FG
Qualifying
Mark
see guidance
notes
30%

3000 word series of tasks based on problem
scenarios.
Page 209 of 242

TECHNICAL DETAILS
10.
Delivery
Yes or No?
N/A
Page 210 of 242

Module Code:
Version:
Date amended:
1.
2a.
Module Leader:
David Mankin
3a.
6
4a.
30
2b. Department:
RDI
2c. Faculty:

Major Project

300
5.
Restrictions
Pre-requisites:
Co-requisites:
Exclusions:
Research Methods in HRM &

Psychology
None
None
None
6a.
This is a compulsory module for all students taking the BA (Honours) HRM & Psychology programme. The
purpose of the module is to assess a students ability to conduct independent research. Students are
required to design a research project on an applied topic of their choice but which must span the disciplines
of HRM and Psychology. This involves the application of managerial and/or practitioner concepts and
research techniques to a significant organisational issue or problem. The focus is on helping students to
develop their skills as an independent learner and to apply research competencies initially developed on the
Research Methods in HRM & Psychology module which enable them to design, undertake and evaluate
independent research in an organisational setting. The assessment takes the form of an 8,000-10,000 word
dissertation based on the project.
Students will be expected to communicate with their supervisor in a constructive and proactive manner and at
the start of the module to develop a clear and workable modus operandi for supervision. Students must
identify and obtain their own research resources as an integral part of the dissertation requirement. However,
supervisors may recommend particular papers/books/articles as appropriate to the field and topic in question.
Students will be expected to use online databases to retrieve relevant journal articles, to make judicious and
critical use of any unpublished literature, and to use other sources of evidence as appropriate to the
dissertation (e.g. technical reports, government reports).
As well as being allocated a supervisor students undertaking the module will receive additional support
including: a comprehensive student guide; online material on undertaking a research project and how to write
a dissertation (e.g. narrated PowerPoint presentations; pod casts); and tutor-led seminars on specific topics
(e.g. designing data collection instruments; analysing quantitative and qualitative data; presentation of
findings).
ethics approval.
6b.
Outline Content:
plan
Page 211 of 242

6c.
Key Texts:
Anderson, V., 2013. Research Methods in Human Resource Management: Investigating a Business Issue.
London: CIPD
Bryman, A. and Bell, E., 201. Business Research Methods 3rd edition. Oxford: Oxford University Press.
Saunders, M. N. K., Lewis, P. and Thornhill, A., 2012. Research Methods for Business Students 6th edition.
Harlow: Pearson
Bem, D.J. (1995) Writing a review article for Psychological Bulletin. Psychological Bulletin, 118(2), 172-177
Other:
Aaker, D. A., 2010. Marketing research (10th edition: International Student version), Hoboken, NJ: John
Wiley & Sons
Fisher, C., 2010. Researching and Writing a Dissertation: An Essential Guide for Business Students 3rd
th
Greetham, B., 2009. How to Write your Undergraduate Dissertation (Palgrave Study Skills), Basingstoke:
Palgrave Macmillan
th
Harlow: Pearson
Smith, M., 2008. Research Methods in Accounting 2
nd
edition. London: SAGE Publications Ltd.
Publications Ltd.
6d.
7.

Page 212 of 242
Knowledge and
understanding
1. design and implement a research project
affective and
transferable skills
4. Select and apply effective tools for information collection and analysis
2. collect, organise, understand and interpret data and information from a variety
of appropriate resources, acting autonomously, with minimal supervision.
3. critically evaluate evidence to justify and support conclusions,
recommendations and reflections
5. critically evaluate the techniques and processes used to investigate and apply
effective tools for information collection and analysis
6. communicate findings professionally using appropriate language and
terminology.
8.
Learning Activities
Learning Activities
Hours
20
280
9.
Learning
Outcomes
1-6
1-6

other comments
Supervisor support, tutor-led sessions,
and asynchronous tutor facilitation of
online forum discussions
Independent learning supplemented by
shared learning in online forum (e.g.
seminars. Discussion forum)
Module Assessment
Method
Major project
(dissertation)
Learning
Outcomes
% Weighting &
Fine Grade
(FG) or
pass/fail (PF)
1-6
100% (FG)
Qualifying
Mark
see
guidance
notes
40%
8,000 - 10,000 word interdisciplinary final

project
TECHNICAL DETAILS
Yes or
y
over
No?
N/A
Page 213 of 242

Module Code:
Version:
Date amended:
1.
2a.
Module Leader:
Angela Burns
3a.
6
4a.
30
2b. Department:
RDI
2c. Faculty:

Major Project

300
5.
Restrictions
Pre-requisites:
Co-requisites:
Exclusions:
None
None
None
None
6a.
specific topic within any area of law and psychology which reflects the students own interest. The work
should reflect a critical analysis of theoretical approaches and/or empirical findings. It should also offer some
new insights on the topic area with theoretical backing and hence contribute positively to future research. The
content is geared towards support at the point of need as students will work under the close supervision of a
member of the LLB or Psychology team with interest in the area.
The module is assessed via a 10,000 word research project. The development of this project is supported by a
supervisor using Skype or Live Chat. The supervisor is responsible for signing off the proposal and any ethics
approval.
6b.
Outline Content:
The exact content of the learning will be determined by the chosen topic and the guidance of the supervisor.
The topic should be related to both the Law and Psychology disciplines.
6c.
van Hoeke, M, 2011. Methodologies of Legal Research: Which Kind of Method for What Kind of Discipline?
Hart
Turner, C. et al, 2012. Unlocking Legal Learning 3rd edn. London: Hodder Education
Holborn, G., 2001. Butterworths Legal Research Guide 2nd edn. Oxford: OUP
Page 214 of 242
6d.
7.

Knowledge and
understanding
psychology issue.
affective and
transferable skills
2.

contemporary law and psychology issue.

used during the preparation of the Law and Psychology Research Project.
8.
Learning Activities
Learning Activities
Hours
20
280
9.
Learning
Outcomes
1-4
1-4

other comments
Chat or Skype
Module Assessment
Method
Learning
Outcomes
% Weighting &
Fine Grade
(FG) or
pass/fail (PF)
Project
1-4
100% (FG)
Qualifying
Mark
see
guidance
notes
30%
10,000 word law and psychology research

project.
Supervisor signs off abstract of the
comparative law research project. One to one
personal tutorial with the supervisor via
Skype or Live Chat
TECHNICAL DETAILS
Yes or
y
over
No?
N/A
Page 215 of 242

Version:
Module Code:
Date amended:

Law of Evidence
2a. Module Leader:
2b. Department:
2c. Faculty:
John Hendy
RDI
N/A

Standard
Level 6
15
5.
150
Restrictions
Pre-requisites:
None
Co-requisites:
None
Exclusions:
None

None
The purpose of this module is to provide students with knowledge of the law relating to the collection
and use of evidence as part of both civil and criminal cases. The rules of evidence have become more
important over recent years, particularly since the implementation of the Human Right Act and high profile
cases highlighting issues regarding the use of evidence and treatment of witnesses. This puts the law of
evidence and its rules into greater focus.
The module will focus on the burden and standard of proof and types of evidence used within both criminal
and civil cases, including the rules of permitting evidence, admissibility and the importance of confessions.
Witnesses, their examination and role within a case and the relevance of evidence and its collection will also
be considered in detail, enabling students to consider the role and importance of evidence throughout the
entire legal process.
This will enable students to obtain a solid understanding of the key legal principles and rules regarding the
collection and use of evidence, examination of the evolution in the law of evidence, and the potential for
reform. It will also provide students with greater detail on the judicial process, particularly court processes and
the structure of trials.
This module is assessed by a 3000 word critically evaluative essay which focuses on the rules and procedure
and potential for reform in this area.
Principles of the law of evidence covering the evolution of the law, notably the Human Rights Act and
treatment of witnesses and defendants within a court
The burden and standard of proof particularly its application in both criminal and civil cases, differences
and the reasons for these
Types of evidence and associated rules focusing on relevance, hearsay and exceptions, confessions and
the admissibility of evidence (rules)
Page 216 of 242
The role and importance of witnesses the importance of being competent and compelling, corroboration
and cross examination, privileges of witnesses and communication
The relevance of evidence within a trial including the way in which evidence is collected and stored to
ensure admissibility, and the evolution of the law

Key Text :
th
Keane A & McKeown P., 2012. The Modern Law of Evidence 9 edition. Oxford
Other:
rd
Doak J., 2012. Evidence in Context 3 edition Routledge
th
Dennis I., 2010. The Law of Evidence 4 edition. Sweet & Maxwell
7.

Knowledge and
understanding
1. understand and examine the legal rules and principles of law relating to the use
of evidence
2. scrutinise these legal rules and court processes regarding the use of evidence
and witnesses in a case, and its evolution
affective and
transferable skills
8.
3. analyse and apply the rules of evidence to scenarios and cases accurately and
coherently, evidencing the arguments
4. effectively communicate their knowledge, using the correct legal terminology
Learning Activities
Learning Activities
Hours
10
Learning
Outcomes
3&4
140
1&2
TOTAL
9.

other comments
Individual and group learning through the
module resources, use of the discussion
boards, development of research skills and
engaging in on-going activities.
150
Module Assessment
Method
Assignment
Learning
Outcomes
1 to 4
% Weighting &
Fine Grade (FG)
or pass/fail (PF)
100% FG
Qualifying
Mark
see guidance
notes
30%

question based on the module contents
Page 217 of 242

TECHNICAL DETAILS
10.
Delivery
Yes or No?
N/A
Page 218 of 242

Module Code:
Version:
Date amended:

Management in IT
2a. Module Leader:
Martin Beaver
2b. Department:
RDI
2c. Faculty:
N/A

ARU3 FHEQ6

Standard

15

150
5. Restrictions
Pre-requisites:
Co-requisites:
Exclusions:
None
None
None
N/A
This module is designed to provide students with the generic skills, knowledge and understanding required
by a Technology/IT Manager. The module will look at the role of a Technology/IT Manager from two
viewpoints. The first viewpoint is the role the Technology/IT Manager will play in the Management Team of
the organisation. The second viewpoint is the role the Technology/IT Manager will play in managing a
Technology/IT Department.
The module will consider the various ways that the staffing of a Technology/IT Department can be provided.
This will cover direct employees, contractors, consultants, outsourcing approaches. The module will consider
recruitment, retention, development of staff and redundancy.
The module will enable the student to understand the relationship of a Technology/IT Department to the rest
of the organisation.
The module will cover the role of identifying and recommending new technology/IT Systems, it will cover how
new technology/IS Systems can be evaluated.
The role of budgets will be discussed specifically the type of budgets that there are, the budget setting
process, the management of budgets, how budgets can assist in meeting the Technology/IT Departments
and the overall organisations objectives.
The module will cover the strategic planning process and how various strategies need to link together to
enable an organisation to meet its objectives.
This module is assessed by a 3000 word assignment based upon a case study. This will typically include the
development and appraisal of resource and performance management proposals based upon the
organisation in the case study.
Staff Management Recruitment, retention, redundancy, policies, role of contractors, consultants

and outsourcing.
Strategic Planning The strategic planning process, role of IT in strategy process.
Current technology developments Internal IT developments - methodologies, development tools,
development support tools, External IT developments new services, new products, efficiency, increase
customer satisfaction, role of existing investment and skill sets.
Page 219 of 242
Key Text:
Holtsnider, B. & Jaffe. B., 2012. IT Managers Handbook: Getting Your New Job Done, 3rd edition. Morgan
Kaufman
Robson, W., 2007. Strategic Management and Information Systems: An Integrated Approach, 2nd edition.
Prentice Hall
th
Pearlson, K.E. & Saunders, C.S., 2012. Managing and Using Information Systems: A Strategic Approach, 5
edition. John Wiley
Galliers, R.D. & Leidner, D.E., 2009, Strategic Information Management: Challenges and Strategies in
th
Managing Information Systems, 4 edition. Routledge
Chaffey, D. & White G., 2010, Business Information Management: Improving performance Using Information
nd
Systems, 2 edition. Prentice Hall
Computing Magazine
7.

Knowledge and
1. demonstrate understanding of the different possible staffing approaches for an
understanding
IT Department.
2. critically appraise the role of the strategic planning process and the IT Managers
role within it.
affective and
transferable skills
8.
3. prepare and evaluate as a group a staffing policy and plan for an IT Department.
4. produce an evaluation of the impact of new technology on an organisations
strategic plan.
Learning Activities
Learning Activities
Hours
10
Learning
Outcomes
1, 2, 3, 4
140
1, 2, 3, 4
TOTAL
9.

other comments
review.
completion.
150
Module Assessment
Method
Learning
Outcomes
% Weighting &
Fine Grade
(FG) or
pass/fail (PF)
Qualifying
Mark
see
guidance
Page 220 of 242
Assessment
1,2,3,4,
100% FG
notes
30%
3000 words. The assignment will be

based on a case study.
TECHNICAL DETAILS
Deliver
Yes or
y
over
No?
N/A
Page 221 of 242

Version:
Module Code:
Date amended:

2a. Module Leader:
2b. Department:
2c. Faculty:
Filia Garivaldis
RDI
N/A

Standard
6
30
5.
300
Restrictions
Pre-requisites:
None
Co-requisites:
None
Exclusions:
None

None
This module explores occupational psychology, one of the growing and wide ranging areas of applied
psychology. In particular, the module covers key topics across individual, group, and organisational domains,
such as personality and motivation, leadership and teamwork, and organisational development and change.
Within these areas, the module emphasises the dynamic and rapidly changing environment of the world of
work. Technological, economic, social and political changes impact on organisations, and the groups and
individuals who work within them. A globalization of business theme will also be introduced and cross-cultural
issues discussed.
This module aims to provide students with an introduction to the current theories, methods (including ethical
considerations) and debates in occupational psychology, and encourages students to critically evaluate
psychological methods and approaches adopted in understanding organisational behaviour. At this level,
students are expected to utilise critical and analytical skills, and to apply their knowledge and understanding in
a practical way to provide solutions to problems. Thus, the module provides students with an opportunity to
apply their knowledge through case studies. Other learning approaches include the use of video clips, forum
discussions, and independent study. To support their distance learning experience, students need to
supplement the existing module content with further reading.
The students are assessed on the theoretical aspect of occupational psychology with an essay critically
evaluating contemporary theories in the area. For the practical aspect, students are to conduct two separate
case studies which will test their problem solving skills as well as consideration to ethics.
The nature and context of the world of work

Globalization of business and cross-cultural issues
Individual differences in personality, ability, and learning
Decision-making and communication
Motivation, job satisfaction, and commitment
Page 222 of 242
Stress, burnout, and well-being

Creativity and Innovation
Conflict management and teamwork
Leadership
Organisational structure, planning, and job patterns
Managing behaviour, performance, and change
Organisational development and culture
Contemporary issues, such as emotional intelligence, and interventions in organisational behaviour
Ethical issues in research and practice in occupational psychology

Key Text :
th
Arnold, J., & Randall, R., 2010. Work Psychology. 5 ed. Prentice Hall.
Other:
Bratton, J., Forshaw, C., Callinan, M., 2010. Work And Organizational Behavior: Understanding The
Workplace. 2nd ed. Palgrave Macmillan.
McKenna, E., 2006. Business Psychology and Organizational Behavior. East Sussex: Psychology Press.
Robbins, S. & Judge, T. A., 2010. Organizational Behavior. 14th ed. Pearson Education.
Key journal articles
N/A
7.

Knowledge and
understanding
1. integrate up-to-date knowledge of theory, research and practice in

occupational psychology
2. critically analyse the effectiveness of interventions, and apply methods to solve
particular workplace issues
3. consider and work with cultural and contextual influences on organisational

behaviour
affective and
transferable skills
4. conduct research to provide insight into occupational psychology issues

5. develop reflective practice and manage continued professional development
6. demonstrate written skills in engaging an audience, and in the effective
communication of ideas
8.
Learning Activities
Learning Activities
Hours

learning
20
Learning
Outcomes
1-6
280
1-6
Page 223 of 242

other comments
module
concepts
and
personal

knowledge
check
activities
as
completion.
TOTAL
9.
300
Module Assessment
Method
Learning
Outcomes
% Weighting &
Fine Grade (FG)
or pass/fail (PF)
Qualifying
Mark
see guidance
notes
Coursework 1
1, 2, 4
50% FG
30%
3000 word essay based around theoretical

concepts.
Coursework 2
2, 3, 5, 6
50% FG
30%
2 x 1500 word case studies focusing on

problem-solving and ethics.
TECHNICAL DETAILS
10.
Delivery
Yes or No?
N/A
C800 Psychology
Page 224 of 242

Module Code:
Version:
Date amended:
1.
2a.
Module Leader:
Angela Burns
3a.
6
4a.
15
2b. Department:
RDI
2c. Faculty:
Law
Standard

150
5.
Restrictions
Pre-requisites:
Co-requisites:
Exclusions:
None
None
None
None
6a.
The aim of this module is to introduce students to the key principles of jurisprudence in relation to law, ethics
and morality. It also aims to begin the process of professional preparation at the earliest possible stage and
to provide a foundation upon which subsequent stages can build. There are many possible outcomes that are
consistent with this aspiration, relating broadly to the knowledge, skills, attitudes and motivation of
prospective entrants to the legal and other professions
The assessment for this module comprises of a portfolio of tasks which will assess both theoretical and
applied issues of law and ethics. This will comprise of short essay and problem style questions. Not to
exceed 3000 words.
6b.
Outline Content:
Ethics and Law: Law and morality; Civil and human rights; Life, liberty and security of person;
equality before the law; discrimination and diversity.
Ethics and the administration of justice: democratic values, e.g. equality (including equality before the
law) freedom, access to and control of power; natural justice; the rule of law; independence of the
judiciary, lawyers' responsibilities for defending the rule of law and upholding the administration of
justice.
Theory of professionalism: Relationship to the state; Market control and reserved activities;
Professional ideals.
Legal professions: Professional values; regulatory bodies; education, training and conduct
Professional ethics: Codes of conduct; Duty to the Court and to the administration of justice; Duties to
clients; Loyalty; competence; confidentiality; conflicts of interest.
6c.
Key Text :
nd
Boon, A., Levin, J., 2006. The Ethics and Conduct of Lawyers in England and Wales 2 edition. Hart
Publishing
Harris, P, 2006. An introduction to law (Law in Context) (Kindle edition) 7th edn. Cambridge University
Press.
Page 225 of 242
Other:
Austin, J, in Cotterrell, R., 1998. The Politics of Jurisprudence 2
nd
Edition. Butterworths 1989
Devlin, Lord, 1959. The Enforcement of Morals. Oxford: OUP

Durkheim, E., 1964. The Division of Labour in Society. New York
th
Penner, JE., 2008. McCoubrey & Whites Textbook on Jurisprudence 4 Edition. Oxford: OUP
th
Twining, W., and Miers, D., 1999. How to Do Things with Rules 4 Edition. Butterworths
Wacks, R., 1999. Understanding Jurisprudence: An Introduction To Legal Theory 2nd Edition. Oxford: OUP
6d.
Ethics: an international journal of social, political and legal philosophy
7.

Knowledge and
1. examine and explain the relationship between morality and Law with
understanding
reference to established theories and the notion of professional ethics.
2. analyse and appraise the mechanisms by which the inherent values of the
English Legal System are maintained.
affective and
transferable skills
3. evaluate the institutions, professional roles and ethics of the judiciary and
legal professions with reference to decided case law.
4. appraise the ethical responsibilities of lawyers
8.
Learning Activities
Learning Activities
Hours
10
140
9.
Learning
Outcomes
1-4
1-4

other comments
knowledge
check
activities
as
completion.
Module Assessment
Method
Learning
Outcomes
% Weighting &
Fine Grade
(FG) or
pass/fail (PF)
Portfolio
1-4
100% (FG)
Qualifying
Mark
see
guidance
notes
40%
Page 226 of 242
A portfolio of tasks which will assess both
theoretical and applied issues of law and

ethics. This will comprise of short essay and
problem style questions. Not to exceed 3000
words.
TECHNICAL DETAILS
Yes or
y
over
No?
N/A
Page 227 of 242

Version:
Module Code:
Date amended:

2a. Module Leader:
2b. Department:
2c. Faculty:
Kathy Daniels
RDI
N/A

Standard
Level 6
15
5.
150
Restrictions
Pre-requisites:
None
Co-requisites:
None
Exclusions:
None

None
The purpose of this module is to develop skills relevant to the workplace and enhancing employability.
Students will be required to think about their future career plans, and the skills that they will require to
successfully achieve their ambitions. The concept of employability will be explained, with an explanation of
how that can be enhanced.
Students will then be introduced to a number of different skills which are related to employability. Each of the
skills will be explained, with practical examples of the development and application of those skills. The skills
will be linked to workplace situations so that the importance of the skill can be understood.
Students will be taught important skills relating to the management of people, including being a leader and
being part of a team.
This module is assessed through a portfolio of tasks which draw on the professional elements of the skills
strands in a reflective way.
1.
Career development and future planning asking the student to thinking about their aims for
the future
2.
Employability setting out the concept of employability and how students can improve their
own employability
3.
Positive Thinking & Assertiveness particularly focused on how to address situations when
things are not going well
4.
Creativity and Decision Making how to develop creative thinking and to use this in the
decision making process
5.
Communication looking at communication on a team basis
6.
Managing & Leading People how to inspire people and encourage them in their work
7.
Working as Part of a Team the skills required to operate effectively as part of a team
8.
Learning, Development and Motivation looking at how to develop existing skills, and where
Page 228 of 242
the motivation to do this comes from.

Key Text :
Moon, J., 2012. Learning journals: a handbook for reflective practice and professional development
nd
2 Routledge
Other:
th
Pedler, M., 2006. A Managers Guide to Self Development, 5 Edition. McGraw Hill
nd
Rayner, C., & Adam-Smith, D., 2009. Managing and Leading People 2 Edition. CIPD
Brooks, I., 2008.Organisational Behaviour, Individuals, Groups and the Organisation. Financial Times Prentice
Hall
7.

Knowledge and
understanding
1. plan, develop and implement strategies to assist organisations to respond to

changing attitudinal, behavioural and skill requirements
2. understand and explore the concept of employability
affective and
transferable skills
8.
3. reflect on personal performance in order to demonstrate learning from

experience
4. utilise appropriate skills in order to communicate effectively to different
audiences
Learning Activities
Learning Activities
Hours

learning
10
Learning
Outcomes
1-4
140
1-4

other comments
learning

TOTAL
9.
150
Module Assessment
Page 229 of 242
Method
Skills Portfolio
Learning
Outcomes
1-4
% Weighting &
Fine Grade (FG)
or pass/fail (PF)
100% FG
Qualifying
Mark
see guidance
notes
30%

Not to exceed 3000 words portfolio of
reflective tasks.
TECHNICAL DETAILS
10.
Delivery
Yes or No?
N/A
Page 230 of 242

Module Code:
Version:
Date amended:

2a. Module Leader:
2b. Department:
Sarah Mollitt
RDI
2c. Faculty:
6
Standard
30
5.
300
Restrictions
Pre-requisites:
None
Co-requisites:
None
Exclusions:
None

None
This module is designed to develop a further understanding of strategic HRM and of the more significant
contemporary and likely future developments in the HRM field, their origins and practical management
significance. During this module students will draw on relevant conceptual models to analyse developments
in society and the labour market. Coupled with this they will evaluate these changes and their practical
implications for HRM and the world of work.
Students will draw on relevant models to analyse developments in HRM and evaluate their practical
implications. The module will consider how some of the big issues facing business organizations today
impact on HR practices. These issues will include environmental developments that are having an effect on
the evolution of HRM practice in the UK and overseas. Current examples are: global financial and economic
instability; intensified competitive pressures; demographic and labour market trends; social trends and trends
in social attitudes; patterns of skills shortages; the significance of positive corporate reputations. Major crossfunctional developments in HRM research and practice will also be considered. In this area human resource
planning and strategy-making; the psychological contract; the role of emotion in the workplace; the role of
ethics in HRM; employee engagement; flexible working practices and managing a diverse workforce will be
covered.
support specific to the assessments. By introducing a range of examples from a number of different national
contexts, students will gain an insight into the nature of these changes across cultures. It is hoped that the
application of theory and practice will give students analytical skills which can be carried across to the
Page 231 of 242
workplace and will enhance their employability.

Detail of assessment strategy 6000 word assignment including a 1000 word reflective learning statement
6b.
Outline Content:
The Foundations of HRM
International HRM
Demographic, social and labour market trends
Equal Opportunities, Managing Diversity and HRM
HR and Ethics:
Emotional and Aesthetic labour
HR Leadership
The future of Work
Key Text
Storey, J., 2007. Human Resources Management: A Critical Text, 3rd edition. Cengage.
Human Resource Management Journal
Work, Employment and Society
7.

Knowledge and
understanding
affective and
transferable skills
8.
1. apply relevant conceptual models and theories to inform HR responses to

major trends in the business environment.
2. critically analyse key cross-functional developments in contemporary HRM
practice.
3. explain the importance of vertical- and horizontal-strategic alignment between
an organisations business and HRM strategies.
4. identify and analyse relevant data on major trends in the business environment
and in particular those impacting on the strategic nature of HRM.
5. evaluate major cross-functional developments in contemporary HRM practice.
6. critically evaluate the efficacy of strategic HRM models using case study
examples.
Learning Activities
Learning Activities
Hours
20
280
Learning
Outcomes
1,2,3,4,5,
and 6

other comments
community.
Formative
feedback
review.
1,2,3,4,5
and 6

Page 232 of 242

9.
Plus
Module Assessment
Method
Assignment
Learning
Outcomes
1,2,3,4,5
and 6
% Weighting &
Fine Grade (FG)
or pass/fail (PF)
100% (FG)
Qualifying
Mark
see guidance
notes
30%
6000 word assignment including a 1000

word reflective learning statement
NB Students will be permitted to submit
a 500 word plan for formative feedback.
TECHNICAL DETAILS
10.
Deliver
y

over
Yes or
No?
N/A
Page 233 of 242

Module Code:
Version:
Date amended:
1.
2a.
Module Leader:
Peter Murray
2b. Department:
RDI
2c. Faculty:
3a.
6

Standard
4a.
15

Standard
5.
Restrictions
Pre-requisites:
Co-requisites:
Exclusions:
None
None
None
None
6a.
This module is compulsory for all BA (Honours) Business programme students. Its purpose is to develop
knowledge at the forefront of the strategic management discipline and a strategic awareness by analysing
and evaluating strategic options and issues of implementation within the context of an increasingly volatile,
turbulent and interconnected environment.
The student will examine the nature of change at the strategic level and how key drivers for change can be
identified and analysed in the context of both the external and internal organisational environment. The
module explains to concept of a corporate vision and mission, and how this relates to the setting of SMART
corporate objectives.
The central elements of the module explore the choices available to organisations and the basis upon which
decisions to create and/or sustain competitive advantage are made. The ethical and value systems
influencing such decisions are examined, and the basis of effective implementation of strategic change
assessed. Students learn to assess the relevance of a range of theoretical and empirical models, and to
critique the work of previous writers.
The module is grounded in practical organisational examples from a range of commercial and geographic
territories. The assessment comprises a seen case study based, time constrained assignment.
6b.
Outline Content:
- Strategic formulation: The process of strategic formulation incorporating internal and external audits.
RBV of the firm including the value chain and the process of strategy formulation.
- Strategic Choice: Examination of theories, models and typologies that can help in selecting an
appropriate approach on which to compete.
- Strategic Implementation: Change management related issues within a range of contexts including single
business, M&A activity, partnership working and national and international contexts.
- Alternative theoretical developments: An evaluation of different approaches to theories on strategy
incorporating the development of strategic thinking and the relevance of past theoretical contributions in
todays business environment.
- Multinational and Global context: Local responsiveness versus global integration decisions. Models that
examine strategic decision making within a global context.
Page 234 of 242
6c.
Key Text:
th
Johnson, G., Whittington, R. and Scholes, K., 2010. Exploring strategy, 9 ed. Prentice Hall
Literature:
th
Grant, R., 2012. Contemporary strategy analysis, 8 ed. Blackwell

th
Thompson, J.L. and Martin, F., 2005. Strategic management: awareness and change, 5 ed. London:
Thomson Learning
th
Lynch, R.L., 2011 Strategic management, 6 ed. Harlow: Financial Times: Prentice Hall
Wheelen, T.L. and Hunger, D.L., 2009. Strategic management and business policy: achieving sustainability,
th
12 ed. Pearson
th
De Wit, B. and Meyer, R., 2010. Strategy: process, content, context : an international perspective, 4 ed.
Cengage Learning
De Wit, B. and Meyer, R., 2010. Strategy synthesis, Cengage Learning
th
Lynch, R., 2006. Corporate Strategy, 4 ed. Financial Times: Prentice Hall
6d.
Strategic Management journal

Long Range Planning
Harvard Business Review
7.

Knowledge and
1. apply a number of theoretical models and their potential for developing strategy
understanding
and supporting strategic decisions.
2. critically analyse theoretical developments in strategy.
Intellectual, practical, 3. critically evaluate the process of strategy making in multinational organisations
affective and
in an increasingly volatile and turbulent environment.
transferable skills
4. appreciate the significance of and the difficulties in formulating and
implementing strategy.
8.
Learning Activities
Learning Activities
Hours
10
Learning
Outcomes
3&4
Page 235 of 242

other comments
community.
Formative
feedback
review.
9.
140
1&2

Plus
Module Assessment
Method
Case study based

assignment
Learning
Outcomes
% Weighting &
Fine Grade
(FG) or
pass/fail (PF)
1-4
100% FG
Qualifying
Mark
see
guidance
notes
30%
3,000 word time constrained

assessment based on a pre-seen case
study.
TECHNICAL DETAILS
Yes or
y
over
No?
N/A
Page 236 of 242

Module Code:
Version:
Date amended:
1.
2a.
Module Leader:
Martin Beaver
2b. Department:
RDI
2c. Faculty:
N/A
3a.
ARU3 FHEQ6

Standard
4a.
15

150
5.
Restrictions
Pre-requisites:
Co-requisites:
Exclusions:
None
None
None
N/A
6a.
This module will enable students to understand what a system is and relate this understanding to the
development of Information Systems. The Aim of the module is to enable the students to understand the role
of the systems approach in analysing and understanding problem areas. So the focus is wider than just a
computer system. The module will show that for any major software development the factors, perspectives
and the interconnections need to be identified and understood if the development is to be successful. By
going through the process of identifying systems, their components, the perspectives and stakeholders
involved the students will learn that identifying, analysing and designing systems is a complex process and
understanding the complexity involved has a direct relationship to the success of the system development.
The module will explore the types of systems that can be identified such as open systems, closed systems,
dynamic systems, social systems, human activity systems. The module will enable the student to understand
that the tools and techniques involved in the systems approach will provide a rich toolkit to analyse complex
situations.
The module will consider the hard systems approach which is standard approach for information systems
development but it will also consider the soft approach which can be used to analyse ill-defined problem
areas and where human factors are involved.
The module will make extensive use of various modelling techniques to support systemic analysis.
A 3000 word assignment based around a specified case study typically developing and appraising a system
of interest, accounting for stakeholder perspectives.
6b.
Outline Content:
Types of system open, closed, dynamic, social, human activity.
The role of the systems approach in identifying problem areas and designing physical systems.
System Components System purpose, inputs/outputs, transformation, hierarchy, feedback. control,
dynamic equilibrium, environment
Hard systems, soft systems, the holistic approach and systemic analysis approach, the reductionist
and systematic approach.
Role of models in systemic analysis - this will cover verbal models, picture models, mathematical
models, static models and dynamic models. It will look at how in a complex situation a number of
models need to be used to gain a full understanding of the situation.
Page 237 of 242
6c.
Key Text :
Stowell, F. & Welch, C. 2012. The Managers Guide To Systems Practice: Making Sense of Complex
Problems. John Wiley
Other:
Checkland, P., 1999. Systems Thinking, Systems Practice. John Wiley
Checkland, P. & Scholes. J, 2001. Soft Systems Methodology in Action. John Wiley
Morgan, G., 2006. Images of Organisation, 2nd edition. Sage
6d.
7.

Knowledge and
1. identify what a system is and how systems approach relates to Information
understanding
Systems.
2. differentiate the hard and soft systems approach to analysis and design.
3. critically appraise the role of models in systemic analysis.
affective and
transferable skills
4. able to produce and evaluate a systemic analysis.
8.
Learning Activities
Learning Activities
Hours
10
Learning
Outcomes
1,2,3,4
140
1,2,3,4
TOTAL
150
9.

other comments
community.
Formative
feedback
review.
learning material.
Plus Assignment
completion.
Module Assessment
Method
Learning
Outcomes
% Weighting &
Fine Grade
(FG) or
pass/fail (PF)
Assignment
1,2,3,4
100% FG
Qualifying
Mark
see
guidance
notes
30%
Page 238 of 242
3,000 words The assignment will be

based on a case study and will involve
identifying and defining a system and
reflecting on the system definition the
student has produced.
TECHNICAL DETAILS
Yes or
y
over
No?
N/A
Page 239 of 242

Module Code:
Version:
Date amended:
1.
Youth Justice
2a.
Module Leader:
Jo Vagg
3a.
6
4a.
15
2b. Department:
RDI
2c. Faculty:
Law
Standard

150
5.
Restrictions
Pre-requisites:
Co-requisites:
Exclusions:
None
None
None
None
6a.
This module will draw upon the research and theoretical literature from the disciplines of law and criminology,
examining the different ways in which young people and criminal behaviour are constructed in society.
Module content will introduce, and reflect, the major competing discourses surrounding youth and crime in
society. This will include an examination of: criminological understandings of the ways in which youth crime is
constructed, the historical development of youth justice and critical consideration of the contemporary youth
justice system.
In the second part of the module students will build on their initial understandings of youth and crime to look
at contemporary policy and practice in the youth justice system. A range of current issues and debates will be
introduced, as appropriate at the time of delivery. Issues will be chosen that both highlight and provide
opportunities to examine the key shifts in state responses and the factors that influence such changes.
This module has three principal aims. Firstly, to provide a general introduction to the different social
constructions of, and responses to, young people and criminal behaviour and the major theoretical and
research literatures in this area. Secondly, the module aims to allow students to develop their understanding
of, and reflect upon, the competing and sometimes contradictory purposes of youth justice. Thirdly, to provide
the opportunity to analyse key issues at the forefront of contemporary debates in youth justice. In doing so,
the module aims to allow an exploration of the way in which policy and practice reflect shifting notions and
ideas of justice for young people.
understanding of youth justice system policy and practice, and theoretical debates about the youth justice
system and its context.
6b.
Outline Content:
This module provides students with a comprehensive study of the development of Youth Justice.
The welfarist principles upon which the youth justice system is based will be studied in term of their
effectiveness.
Changes to the youth justice system, brought about by recent legislative changes, will also be
examined.
The students will be able to explore the implications of recent policy initiatives on the management
and delivery of youth justice, such as the assimilation of human rights into the youth justice model,
Page 240 of 242
6c.
the introduction of antisocial behaviour orders, restriction of liberty orders, electronic monitoring of
young offenders and the introduction of specialist youth courts. The effectiveness of interagency
approaches is also considered.
Theoretical underpinnings include a study of welfare, punitive justice, and liberal justice and how
these have informed criminal justice policy in relation to the governance of children and young
people.
The module gives students the opportunity to study the characteristics of young people who offend,
the types of offences that they commit, and what happens to children and young people who offend.
Key Text:
Taylor, W., Earle, R. and Hester, R. (eds.), 2013. Youth Justice Handbook: Theory, Policy and Practice.
Muncie, J., Hughes, G., & McLaughlin, E. (Eds.). (2002). Youth justice: critical readings. London, United
Kingdom: Sage Cullompton: Willan.
Other:
Agnew, R., & Brezina, T. (2011). Juvenile delinquency: causes and control. Oxford, United Kingdom: O.U.P.
Chakraborti, N., 2010. Hate Crime: Concepts, Policy, Future Directions. Cullompton: Willan
Chakraborti, N. and Garland, J., 2009. Hate Crime: Impact, Causes, Responses. London:
Sage
Hall, N., 2005. Hate Crime. Cullompton: Willan
Goldson, B. (2000). The new youth justice. London, united Kingdom: Russell House Publishing.
Goldson, B., & Muncie, J. (Eds.). (2006). Youth crime and justice. London, United Kingdom: Sage.
Goldson, B. (Ed.). (2008). Dictionary of youth justice. London, United Kingdom: Sage.
Haines, K., & Drakeford, M. (1998). Young people and youth justice. Houndmills, United Kingdom: Palgrave
Muncie, J., Hughes, G., & McLaughlin, E. (Eds.). (2002). Youth justice: critical readings. London, United
Kingdom: Sage.
Newburn, T. (2007). Youth Crime and Youth Culture. In M. Maguire, R. Morgan and R. Reiner (Eds.). The
Oxford handbook of criminology. (4th Ed.). Oxford, United Kingdom: Oxford University Press
6d.
7.

Knowledge and
1. demonstrating knowledge and understanding of the development of
understanding
relevant historical, political and cultural contexts of youth justice and
analyse leading theory and research relating to youth crime.
2. critically analyse the competing and sometimes contradictory aims and
purposes of the main principles and theories that inform studies of youth
justice.
affective and
transferable skills
3. systematically deploy knowledge and critically evaluate proposals for

reform of youth justice.
4. using relevant statistical and numerical data relating to youth crime
produce a coherent, critical and well-focused piece of writing directed at a
central and relevant question pertaining to youth and crime.
8.
Learning Activities
Learning Activities
Hours
10
Learning
Outcomes
1-4
Page 241 of 242

other comments

9.
140
1-4

Module Assessment
Method
Learning
Outcomes
% Weighting &
Fine Grade
(FG) or
pass/fail (PF)
Assignment
1-4
100% (FG)
Qualifying
Mark
see
guidance
notes
30%

question based on youth justice system
policy and practice, and theoretical debates
about the youth justice system and its
context.
TECHNICAL DETAILS
Yes or
y
over
No?
N/A
Page 242 of 242

JointH CourseModule Handbook

Caricato da

Informazioni sul documento

Titolo originale

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

JointH CourseModule Handbook

Caricato da

Copyright:

Formati disponibili

Resource Development International (RDI)

Course and Module Handbook

BA (Hons) Business and Computing

Course Specification Forms ............................................................................................. 9

Module Definition Forms Level 4 ................................................................................. 61

Module Definition Forms Level 5 ............................................................................... 124

Becoming a Reflective Learner................................................................................................ 128

Module Definition Forms Level 6 ............................................................................... 181

Strategic Issues in HRM .......................................................................................................... 231

Course and Module Information

Criminal Justice System

English Legal System

Information Systems in Organisations

People and Organisations

Policing & The Community

Skills for Learning in Business & Computing

Skills for Learning in Business & Law

Skills for Learning in Criminology & Law

Skills for Learning in Criminology & Psychology

Skills for Learning in HRM & Psychology

Skills for Learning in Law & Psychology

Understanding the Business Environment

Crime and Society

Applied Social and Developmental Psychology

Becoming a Reflective Learner

Civil Liberties & Human Rights

European Union Law

Human Resource Management

Managing Across Cultures

Research Methods in Business & Law

Research Methods in Criminology & Law

Research Methods in Criminology & Psychology

Research Methods in HRM & Psychology

Research Methods in Law & Psychology

Strategic Information Systems

Systems Analysis & Design

Research Methods in Business & Computing

Applied Computing Project

Business & Law Research Project

Contemporary Management Issues

Criminal Justice Research Project

Criminology & Psychology Research Project

HRM & Psychology Research Project

Professional Ethics & Law

Law & Psychology Research Project

Skills for Employability & the Workplace

Strategic Issues in HRM

Course Specification Forms

Course Specification Form

1b. Course title:

3b. Mode of delivery:

3c. Mode of attendance:

Online Learning managed from

Online distance learning

4a. Awarding institution:

4b. Course Accredited by (if applicable):

Anglia Ruskin University

5b. Managing Department

6a. Course Group:

6b. Course Group Leader:

Leadership and Management

6c. Course Leader:

6d. Associate College Course Leader(s)