Module SOCI1311: THE SOCIOLOGY OF SOCIAL CHANGE

Department: Applied Social Sciences (Sociology; Social Wk/Policy; Com&Yth Wk)

SOCI1311: THE SOCIOLOGY OF SOCIAL CHANGE

Prerequisites

• None.

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• This module introduces students to a key theme in sociological study - the analysis of social change in contemporary (post) industrial societies.
• Beginning with an introductory lecture which outlines the concepts of 'tradition' and 'change'.
• To explore three core areas of society that many think of as unchanged or 'permanent' - the point being to challenge this perception.
• Thereafter the module examines a number of aspects of contemporary society, in each case analysing the nature and extent, as well as the possible factors contributing to, significant levels of change.

Content

• This module introduces students to a key theme in sociological study - the analysis of social change in contemporary (post)industrial societies.
• Beginning with an introductory lecture which outlines the concepts of 'tradition' and 'change', the module explores three core areas of society that many think of as unchanging or 'permanent' - the point being to challenge this perception.
• Thereafter the module examines a number of aspects of contemporary society, in each case analysing the nature and extent, as well as the possible factors contributing to, significant levels of change.
• Following an introductory lecture which explores our understanding of the key themes of tradition and change, this module goes on to look at a number of core themes in modern society the role and nature of which are currently being challenged.
• Part one explores three areas of society which many believe have changed little over the past fifty years, while part two examines themes the understandings of which have changed dramatically over this period.

Learning Outcomes

• By the end of this module students will have:
• An understanding of key sociological concepts and ideas relating to the nature of elements of social structure such as employment and production, and social stratification.
• An understanding of the role and nature of core social institutions in modern societies, particularly the UK.
• A critical awareness of forms of 'continuity and change' in relation to social structure and institutions.
• An ability to demonstrate a critical awareness of the nature and possible causes and consequences of change in key social institutions.

• By the end of this module students will be able to:
• Evaluate basic empirical evidence.
• Appreciate the complexity and diversity of the social world.
• Assess competing theories and explanations.
• Gather and analyse information.
• Construct reasoned arguments.
• Interpret evidence and texts.
• reflect on their accumulated knowledge.

• By the end of this module students will have demonstrated:
• basic written communication skills.
• basic Bibliographic skills.
• basic Learning and study skills.
• an ability to manage time effectively

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Lectures: at level one provide students with substantive information in the form of a clear and organised introduction to the subject in general and each topic area in particular.
• They also concentrate on key themes, interpretations and arguments, and encourage students to develop skills in listening, selective note-taking and an appreciation of how information may be structured and presented to others.
• Seminars: provide the opportunity for students to present and develop their own understanding of relevant materials and discuss them in a small group context.
• In addition to reading and note-taking in preparation for seminar discussions, students will also have the chance to develop oral skills by contributing to small group discussions.
• Certain elements of the learning outcomes - for example, those relating to the development of a critical awareness of the nature and possible causes of change - can best be advanced through group work situations in which students have the opportunity to 'talk out' their ideas, gaining a number of subject specific skills in the process (competence in using theoretically informed sociological and social policy concepts, the ability to formulate sociologically informed questions). Seminars also contribute to the acquisition of cognitive skills as information retrieval and general skills (e.g. judging and evaluating evidence, assessing the merits of competing arguments and explanations, making reasoned arguments).
• By fostering small group discussions, seminars can also contribute to the development of students' ability to reflect on the accumulation of knowledge.
• The formative essay: requires students to demonstrate knowledge and understanding of module topics as well as to develop study skills and written skills.
• It also provides the opportunity for feedback on the knowledge and understanding attained as well as progress being made in discipline specific skills such as competence in using major theoretical perspectives and concepts and the ability to undertake and present scholarly work.
• A summative essay: provides the opportunity for students to display their critical and analytical abilities by applying the knowledge they have gained to a specific theme, or themes, considered during the module.
• A summative examination: tests students abilities to draw what they have learned in ways that demonstrate the acquisition not only of the discipline specific skills outlined in the Benchmark statement but many of the cognitive skills as well.
• For example, unseen examinations test the ability to synthesise information, make reasoned arguments.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Two essays of 1000-1500 words (maximum), the first of which is compulsory

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University