Module SOCI2221: POLICING AND POLICE

Department: Applied Social Sciences

SOCI2221: POLICING AND POLICE

Prerequisites

• None.

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To explore:
• the changing forms and functions of ‘police’ and ‘policing’ in British society.
• the historical and contemporary social, political, ideological and economic contexts that have led to these changes.
• the diverse ways in which sociologists have theorised and understood the development and changes in ‘police’ and ‘policing’.
• different policing strategies and ways of assessing those strategies in relation to effectiveness, equity, human right and civil liberties.

Content

• Competing accounts and explanations of the evolution of ‘police’ and ‘policing’.
• Understanding social order, regulation and law: the contribution of social theory.
• The role, effectiveness, culture and accountability of police and why and how these have changed over time.
• Theories and models of police and policing – e.g. mechanical, environmental, reactive, proactive, community.
• The dominance of community policing as a strategy in contemporary British society and the associated research studies demonstrating levels of effectiveness, equity, civil liberties and human rights.
• Theoretical debates on policing change – e.g. Modern, Postmodern, and Late Modern.

Learning Outcomes

• On completion of the module students will:
• understand key concepts concerning the nature and characteristics of ‘police’ and ‘policing’ in an historical context and how these have changed in contemporary British society into an increasingly diverse and complex set of practices.
• be able to assess the merits of competing theories and explanations of policing and change.
• Identify dominant policing strategies in contemporary British society, related research findings and how these strategies may impact upon effectiveness of policing, social and economic equality and the rights and liberties of individuals.

• Understand and evaluate sociological arguements and evidence.
• Be confident in the use of abstract sociological concepts.
• Undertake and present sociological work in an appropriate scholarly manner.
• Be familiar with, and have an ability to, draw on and employ broader sociological theoretical and methodological expertise within the specific context of policing.
• Perceive the relevance of, and relate their sociological knowledge to, contemporary issues surrounding policing policy and practice.

• Be competent in improving own learning and performance.
• Demonstrate competency in the use of IT resources.
• An ability to evaluate and interpret information and evidence from a variety of sources.
• An ability to formulate theoretical arguments and communicate ideas in writing.

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

• Weekly lectures will introduce students to basic concepts of policing and policing change. In addition to academic and research material, case studies will be presented by the tutor based on his experience as an operational police officer. Students will have access to DUO where they will be able to read a product objective and summary of each lecture.
• Fortnightly seminars will allow students to deepen their understanding of special topics and the application of theory to practice. The aim will be to develop the student’s ability to find information and present an argument. Students will be provided with a statement of discussion in advance of the seminar and will be expected to research the topic, present an explanation and answer questions.
• Formative work – seminars and essays – on specifically key issues in policing, allow students to critically reflect on their knowledge of the issues and their skill in effectively communicating it to others.
• Formative work and assessment is developed by students and groups pre-marking their own work. A formative assessment feedback sheet is submitted by students with their formative assignments on which they pre-mark their own work prior to submission to the tutor. The sheet clearly provides the criteria which the student/group require and, therefore, focuses their minds accordingly. This is used to effect through the eight seminar mini-essays which students submit individually or in sub-groups prior to the day of the seminar.
• A summative essay tests student’s ability to research a specific topic in depth and construct a systematic discussion within word-limited constraints.
• As well as the ability to give a coherent argument in a time-limited situation, a summative exam tests the breadth and range of effective communication, depth of knowledge and intellect.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

One 1500 word compulsory essay.

■ 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