Criminology Handbook (1)

Department Of Criminol Criminology ogy MSc/Postgraduate Diploma MSc/Postgraduate Campus Based

Course Handbook 2011-2012

MSc/PgD Campus-Based

Contents Welcome to the Department of Criminology

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Aims of the Handbook

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Department of Criminology

4

Members of Staff

5

Lecturing Staff

5

Administrative Staff

8

Research at the Department

11

Anti-Racism Guidance

13

Publications

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Study Support

15

The University Library

15

IT Services

18

University Bookshop

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Education Unit, Students’ Union

19

Learning and Career Development

20

Practical Matters

22

Counselling, Health and Wellbeing

22

Outline of the Programme

24

Course Modules: Detailed Descriptions

30

Student Support

48

Other Useful Information

53

Overseas Students

55

Assessment

57

Grading of the Courses

59

Essay Submission Guidelines

60

Important Diary Dates

61

Marking Procedures

62

Practice Essays

62

Dissertation Guidelines

62

Ethical Approval of Student Projects

63

Resubmission Procedures

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Appeals Procedure

64

Criteria for Assessment

66

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Department of Criminology How to Avoid Plagiarism

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What is Plagiarism?

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University Statement on Academic Dishonesty

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How to Avoid Plagiarism

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Frequently Asked Questions

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MSc CB Timetable - Autumn Term

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MSc CB Timetable - Spring Term

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WELCOME TO THE DEPARTMENT OF CRIMINOLOGY The Department of Criminology was set up in 2004. While building on the success of its previous incarnations as the Centre for the Study of Public Order and the Scarman Centre, the new Department’s research activities have been broadened to cover a wider range of criminological topics, with an emphasis on exciting new areas of study such as the development developme nt of community policing in former Soviet Bloc, defining and managing risk and security post 9-11, identifying and dealing with crime in rural as well as urban settings, and understanding what works in reducing reoffending among offenders offenders in prison and in i n the community. Since its inauguration the new Department has established itself as a centre for excellence in research in these and other areas. We take pride in the fact that our research feeds directly into our teaching on campus and by distance learning, ensuring that our students become steeped not only criminological traditions but current, cutting-edge debates. Our teaching is also informed by the links we foster with other academics in universities, governments, security organisations and police services around the world. Perhaps most importantly, we regularly review what we do and how we are doing it in the light of the feedback we encourage our students to give to us. We are committed to offering an excellent service to our students through our teaching and student support services. It is a great pleasure to welcome you to the Department of Criminology. I hope that you have a rewarding and productive time with us and that your studies are associated with personal and professional development. This Handbook will help to answer some of your questions but please do not hesitate to let our staff know if you have any queries.

Good luck with your studies!

Adrian Beck Head of Department

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AIMS OF THE HANDBOOK This Handbook has been written for students taking a Masters, Postgraduate Diploma or Postgraduate Certificate course at the Department of Criminology. It is designed to give you the basic information which you will need to get you through your degree course. It aims to: • introduce the University, the Department and its staff; • explain the course structure and the approach adopted towards teaching and learning; • confirm the assessment procedures; • advise on study skills and written work; • provide other information about being a student in the Department.

Every effort has been made to ensure that the information in this Handbook is accurate at the time of going to press. Please check for specific information direct with the Department of Criminology.

DEPARTMENT OF CRIMINOLOGY The Department of Criminology was first established in 1988 and undertakes research, teaching and consultancy in the study of crime and criminal justice, policing, racism & ethnicity, crime prevention, security, and security and risk management. The Department has established itself as a thriving centre of research excellence, with interests ranging from the assessment of crime and its prevention and detection, together with the examination of policing policies and methods, to the study of penal policy and different forms of punishment. This research work is at the forefront of the developing international interest in these issues. In addition to a range of courses available via distance learning, the Department also offers taught courses at both undergraduate and postgraduate level, including a BA in Criminology and Masters courses in Terrorism, Security and Policing, Applied Criminology and Clinical Criminology. We also have an active and growing community Department of Criminology: The Friars Building of postgraduate research students in the Department undertaking studies across a wide range of criminological areas including: staff dishonesty; the role of the private security sector in the night-time economy; rural racism in Scotland; the nature and scale of Islamophobic hate crime; and the role and effect of yoga in prisons.

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MEMBERS OF STAFF LECTURING STAFF Adrian Beck Head of Department Reader

Research Interests Crime and policing in transitional societies; community policing; retail crime; staff dishonesty; technologies and crime prevention; shrinkage and loss prevention; the use of surveillance technologies. Tammy Ayres University Tutor

Research Interests Link between drugs and crime, the public’s perception of women offenders and women as substance users; the prison system including drugs in prison and its subsequent treatment; drug treatment programmes specifically chemical detoxification; the perceived link between substance misuse, self harm and suicide in the prison system. Gill Cathles Local Tutor

Research Interests New Social Movements, particularly the anti-capitalist/anti-globalisation movement; protest and public order policing; public order legislation; civil liberties relating to protest; community campaigning. Dr Neil Chakraborti Senior Lecturer

Research Interests Hate crime and targeted violence; rural racism; ‘race’, ethnicity and identity; victimisation; policing diversity.

Mark Connor University Tutor

Research Interests The history of sexuality (with specific focus on the regulation of homosexuality); the social construction of the deviant; the representation of the ‘outsider’.

Tracey Dodman Teaching Fellow

Research Interests Intellectual property and copyright infringement, peer-to-peer file sharing and internet ‘piracy’ relating to music; pedagogic research into distance learning and teaching, licensing laws and the night-time economy.

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Department of Criminology Jon Garland Senior Lecturer

Research Interests Hate crime; ethnicity community and identity; cultural criminology; policing of minority groups; and football hooliganism.

Dr Laure Guille Lecturer

Research Interests Intelligence led policing; cross-cultural and comparative studies; transnational policing; organised crime; security; terrorism; Justice and Home Affairs matters.

Stevie-Jade Hardy Graduate Teaching Assistant

Research Interests Hate crime; prejudice; social cohesion and young people.

Carol Hedderman Professor

Research Interests Treatment of female offenders at different points in the criminal justice system; the effectiveness of sentencing; ‘rational’ approaches to sentencing; the comparative effectiveness of different approaches to enforcing court penalties; ‘what works’ in prison and probation; reconviction studies and the development of alternative measures of effectiveness; domestic violence; rural crime. Dr Sarah Hodgkinson Lecturer

Research Interests Anti-social behaviour; night-time economy crime; violent and alcoholrelated crime; aggression and violence at work; modern policing practices with a focus on problem-solving, community/neighbourhood policing, and community engagement; environmental criminology including journey-to-crime patterns. Dr Matt Hopkins Lecturer

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Research Interests The investigation and detection of crime; organised crime and homicide; football violence; crimes against business; environmental criminology; evaluation methodology; the evaluation of crime prevention programmes.

MSc/PgD Campus-Based Yvonne Jewkes Professor

Research Interests Ethics of indeterminate life sentencing; the impact of architecture and design on the lives of the inmates and staff who occupy prison spaces; the potential role of computer mediated technology on the everyday lives and future prospects of prisoners; how masculinity is ‘performed’ in men’s prisons; how lifers manage their identity through a disrupted lifecourse; how new communication technologies permit individuals to create, transform, play with, or steal identities. Dr Darrick Jolliffe Senior Lecturer

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Research Interests Individual differences and offending behaviour, school bullying, developmental life-course criminology, systematic reviews and metaanalyses; the impact of mentoring on re-offending; interventions for use with violent offenders. Dr Hillary Jones Teaching Fellow

Research Interests Pedagogic research into distance learning and teaching; criminal law and justice; mentally disordered offenders.

Dr Rob Mawby Senior Lecturer

Research Interests Organisational aspects of policing including: police reform, civilian oversight and accountability, anti-corruption strategies, workforce modernisation, police strategies and processes; police corporate and direct communications and the police media relationship, joint agency offender management of prolific persistent offenders. Nikki Shelton Teaching Fellow

Research Interests The aims, structure and effectiveness of community penalties; offenders’ attitudes towards community penalties and custodial sentences; women’s motivaton to offend and their experiences within the criminal justice process; desistance processes. Dr Lisa Smith Lecturer

Research Interests Jury decision making; Interpretation of forensic evidence in the Criminal Justice System (e.g. police investigations, courtroom); Improving the recovery of forensic evidence, and interpretation and processing of evidence by police agencies; Case linkage and profiling of offender characteristics based on crime scene behaviours and evidence recovered; The impact of stress on police personnel performance; The use of victim services in critical incident response.

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Department of Criminology Dr Keith Spence Lecturer

Research Interests Contemporary social and political theory; the philosophy and methodology of the social sciences; the sociology of risk, security and terrorism.

Dr James Treadwell Lecturer

Research Interests Theoretical criminology; crime in the nighttime economy; violent and alcohol-related crime; football violence; organized crime; youth crime; probation and community sentences. Samantha Weston Teaching Fellow

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Research interests Substance misuse; treatment interventions and criminal justice responses to drug misuse and mental disorder; the criminalisation of drug policy; drug dependence and identity; the role of health professionals as guardians of social control; social exclusion and marinalisation of drug users. Irene Zempi University Tutor

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Research Interests The intersections between hate crime, victimisation and religion.

ADMINISTRATIVE STAFF Claire Atkinson Receptionist and Enquiries Administrator; module despatch

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Russell Knifton Marketing and Admissions Administrator

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MSc/PgD Campus-Based Mita Chauhan Course Administrator: Foundation Degree in Security and Risk Management; BA in Security and Risk Management

Wilma Coleman Receptionist and Enquiries Administrator

Rachel Hopkins Departmental Manager

Satty Hullait Course Administrator: BA Criminology

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Jasmine Kilburn-Small Course Administrator: Criminology and Criminal Justice: Police Leadership and Management

Audrey Larrive Finance and Department Administrator

Alison Lambert Course Administrator: Criminology; Criminology (Applied); Criminology (Clinical); Terrorism, Security and Policing

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Department of Criminology Isobel McEwen Teaching Programmes Administrator

Jo Oughton Finance Administrator and PA to Head of Department

Hema Patel Course Administrator: BA Criminology; Foundation Degree in Security and Risk Management

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Reshma Sudra Course Administrator: Criminology; Criminology (Applied); Criminology (Clinical); Terrorism, Security and Policing

Rebecca Taylor Course Administrator: MSc in Security and Risk Management

Lorraine Wilson Receptionist and Enquiries Administrator; module despatch

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MSc/PgD Campus-Based RESEARCH AT THE DEPARTMENT The Department of Criminology is committed to research and research-led teaching and since 1990 has attracted over £6 million of research funding from a variety of sources, including the Joseph Rowntree Charitable Trust, ESRC, Leverhulme Trust, local authorities and the police, Home Office, European Commission, Equality and Human Rights Commission, Nuffield Foundation, City Action Team, banks and building societies, Safer Cities Initiative and private sector companies. Recent and ongoing research projects include the following:

Family Intervention Projects Family Intervention Projects were New Labour’s last major anti-social behaviour initiative introduced in January 2006 as part of the Respect agenda, and rolled out nationwide in April 2009. This research explores whether FIPs offer a more sustainable solution to dealing with the most ‘hardcore’ anti-social behaviour that can blight communities and be an enormous drain on local agency resources. They represent a significant development in anti-social behaviour policy as they aim to tackle the root causes of the problem, and see a move away from the enforcement-only approach of, for example, anti-social behaviour orders (ASBOs). FIPs may therefore represent an important step forward in terms of providing a more support-based approach that can potentially offer long-terms solutions to combating anti-social behaviour, and breaking intergenerational cycles of criminality, poverty, poor life opportunities, etc.

!"#$%&'()*$+(,+-*($%, Working alongside the Howard League for Penal Reform, this research is looking to find out more information about why it is that former soldiers and military personnel are the highest single former occupational group serving sentences in British prisons. This involves helping the Howard League to devise a research strategy, undertake the fieldwork, and produce findings on former soldiers in prison, forming part of their extensive ‘Inquiry into ex-military personnel in custody’.

./)+!,0&($/+-*($%,+12*(,0+.3%+4%*&'+45*$ This ongoing research examines a period of penal history that has been almost entirely neglected within existing research; the English prison during the two World Wars 1914-1918 and 1939-1945. The aim is to examine the experience and administration of imprisonment at these two critical moments in their history using detailed documentary analysis of a wide range of archives and auto/biographical sources. The study explores the impact and effects of war on the management of the prison population; on the buildings in which prisoners and officers lived and worked; on the lives and careers of prison officers and governors; and on everyday life for those in custody. The research will enable a more coherent and complete narrative to be formed of both penal policy and the lived experience of prisons during the two World Wars, making a unique and major contribution to our understanding of penal history and of English social and cultural history.

Occupational Cultures of Probation Officers The Economic and Social Research Council are funding researchers from the Department and from Keele University to undertake a study of the occupational cultures of probation officers. Much has been written about the historical and policy changes that have shaped the role of the probation officer but there has been little research on the changes to occupational cultures and the ways in which probation officers themselves view the impact of changes to their role. Similarly there is little research on the relationships between probation officers and other criminal justice agencies engaged in offender management. The research will fill these gaps by interviewing samples of current and retired probation officers and aims to make a contribution not only to the study of probation work but also to the body of knowledge on the occupational cultures of criminal justice practitioners.

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Department of Criminology Hate Crime What is a hate crime? Which groups of people are most likely to fall victim to these types of crimes? What is their victimisation actually like and do these crimes really ’hurt more’ than other forms of crime? Who are the perpetrators of hate crimes and how should the criminal justice system deal with them? These are the kinds of questions that are being addressed by researchers in the Department whose pioneering work has challenged commonly-held stereotypes about the nature and impact of hate crime offending.

6%,$7*287(,0+6*(9)+5,'+-%&(8(,0+:)3$ Have you ever wondered how active the police are in spreading information about their activities or how journalists select crime stories and cultivate police sources? The media play an important role in projecting images of policing and recent research has mapped the national context of police-media relations and examined the communications dynamics between police forces and journalists at a local level. The research involved a survey of police forces in England, Wales and Scotland, and interviews with crime reporters and police communications managers.

./)+;%&)+%<+!=5&257(%,+(,+><<),')*+?5,50)9),7+-%&(8@+?5A(,0 Under the umbrella of the Crime Reduction Programme a significant amount of money was ploughed into the evaluation of crime reduction and prevention initiatives. This work considers the impact of research funded by this programme on current UK offender management policy development and delivery. It questions whether the nature of evidence-based policy is ever that, looks at the offender management policy making processes under New Labour’s managerialist government and what types of research output are valued as evidence.

Together Women Project A new action research study of the Together Women Project (TWP) is being set up in the North West and Yorkshire and Humberside. TWP is an innovative approach for working with women who have, or who are at risk of offending. The project was cited as an example of good practice in the recent Corston Report. ./)+B9C587+%<+B,7)*=),7(%,$+3(7/+D%2,0+><<),')*$+5,'+E%8(5&&@#)"8&2')'+D%2,0+-)%C&)

Researchers from the Department of Criminology and the School of Psychology have begun to work with a company that provides databases to youth offending services around England and Wales. The aim of the relationship is to develop the research skills of those who are working with young offenders or those who are socially excluded. Practitioners will be able to use these skills to analyse the data currently collected by them, to use this to improve policy and practices and to consider the nature of additional data collection.

Scarman Lecture Series This successful series has attracted a number of high-profile speakers who have delivered papers on current issues in crime, criminal justice and policing, and security risk management. Speakers have included such luminaries as Professors Nick Tilley, Ron Clarke, Gordon Hughes, Hazel Kemshall, Ken Pease, Kevin Stenson and Paul Wiles. The lectures are open to the public and offer students the opportunity to learn about new research and policy from national and international experts. Future lectures will be advertised via your course Blackboard site.

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ANTI-RACISM GUIDANCE The Department of Criminology condemns racism in any form. In keeping with the University’s policy, the Department aims to create and maintain an environment free from racist harassment and abuse and everyone connected with the Department has a duty and a responsibility to achieve such an environment. This guidance is intended to ensure that all members of staff are both aware of University Policy and understand how much store the Department sets on all members of staff complying with that policy. Background

• As a multi-ethnic Department we respect and value the linguistic, cultural and religious diversity of the communities we work with. • We are committed to raising the attainment of all our staff and students with due regard to their individual, social and personal circumstances. • We are committed to challenging racial discrimination and harassment, ensuring race equality, promoting good race relations and preparing all students for life in a culturally diverse society. Aims

• to make our Department a safe and welcoming place for all of its staff, students and visitors; • to provide an environment in which racist assumptions, attitudes and behaviour are continually challenged; • to provide a curriculum which reflects the importance of diversity issues; • to encourage all categories of staff at the Department to regard equal opportunities considerations as a priority, and to integrate such considerations into their working practice. Our commitment will be demonstrated through: • proactively promoting issues relating to diversity and anti-racism; • dealing immediately with a racist incident and making the satisfactory resolution of the incident a priority; • ensuring that all staff and students are familiar with how a racist incident will be dealt with; • drawing on the diverse experiences and skills of all students, staff and the wider communities; • ensuring that the Department proactively promotes anti-racism in compliance with the Race Relations (Amendment) Act; • encouraging staff to regularly attend training courses on diversity and equal opportunities issues; • encouraging staff to attend seminars and conferences on diversity and equal opportunities issues; • ensuring, by issuing this guidance, that all staff members are aware that it is their responsibility to ensure that challenging racism and promoting anti-racism is actively and consistently reflected in the Department’s practice; • supporting the University’s commitment to ethnic monitoring of staff and students; • systematically assessing, evaluating and regularly reviewing the impact of our Departmental policies on the achievements of all groups and individuals amongst our students and staff. The results will be published as part of the annual review of the Department’s Equal Opportunities Plan.

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PUBLICATIONS The Department places priority on the dissemination of ideas and research findings through publications, conferences, short courses and work with specialist journals and the media. Recent books by staff include Criminology; Rural Racism; Hate Crime: Impact, Causes and Responses; Media and Crime; New Loss Prevention: Redefining Shrinkage Management; Crime Online; Prison Readings: A Critical Introduction to Prisons and Imprisonment; Hate Crime: Concepts, Policy, Future Directions and Handbook on Prisons. Articles have been published in journals such as the British Journal of Criminology; British Journal of Community Justice; Crime, Media, Culture: An International Journal; Contemporary Political Theory; Crime Prevention and Community Safety: An International Journal, Criminology (the journal of the American Society of Criminology); European Journal of Criminology; Howard Journal of Criminal Justice; International Review of Victimology; International Journal of Risk Assessment and Management; Journal of Crime, Law and Social Change; Journal of Ethnic and Migration Studies; Journal of Safety Research; Policing and Society; Risk Management: An International Journal; Policing: A Journal of Policy and Practice; Criminology and Criminal Justice and the Security Journal.

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STUDY SUPPORT THE UNIVERSITY LIBRARY Facilities Using the University Library will make a key contribution to success in your studies. The award winning David Wilson Library offers inspirational, state-of-the-art services and facilities, comprising 1500 study spaces, 350 student PCs and Wi-Fi throughout. There are also 13 group study rooms bookable only by students, and a Graduate School Reading Room exclusive to postgraduate students. Self-service photocopiers are available at both libraries and all students have an electronic ‘Print & Copy Account’ which can be credited to pay for photocopying and printing.

Essentials You are automatically registered with the Library when you start your course. Once you have the following three essentials, you should be able to access all the services and resources available to you. • Your Library number is on your Library/student card under the barcode beginning 075……. • Your PIN which will be sent to your University of Leicester email account. You can also ask for it at any Enquiry point. • Your CFS username and password for which you are required to register with IT Services.

Opening hours During the Autumn and Spring terms the David Wilson Library is open 24/5 during the week, 9am until midnight on weekends and during examination periods it opens 24/7. Entrance to the library requires a Student ID/University Library card which is issued as part of registration.

The Library Catalogue The Library’s collections are significant, with over 1 million books and journals. The key to the collections is therefore the Library’s online catalogue https://library.le.ac.uk which enables you to search for books (both print and electronic) and printed journals.

Borrowing The Library catalogue also allows you to manage your borrowing. If you log on using your Library number and PIN you can check which books you have out on loan, renew your loans, and reserve books that are on loan to another user. Taught postgraduate students can borrow up to 25 items at a time, and issue them at the self service machines. Normal loan books can be borrowed for up to four weeks. You can renew things online using ‘My Account’ on the Library Catalogue, over the telephone (0116 252 2043), or in person. Please renew on time to avoid a fine.

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Department of Criminology -&58(,0+5+/%&' If your chosen book or journal is out on loan, you can place a ‘hold’ using the Library catalogue. We will recall the item and then contact you via your University of Leicester e-mail to say it’s available for collection (from the Express Zone on the ground floor of the David Wilson Library). If an item on loan to you is required by someone else, you will be sent a recall notice. This shortens the original loan period. You can use the hold system to request items that are kept in the external store or in the locked stack (e.g. PhD theses).

Short Loan Collection Some of the books in heaviest demand are kept in the Short Loan Collection in the Express Zone. Short Loan items are due back the following day at 23.59, except on Saturdays when items are due at 23.59 on Monday.

Journals For the most up-to-date research on a topic you will need to consult the Library’s journals which can be borrowed for two days. Details of print journal titles can be found on the Library catalogue, whilst electronic titles are available on the ‘Journals A-Z’ tab which is on the Library Homepage http://www.le.ac.uk/library

Theses / Dissertations All Leicester theses completed by research are kept in the lock stack in the David Wilson Library and have to be requested in advance by placing a hold on them. Some undergraduate criminology dissertations are held in the Express Zone. All of these can be found on the Library catalogue.

Leicester Digital Library • Available from the Library homepage, our digital library is tailored to help you through your studies, offering both on and off campus access to electronic books, 18,000 journals, and databases through the internet. • The ‘My Subject’ tab provides an ideal starting point for your studies, bringing together the resources in your subject. This includes databases for finding journal articles, other Library catalogues and key websites. The Library subscribes to specialist criminology databases such as Criminal Justice Abstracts as well as more general databases such as ISI Web of Science, which will include criminology. • The ‘Journals A-Z’ tab lists our electronic journals. Your CFS user name and password is needed to access the digital library off campus. You will be prompted to log in at the appropriate point.

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MSc/PgD Campus-Based Access to other libraries The University of Leicester is part of various schemes which help you to gain access to other libraries. Perhaps the most important scheme is SCONUL Access that enables access to over 170 participating higher education libraries in the UK and Ireland. The level of access depends on individual universities. Before visiting another library, you need to complete a SCONUL Access form (found at the website below) and post or fax it to the David Wilson Library. They will then send you a SCONUL Access card. Information about this scheme can be found at http://www.le.ac. uk/library/services/otherlibraries/

B,7)*#F(G*5*@+F%5,$ Books and journal articles which are not available in the Library can be obtained on InterLibrary Loan (ILL). Postgraduate students are entitled to up to 15 free ILLs per academic year. Requests can be made through the Library catalogue or by asking at the Help Zone.

Support • For help with using the Library, visit our web pages which include opening times, services, introductory vodcasts, online tutorials… • In the David Wilson Library visit the Help Zone on the ground floor for both Library and IT enquiries • The Help Team are there to offer advice; look out for their blue or purple shirts • Pick up one of our printed guides in the Library • Many departments organise introductory sessions to the Library during the first term • Ask the Information Librarian who specialises in your subject area – tel: 0116 252 2055. They can provide guidance on finding information for your study by helping you to: o o o o

build a search strategy decide which resources to use use the resources to their full potential reference the information you’ve found

• E-mail or phone our Enquiry Service (see contact details below) Students with dyslexia and other specific learning difficulties, disabilities and long term conditions can make use of additional services and facilities. See http://www.le.ac.uk/ library/for/disabilities for details. The Library welcomes feedback from students, and a comment form is available at http:// www.le.ac.uk/library/about/comments/ or in the Libraries.

Contact Details Web site: www.le.ac.uk/library David Wilson Library: email: [email protected] Tel: (0116) 252 2043

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IT SERVICES The computing service on campus is referred to as the CFS service and this provides Windows and Microsoft Office 2007 as well as many other programs that will help you with your studies. Computer Accounts: When you complete your online University registration you will be issued with an email address and a username for accessing the CFS service. Regulations of Use: Students must abide by Senate’s Regulations Concerning the Use of Computing Services as well as the other policies located at http://www2.le.ac.uk/offices/ itservices/about/regulations Access to Computers: There are many PC areas across campus where there are PCs you can use and some of these rooms provide overnight and week-end access. There are also several Student PC Areas in the David Wilson Library. Printing on Campus: Most PC areas on campus have a printer and printouts can be paid for using a bank card. The costs of printing are automatically debited from your ‘Print and Copy’ account which is created when you register for a computer account. See go.le.ac.uk/ studentprinting. Wi-Fi: The eduroam wi-fi service provides free wi-fi access across campus, allowing web browsing, access to your University email and filestore. See go.le.ac.uk/wifi NOTE: Your laptop or smartphone must be suitably configured to use the wi-fi service. Off-campus Access to University Email: Outlook Web Access provides access to your University email from anywhere in the world via http://webmail.le.ac.uk/ Blackboard: the University of Leicester’s virtual learning environment (VLE). Here you can access support and information for all your courses of study at the University. See blackboard.le.ac.uk Online Resources: The University subscribes to a number of online resources that can be accessed through the Leicester Digital Library from the library home page library.le.ac.uk. NOTE: Support for these services is provided by staff in the David Wilson Library. Halls of Residence Network: All of the study rooms in University accommodation include internet access. This residential network is provided by a commercial company. IT Support: IT help on campus is provided through the combined Library and IT Services Help Zone in the David Wilson Library. Alternatively, email: [email protected] or phone +44(0)116 252 2253, or your department may have computer support staff who can offer you help. ITS Website: For more information about the services see: http://www2.le.ac.uk/offices/ itservices

Contact Details IT Service Desk Open: Monday to Friday, 9:00 - 17:00 Tel: 0116-252-2253 Email: [email protected]

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MSc/PgD Campus-Based UNIVERSITY BOOKSHOP The Bookshop is owned and managed by the University. Established in 1958 the bookshop moved to new premises on the ground floor of the David Wilson Library in April 2008. All prescribed and recommended texts are kept in stock, so that students can rely on the Bookshop to supply all the books that they are encouraged to buy in the course of their studies. A wide range of paperbacks and books of general interest are also kept in stock. Any book not in stock can be quickly provided to order. Maps, greeting cards, and a wide range of stationery items are stocked as well as University of Leicester branded merchandise including an ever changing range of clothing. The opening hours are as follows: Monday to Friday Monday to Friday Saturdays

9.00 a.m. - 5.30 p.m. 9.00 a.m. - 5.00 p.m. 9.00 a.m. - 12.30 p.m.

(during term-time) (during vacation) (all year)

The Bookshop is open to the general public as well as to all students. In addition to accepting payment in cash, by cheque, Visa, Mastercard and Maestro, there is a mechanism by which money may be deposited with the bookshop by parents or friends and later used to purchase books and stationery. Money can also be depositied via the website https://shop.le.ac.uk.

6%,7587+')75(&$ Telephone: 0116 229 7440 E-mail: [email protected]

EDUCATION UNIT, STUDENTS’ UNION The Education Unit(ED) is one of the crucial services that the Students’ Union offers to students. The Unit provides a friendly, impartial and confidential service to help and advise students about the options available to them on a wide range of topics such as academic appeals, changing courses and examinations. If a student wishes to come and talk to us about their personal circumstances or problems they have encountered on their course we will offer guidance about where to go and what to do. The Education Unit(ED) is based within the redeveloped Students’ Union on the West Wing. Opening hours are weekdays 10.00 a.m. till 4.00 p.m. and you can either pop in or book an appointment in advance by contacting us on the details below. The service is available for all students and you can be assured that the Education Unit(ED) has a policy of treating all casework in the strictest of confidence.

6%,7587+')75(&$ Phone: 0116 223 1132/1228 E-mail: [email protected] Website: http://leicesterunion.com/yourunion/ed_the_education_unit

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LEARNING AND CAREER DEVELOPMENT Careers Service Whether it’s developing the skills you need to succeed on your course, or in your life beyond university, the Careers Serviceis here to support and facilitate your academic, professional and personal development. Visit the Careers Service in the David Wilson Library to access our extensive range of resources: we have over 50 different study guide titles and 20 career development guides, so whether it’s writing better essays or building a CV, instant advice is available to take away. You can also access these resources from our website along with a range of online resources such as interactive study skills tutorials and videos on developing your career prospects. One-to-one advice is available via study consultations, research consultations, maths help and careers consultations. You can see our advisors face-to-face in the Careers Service or use our website to find out how to access our services remotely. Every term, we have a busy programme of interactive workshops covering a diverse range of topics. Our learning development titles range from avoiding plagiarism to improving your essay writing, to giving effective presentations. Career development titles cover all the essential areas such as CV writing, job searching, application forms and interview skills. The Careers Service provides lots of opportunities for you to develop your employability skills whilst at University. We maintain strong links with employers and advertise their vacancies and work experience opportunities through JOBSonline (on our website). We have a busy programme of employer-led events, from skills workshops to careers fairs, and we organise numerous opportunities for you to make the most of your time at University. Choose from a wide range of volunteering opportunities, work placement schemes and enterprise activities, or take an accredited programme and gain a Leicester Award in Employability skills. Research postgraduates are catered for with resources, events and training specific to their needs: from Starting your PhD workshops to University-wide events such as the Annual Festival of Postgraduate Research. To find out more about how the Careers Service can enhance your success at university and beyond, visit their website. Contact: Careers Service, Student Development Zone, Second Floor, David Wilson Library Tel: 0116 252 5090 Email: [email protected] Website: www.le.ac.uk/careers

Personal Development Planning (PDP) Students of the Criminology Department now have the opportunity to participate in Personal Development Planning (PDP). Personal Development Planning (PDP) is a structured and supported process designed to give students the opportunity to reflect on their progress and plan for their future development. In doing so, it is hoped that PDP will better enable students to improve and enhance both their academic performance and their prospects for professional and career success after graduation. As a vocationally and practically focused subject, PDP is interwoven through the programmes that the department operates, but there are also opportunities provided for students with sessions delivered through the careers department and student support. Personal development planning is something which students have to undertake on their own behalf, but it must be actively supported by departments; this support should be provided by collaboration between the departmental PDP co-ordinators, departmental

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MSc/PgD Campus-Based careers tutors, module conveners and personal tutors, and should be undertaken, where possible, by combining existing opportunities in the curriculum for reflection and selfawareness with some group and individual meetings. Ten ways a student can develop their employability: “Applicants lack the right combination of academic and soft skills” - this is something many employers say about graduates. Ensure that you are not in this category by developing your employability skills: 1. Research and talk through your ideas with an adviser from the Careers Service and with your departmental Careers Tutor. The department also provides all students with access to a departmental careers guide that gives advice on careers and PDP. This can be found on your course Blackboard site at https://blackboard.le.ac.uk/ webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackb oard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_5091_1%26url%3D 2. Link what you learn within your modules to how you could use it in the wider world (e.g. specific subject knowledge and skills you use such as problem-solving and team-work). To this end you may also want to examine the student development section of the blackboard site 3. Undertake a work placement or internship during vacations and think through what you have gained from the experience. 4. Do some voluntary work. The Careers Service collaborates with the Students’ Union to organise volunteering opportunities, ranging from marketing to counselling www.le.ac.uk/volunteering 5. Speak to employers about what they expect from you (many employers hold workshops and presentations on campus or attend careers fairs, all arranged by the Careers Service). 6. Get some work experience or work shadow somebody in the type of job or organisation you find interesting. This will help you decide if it’s really for you. 7. Take an active role in Students’ Union activities and within your own department to develop your communication, organisation, interpersonal and related skills. 8. Develop study skills, such as presentation and numeracy skills with help from the Careers Service Development Team: http://www2.le.ac.uk/offices/ssds/sd/ld 9. Participate in one of the Leicester Award for Employability programmes organised by the Careers Service. 10. Attend any talks, workshops and careers events organised within your department and the wider University. Disabled students who are studying on campus can attend ’Access to Employability’ sessions which take place across the year with a session for finalists in the Autumn Term; Year 2 and Year 1 students in the Spring Term. Information is distributed to all students known to the AccessAbility Centre and disabled students should be encouraged to make themselves known to the Centre and look out for publicity materials in the Autumn and Spring. Further details are available at: www.le.ac.uk/careers

AccessAbility Centre The Centre offers a range of services to all University of Leicester students who have specific learning difficulties, such as dyslexia, disabilities or long-term conditions. Staff offer one-to-one support, assessment of dyslexia, the co-ordination of alternative examination arrangements and assistance with applications for the Disabled Students’ Allowance. The open access Centre acts as a resource base for students and staff and is a relaxed place for students to work. Some of its computers have specialised software such

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Department of Criminology as screen enlargement (Zoomtext) and scanning and speech output software (ZoomEx). Essay planning software (Inspiration) and speech output software (Texthelp Read and Write) are on the University wide CFS network. The Centre also has some specialised equipment (CCTV, enlarged keyboard, and chairs) and some for loan (chairs, laptops and digital recorders). Its computers are equipped with specialised software for speech output (essay planning software and basic speech output software are on the University wide CFS network). Low-level photocopying, printing and scanning facilities are also available. The Centre welcomes self-referrals as well as referrals from academic staff. Contact: AccessAbility Centre, AccessAbility Zone, David Wilson Library. Tel/minicom: 0116 252 5002 Fax: 0116 252 5513 Email: [email protected] Website: http://www.le.ac.uk/accessability/

PRACTICAL MATTERS E72'),7+4)&<5*)+E)*=(8)+ The Student Welfare Centre offers wide ranging support for students. Practical advice and information is available on a wide range of issues. Financial advice is offered, with information on budgeting and State benefits. Students can apply for hardship grants and loans through the Service; Welfare staff can assist with applications to charities and trusts. For international students, the Student Welfare Service runs various Welcome programmes throughout the year. Information is provided on specific hardship funds, advice is given on immigration Students are advised to renew their visas through the scheme provided by Student Welfare. The service also co-ordinates HOST visits to British families and hospitality visits to local families in Leicester. International students with children may be eligible for help with childcare costs, which are claimed through the Service. The Student Welfare Service works closely with Residential and Commercial Services in providing pastoral care for students living in University residences. Postgraduate and mature students are invited to apply for Resident Advisor positions; information and application forms are available on the University website. The Service also works closely with the local community to intervene in disputes with neighbours and to improve living conditions for those students who choose private rented accommodation. A legal advice clinic is held in conjunction with the School of Law. Contact: Student Welfare Service, 1st Floor Percy Gee Building. Telephone: 0116 223 1185 Fax: 0116 223 1196 Email: [email protected] Website: http://www.le.ac.uk/welfare

COUNSELLING, HEALTH AND WELLBEING E72'),7+6%2,$)&&(,0H+I)5&7/@+F(=(,0+ 5,'+?),75&+4)&&G)(,0+E)*=(8)+ The staff of this Service offer a range of expertise and support for both the physical and psychological aspects of health and wellbeing in the context of your academic journey. The Service is available, at no cost, to all students of the University. The Service can also provide advice and information to all members of the University community who have general concerns about supporting students with needs relating to their physical or mental health. Services on offer include:

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MSc/PgD Campus-Based E72'),7+6%2,$)&&(,0+$2CC%*7 Offers confidential counselling sessions on a one-to-one or group basis, as appropriate. Students may seek counselling for a variety of reasons both academic and/or personal; some just want to come once to talk over something that is troubling them, others may wish to see a counsellor regularly for a period of time, or explore issues together with others in a group. For initial appointment and explanatory leaflet, please ring or email the Service or visit the website Contact: Student Counselling Service, 161 Welford Road (behind the Freemen’s Common Health Centre) Office hours: 10.00 a.m. to 8.00 p.m. Monday and Thursday; 10.00 a.m. to 5.00 p.m. Tuesday, Wednesday and Friday. Appointments can be made by telephone, email, or call in and speak to a receptionist in person. Telephone: 0116 223 1780. E-mail: [email protected] Website: www.le.ac.uk/counselling

E72'),7+?),75&+4)&&G)(,0+$2CC%*7 Offers discreet and confidential support on a one-to-one basis to students managing mental health issues at university. The aim of this support is to assist students to lessen the impact these issues might have on their studies. If required, the service can co-ordinate a network of support from those available both at the University and in the wider community. Related group activities and educational workshops are offered for all students from time to time. The service will also, with the students’ permission, liaise on their behalf with their Departments or other parts of the University. Students are welcome to make contact with the service at any point in their course. Preentry contact is also encouraged, from prospective students who wish to discuss any support they may require on course. An appointment to meet with an adviser can be made by telephone, letter or email. Contact: Student Support (mental wellbeing), 161 Welford Road (behind the Freemen’s Common Health Centre) Telephone: 0116 252 2283 Email: [email protected] Website: www.le.ac.uk/mentalhealth

E72'),7+I)5&7/@+F(=(,0+$2CC%*7 Student Healthy Living strives to help students enjoy a balanced life; the service helps individuals to identify an approach to life which can improve their wellbeing, enhance study and reach their full potential. The service is committed to the delivery of health and wellbeing activities that support students in developing life skills. As well as supporting academic achievement, these skills are transferable and should prove beneficial through the transition from University to the demands of employment and graduate careers. The Student Healthy Living Service works closely with the Freemen’s Common Health Centre and also provides direction to appropriate health care services. More information can be found on the Healthy Living Service website. Contact: The Student Healthy Living Service, 161 Welford Road (above Freeman’s Common Health Centre) Telephone: 0116 223 1268 Email: [email protected] Website: http://go.le.ac.uk/healthyliving

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OUTLINE OF THE PROGRAMME MSc/PgD Criminology MSc/PgD Applied Criminology MSc/PgD Clinical Criminology MSc/PgD Terrorism, Security and Policing

Course Convenor: Dr Darrick Jolliffe Deputy Course Convenor: Dr Lisa Smith J%82$+5,'+K(9$+%<+7/)+-*%0*599) The campus-based MSc Programme provides an exciting opportunity to follow one of the four Diploma and/or Degree streams in either Criminology, Applied Criminology, Clinical Criminology, or Terrorism, Security and Policing within the Department of Criminology (formerly Scarman Centre). Building on the core elements of criminology and criminal justice, the programme further incorporates specialist areas informed by its research active teaching staff. The Programme is offered over one year of full-time study or two years of part-time study. It is committed to student centred learning that can accommodate the diversity of experience our students bring. Criminology explores the nature of crime, its form and distribution, and explanations of its occurrence and incidence. It also examines how the state designates some actions as crimes and how the many agencies making up the criminal justice system respond to those behaviours labelled criminal. As a rapidly developing discipline, criminology offers considerable scope for variety and specialisation. This is reflected in the diversity of its students who range from new graduates to lawyers, judges and other professionals within the public sector and private agencies. The Department’s campus-based MSc programme aims to develop students’ familiarity with the literature in criminology; to design and implement original research projects to enhance existing knowledge; to build on empirical study to advance criminological theory; and to provide opportunities to work across disciplines by drawing on the related fields of law, sociology, psychology, politics and organisational behaviour and management.

Learning Outcomes The course provides students with a range of skills which are both subject-specific and general. These include the ability:

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•

to understand and apply different theoretical perspectives on crime, criminal justice, policing, security and risk, forensic psychology and psychiatry, etc. This includes the ability to undertake conceptual analysis, to assess critically various theoretical perspectives and to develop testable propositions;

•

to interpret and critically assess research on crime, criminal justice, policing, security and risk, forensic psychology and psychiatry, etc. This includes the ability to synthesize and evaluate research findings and relate them to alternate theoretical propositions and policies;

MSc/PgD Campus-Based •

to effectively use local and international research resources, including primary and secondary documentary sources such as specialized libraries and archives, databases, survey results, ethnographic files and other information held in libraries or on computers;

•

to develop verbal speaking and argumentation skills, including the presentation of research findings through seminar papers, using visual aids as appropriate, and participation in student work groups; and

•

to plan, design and implement research, including the choice of an appropriate research strategy and methods, analysis of data and the written communication of findings.

!#F!K;:B:L Your course is supported by Blackboard, which will greatly enhance your studies. Blackboard is a Virtual Learning Environment (VLE) that supports online learning and teaching. It can be accessed by registered users from anywhere in the world using the Internet and standard web browsers. Once you have enrolled on the Blackboard site, and details of how to do this are explained below, then you will benefit from a range of features otherwise unavailable to students. Among these are: • An on-line discussion group giving you the chance to swap ideas and discuss issues covered in the course with other students; • Electronic versions of course-related materials, allowing you to easily search and retrieve key information needed for assignments and your dissertation; • Searchable on-line versions of course handbooks and regulations; • An assignment feature for the electronic submission of assignments, and providing an instant receipt showing safe arrival; • Links to recent publications and on-line resources relevant to your studies. Since the site is only available to current students it is necessary for you to be individually registered. If you applied for your course on-line your course administrator will be able to access the information required to register you on your course Blackboard site. If you completed a paper application, all that is needed for us to do this is for you to let us know your University computer username, which, additionally, provides you with a University email account. Details of how to obtain this ‘cfs’ username by registering yourself on-line are contained in a leaflet included in this pack. In order to submit your coursework you will have to be registered on the Blackboard site, and so you must let us have your username as an urgent priority. Please send your username via email to your course administrator without delay (course administrator contact details are in this Handbook). As soon as we have enrolled you, you should visit the Blackboard site, by visiting https:// blackboard.le.ac.uk/. This contains background information and details of how to use the Blackboard system. Once you have clicked on the login button and entered your username and password you will see that you are registered on the site for your MSc course. Click on the title to get started. The navigation menu can be found on the left hand side of your course site. You should firstly read the section entitled ‘Blackboard Guide and Support’.

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Department of Criminology The Blackboard course site offers useful study skills materials on many aspects of studying for a degree as well as module related material and useful links to other resources that may assist your studies. We strongly recommend that you spend a little time early on in your studies becoming familiar with the site and making the most of the facilities that it offers.

!&)87*%,(8+E2G9($$(%,+%<+K$$)$$9),7+5,'+1575+-*%7)87(%, As you will know the Department of Criminology requires all pieces of assessed course work to be submitted via Blackboard and Turnitin. When you submit your essay or report via Turnitin, not only is your assessment compared with internet sources and all the other essays on file, but it is also logged by Turnitin for future comparison with other work. Your email address, course code and institution (University of Leicester) is held by the company (iParadigms) that processes the data for Turnitin as an internal ‘identifier’. None of this information is sent to third parties and iParadigms is bound by the Data Protection Act 1998, meaning that they cannot use your personal information for any reasons, other than identifying your work wit hin their system, without your express permission. For example, if it turned out that another student had copied your work and your essay was highlighted in the ‘Originality Report’ (the report which is generated by Turnitin to check for plagiarism and similarity to other sources) sent to the academic marker, they would not be able to see your email address. Each year when you register with the University, you agree to your personal data being used by us in an acceptable manner, and only in relation to your studies. The registration document does not fully cover an agreement to submit your personal data to a third source, which is what you are doing when handing in your essays via Blackboard. If you feel that the processing of your personal data in this way is likely to cause you substantial or unwarranted damage or distress you can ask for your personal data not to be processed in this way, by emailing the Department Data Protection/Freedom of Information Co-ordinator. Your work will still be submitted to Turnitin for comparison to other sources, but this will be done by a Department staff member so that your email address and information is not recorded. If you would like more information on this you should read the downloadable file (Turnitin Documentation for Students) at http://www2.le.ac.uk/institution/lts/bb/ features/information%20for%20students.doc/view and the downloadable file (Fact sheet on Turnitn data process) at http://www2.le.ac.uk/institution/lts/bb/features/ TurnitinDataProtectionDoc/view. Both of these documents can be found by clicking the link in the Blackboard Tips and Issues box on the Blackboard welcome page and navigating via the Features button.

Structure of the Programme Students take six modules during the programme (which is spread over two years for part-time students), consisting of a combination of core modules and optional modules, depending on the course stream being followed. Optional modules can be chosen from a comprehensive list of available modules, set out below. Academic staff can help you select the most relevant modules for your programme, and guidance will be given during the Induction Programme.

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MSc/PgD Campus-Based Criminology

Applied Criminology

Clinical Criminology

Terrorism, Security and Policing

Term 1 Understanding Crime

Understanding Crime

Understanding Crime

Terrorism I

Penology

Option 1

Current Issues in Clinical Criminology

Global Security and Policing

Criminological Research Methods




Term 2 Option 1

Practice Placement

Crime, Justice and Psychology

Core Choice 1

Option 2

Option 2

Option 1

Core Choice 2

Option 3

Option 3

Option 2

Option 1

Dissertation

Dissertation

Term 3 Dissertation

Dissertation

The modules marked in bold are the core modules, these differ for each course. The available core and optional modules available across the four courses for 2011 to 2012 are as follows: Criminological Research Methods is core for all streams of criminology. Understanding Crime is core for Criminology, Applied Criminology and Clinical Criminology. The options available for the four degree streams are as follows: Criminology

Options 1, 2 and 3 from a choice of: Drugs and Crime, Media and Crime, Crime, Justice and Psychology, Crime Prevention & Community Safety, Current Issues in Forensic Science & Justice, Terrorism II, Surveillance and Society, Transnational Policing, Sexual Violence Applied Criminology

Option 1 from a choice of: Penology, Current Issues in Clinical Criminology, Terrorism I, Global Security and Policing. Options 2 and 3 from a choice of: Drugs and Crime, Media and Crime, Crime Prevention & Community Safety, Current Issues in Forensic Science & Justice, Crime, Justice and Psychology, Terrorism II, Surveillance and Society, Transnational Policing, Sexual Violence. Clinical Criminology

Options 1 and 2 from a choice of: Drugs and Crime, Media and Crime, Crime Prevention & Community Safety, Current Issues in Forensic Science & Justice, Crime, Justice and Psychology, Terrorism II, Surveillance and Society, Transnational Policing, Sexual Violence. Terrorism, Security and Policing

Choice of two out of the four core modules of: Terrorism II, Surveillance and Society, Transnational Policing, Risk Management.

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Department of Criminology Plus an additional option from: Drugs and Crime, Media and Crime, Crime Prevention & Community Safety, Current Issues in Forensic Science & Justice, Crime, Justice and Psychology, Terrorism II, Surveillance and Society, Transnational Policing, Sexual Violence. Course Information

Students who pass the core and option modules are eligible for the Postgraduate Diploma. Those who also submit a dissertation of the required standard will be awarded the MSc. Students who have passed 60 credits will be eligible for a Postgraduate Certificate should they be unable to continue with the Postgraduate Diploma or MSc. Lecture and seminar sessions will take place during the first two (Autumn and Spring) Terms of the year. Dissertation preparation begins during the Autumn Term and continues into the Spring Term, to enable students to work on their dissertation in the Summer Term. Part-time students typically take four modules during the first year of study and two in the second year, along with their dissertation. In their first year, part-time students on Criminology, Applied Criminology, and Clinical Criminology are advised to take Understanding Crime along with their other course-specific core modules. For Applied Criminology students the Practice placement is usually taken during the Spring Term of the first year, but this can be varied in consultation with the Practice Placement Module Tutor.

University Regulations The University of Leicester specifies its requirements for the campus-based MSc and Postgraduate Diploma in the Postgraduate Regulations, which are published annually, and students are advised to read them.

K77),'5,8) Attendance is an essential requirement for a postgraduate degree. Full-time students must reside in Leicester or within easy commuting distance of the city for the duration of each term, and all students are normally required to attend such lectures, seminars, workshops and other formal classes as are specified in their course timetables. Attendance is carefully monitored by the MSc Course Team, and t here is a minimum 70% attendance requirement on every module. Failure to meet this requirement is seen as a neglect of academic obligations, and could lead to the termination of your course. A register will be kept for every module and students should sign this on each occasion they attend. If they do not sign, they will be counted as having been absent for the session. Students should not sign this register on behalf of any other person. Absences must be accounted for bv completing a Notification of Absence form and submitting this to the Course Administrator. In addition to existing attendance monitoring practices, departments will monitor international student attendance at two ‘checkpoints’ during each academic year and report any absences to the University Registry. Where possible, checkpoints will be lectures, seminars, practical or other formal classes as specified in student course and examination timetables, or the submission of coursework, where this is made in person by the student to the department. As such, students will NOT normally be notified of specific checkpoint dates. Where the department cannot utilise either of these mechanisms, they will determine a suitable alternative interaction and notify students of the time and date. Departments are empowered to authorise short absences for personal reasons, but requests for absences of more than one week must be explicitly approved by the University, and will only be granted if the department is in agreement with the proposal, and if the student concerned takes full responsibility for the completion of outstanding academic work. This procedure also applies if the absence is required for religious reasons, but as

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MSc/PgD Campus-Based students are required to notify the Registry at the beginning of each academic year if there are likely to be religious reasons for any absence during that year, academic departments and administrative offices are expected to utilise this information pro-actively, so that any specific religious needs can be anticipated, and where practicable, met. Authorisation of short absences will also apply to attendance checkpoints for international students.

-)*$%,5&+6%,'287 The University expects students to conduct themselves with propriety, both in and around the University buildings and also in public places.

.)*9#7(9)+!9C&%@9),7+M<2&(9)+$72'),7$N Paid employment during term-time should not exceed 15 hours per week. Such part-time work will not be accepted as a mitigating circumstance to excuse absence from classes, late submission of work, or examination failure.

:)0&)87+%<+K85')9(8+>G&(057(%,$ Unsatisfactory attendance, work and progress may lead to termination of your course. Students are advised to take note of the attendance and submission requirements for their individual course as provided by the department. Students who are neglectful of their academic obligations by failing to attend teaching sessions and/or submit the required assessments will be warned by their department and, if their performance does not improve, may be issued with a formal warning by the University. Unsatisfactory attendance, work and progress may result in a student losing their right to re-sit failed assessments, or in some circumstances, termination of course. In addition to this, any international student’s failure to meet attendance and/or checkpoint requirements could lead to the termination of your course and the reporting of this to the UK Border Agency, in line with the University sponsor obligations.

4(7/'*535& Students who wish to withdraw from the University, either temporarily or permanently, should consult their personal tutor and/or other members of the academic staff, and where applicable, seek advice from the Careers Service and/or Student Welfare Service. A guidance leaflet on withdrawal and an application form are obtainable from the Reception Desk in the Fielding Johnson Building. Requests for temporary withdrawal and associated conditions of re-entry require the approval of the University.

Course Requirements Students are required to attend the modules regularly and undertake any requirements for the submission of coursework or presentation of seminar papers. Students who fail to attend two or more successive sessions of a module (whether these sessions are weekly seminars, lectures or tutorials), or who fail to comply with course requirements for the submission or presentation of written work or seminars, without showing evidence of good cause, may be dropped from the rolls of those registered and their registration thereby ended. A register will be kept and students should sign this on each occasion they attend. If they do not sign, they will be counted as having been absent for the session. Students should not sign this register on behalf of any other person. Any query about the requirements of the course should be raised with the Course Convenor or Deputy Course Convenor. Inability to attend a lecture or seminar should be communicated (in advance if possible) to Reshma Sudra or Alison Lambert by telephone on 0116 252 2489, by fax at 0116 252 5788, or by email at [email protected]

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COURSE MODULES: DETAILED DESCRIPTIONS Criminological Research Methods (CR7135) Term 1 Module Leader: Dr Darrick Jolliffe ([email protected]) and Samantha Weston ([email protected]) ?%'2&)+>GO)87(=)$ The module aims to provide students with a range of skills and knowledge required at Master’s level in social sciences subjects for quantitative and qualitative research design, data collection, management and analysis.

?%'2&)+>27&(,) This module involves a series of lectures introducing students to the concepts and theories behind research. This includes the ethical issues they may encounter whilst conducting research and how to go about researching sensitive subjects. The module critically examines the various approaches to research, providing guidance as to the appropriateness of certain methodologies in different research scenarios. By the end of the module, and in preparation for their Master’s dissertation, students should be able to understand the main quantitative and qualitative research methods employed in the social sciences for data collection, and be able to input and analyse quantitative data using SPSS and qualitative text.

Learning Outcomes At the end of this module, typical students should be able to: 1. Understand the advantages and disadvantages of using different research designs and data collection techniques. 2. Apply this knowledge in critically evaluating existing research as well as proposing a piece of research. 3. Apply course knowledge to produce creative research that builds on gaps in the literature to produce theoretically relevant findings. 4. Sensitively conduct research with vulnerable populations and within hard to access research environments. 5. Research independently, identify and retrieve relevant information, and identify primary and secondary sources for obtaining data.

.)58/(,0+?)7/%'$ Lectures, computer workshops and seminars.

Assessment Students are expected to produce a research design report (50%), answer a qualitative data analysis problem (25%) and quantitative data analysis problem (25%).

-*)&(9(,5*@+;)5'(,0 Bentz, V. and Shapiro, J. (1998) Mindful Inquiry in Social Research, London: Sage. Field, A. (2009) Discovering Statistics using SPSS (3rd ed). London: Sage. Gilbert, N. (Ed) (2001) Researching Social Life, London: Sage. Hagan, F. E. (2004). Essentials of Research Methods in Criminal Justice and Criminology (7th Edition). London: Allyn & Bacon. Jupp, V., Davies, P. and Francis, P. (2000) Doing Criminological Research, London: Sage. King, R. and Wincup, E. (2007) Doing Research on Crime and Justice, Oxford: Oxford University Press. Maxfield, M. and Babbie, E. (2001) Research Methods for Criminal Justice and Criminology , Belmont, CA: Wadsworth. Neuman, W. L. (1997) Social Research Methods: Qualitative and Quantitative Approaches, Boston: Allyn and Bacon. Robson, C. (2002) Real World Research, Oxford: Blackwell (2nd Edition). Seale, C., Gobo, G., Gubrim, J. and Silverman, D. (eds) (2007) Qualitative Research Practice, London: Sage.

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Current Issues in Clinical Criminology (CR7005) Term I Module Leader: Samantha Weston ([email protected]) ?%'2&)+%GO)87(=)$ This module examines the relationship between mental disorders and criminality, explores the methods of disposal for mentally-disordered offenders, and undertakes an examination of one or two selected groups of offenders in more detail. It aims to familiarise students with some of the issues arising out of the somewhat contentious relationships between mental disorder and crime and between the penal and mental health care systems.

?%'2&)+>27&(,) The module consists of nine two-hour lecture/discussion sessions in which group participation is encouraged. Handouts and articles are provided to facilitate this involvement.

Learning Outcomes At the end of this module, typical students should be able to: 1. Demonstrate the problems of identifying responsibility and crime 2. Demonstrate the equivocal relationship between mental disordersand crime. 3. Demonstrate aknowledge of the problems involved in the relationship between the penal and mental health care systems. 4. Have a working knowledge of some key offences (such as sexual offences, homicide etc).

.)58/(,0+?)7/%'$ Lectures, seminars and informal discussions.

Assessment 100% coursework; one essay not exceeding 4,000 words.

-*)&(9(,5*@+;)5'(,0 Bean, P. (2008) Madness and Crime, Cullompton: Willan. Oyebode, F. (2008) Sims’ Symptoms in the Mind (4th ed), London: Saunders. Peay, J. (2010) Mental health and crime, London: Routledge Prins, H. (2010) Offenders, Deviants or Patients? Explorations in Clinical Criminology (4th ed), Hove: Routledge. Soothill, K., Rogers, P. and Dolan, M. (Eds) (2008) Handbook of Forensic Mental Health, Cullumpton: Willan. Towl, G. T. and Crighton, D. A. (Eds) (2010) Forensic Psychology , Oxford: Blackwell and BPS.

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Global Security and Policing (CR7126) Term I Module Leaders: Dr Keith Spence ([email protected]) ?%'2&)+>GO)87(=)$ This module explores the effects of globalisation upon concepts, practices and institutions associated with security and policing. Emphasising the development of transnational models agencies and systems, responses to the challenges posed to conventional understandings and norms surrounding law enforcement within the nation-state are critically explored and evaluated.

?%'2&)+>27&(,) This module involves a series of lectures and discussions addressing developments within security and policing in response to the unprecedented and ongoing processes associated with globalisation that are characteristic of the present era. Rather than being a singular phenomenon, globalisation is considered as a set of political, economic, cultural and social developments open to critical interpretation in diverse and divergent ways. In particular, globalisation challenges the national and territorial boundaries that define conventional law enforcement agencies, and so calls into question their capacity both to embody the monopoly of legitimate force that is the hallmark of the nation state, and to discharge their defining responsibilities of protection and law-enforcement. The module explores the response to this complexity of security and policing in both conceptual and practical terms. Topics covered include the development of transnational policing and approaches to its analysis, the increasing trend towards the privatisation of security on a global scale, human trafficking in a transnational criminal context, and the nature of terrorism and developments in counter-terrorism in the wake of September 11, 2001.

Learning Outcomes At the end of this module, typical students should be able to: 1. Discuss the key sociological and criminological interpretations of globalisation and their relationships to security, risk and policing. 2. Understand and evaluate the development of trans-national and global approaches to policing, security and law enforcement. 3. Critically discuss prominent issues within and categories of transnational crime and policing. 4. Evaluate, with reference to particular cases and evidence, the impact and effectiveness of global and transnational initiatives on the constitution and reproduction of production of conditions of security and insecurity

.)58/(,0+?)7/%'$ Formal lectures, informal seminar discussions and student presentations.

Assessment 100% Coursework.

-*)&(9(,5*@+;)5'(,0 Beck, U. (1999) World Risk Society , Cambridge: Polity Press. Beck, U. (2009) World at Risk, Cambridge: Polity Press. Edwards, A. and Gill, P. (eds) (2003) Transnational Organised Crime: Perspectives on Global Security , London: Routledge. Glenny, M. (2008) McMafia: Crime Without Frontiers. London: The Bodley Head. Held, D. (ed) (2005) The Global Transformations Reader . Cambridge: Polity Press. Scheptycki, J (ed) (2000) Issues in Transnational Policing, London: Routledge. Wardack, A. & Sheptycki, J (eds) (2005). Transnational and comparative criminology , London: Glass House Press.

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Penology (CR7004) Term I Module Leader: Professor Carol Hedderman [email protected]) ?%'2&)+>GO)87(=)$ Punishment and related themes of rehabilitation, retribution and restoration will be discussed from the standpoint of sociological, political and psychological theories. The aim of this module is to investigate the way in which punishments are socially constructed and consider their impact on offenders and victims.

?%'2&)+>27&(,) This module involves a series of lectures, discussions and debates, which explore penal theories, policies and practices. The various justifications for punishment and the ways in which they inform sentencing practices in the courts are examined. The various explanations for the emergence of disciplinary institutions during the 18th and 19th centuries and the subsequent expansion of the networks of social control are discussed and provide a foundation for both a consideration of the punishment/treatment dichotomy within penal policy and of issues of control and order within the penal establishment. The module concludes with a look to the possible penal futures and brings together aspects of punitive aims, sentencing policies and human rights.

Learning Outcomes At the end of this module, typical students should be able to: Compare the key theoretical approaches to punishment 1. Critically analyse the differences between community and institutional forms of punishment 2. Assess some of the practical manifestations of differing approaches to punishment, rehabilitation, restoration and retribution 3. Critically explain the key historical developments of punishment in the UK and around the world 4. Demonstrate a critical understanding of the key criminological debates around punishment and rehabilitation 5. Demonstrate an understanding of the political context and influences around the development of punishment in the UK

.)58/(,0+?)7/%'$ Formal lectures and informal class discussions and presentations.

Assessment 100% coursework.

-*)&(9(,5*@+;)5'(,0 Cavadino, M. & Dignan, J. (2007) The Penal System: An Introduction, London: Sage (4th edition). Gelsthorpe, L. and Morgan, R. (eds) (2007) Handbook of Probation, Cullompton: Willan. Hudson, B A. (2003) Understanding Justice: An Introduction to ideas, perspectives and controversies in modern penal theory , Buckingham, Open University Press. Jewkes, Y. (ed) (2007) Handbook on Prisons, Cullompton: Willan. Jewkes, Y. & Johnston, H. Prison Readings: A Critical Introduction to Prisons and Imprisonment, Cullompton, Willan. Jewkes, Y. & Bennett, J. (eds) (2008) Dictionary of Prisons and Punishment, Cullompton, Willan. Maguire, M., Morgan, R. and Reiner, R. (eds) (2007) The Oxford Handbook of Criminology , Oxford: Oxford University Press, (4th edition).

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Terrorism I: Understanding Terrorism (CR7131) Term I Module Leader: Dr Keith Spence ([email protected]) ?%'2&)+>GO)87(=)$ This module explores the emergence and manifestation of terror and terrorism from a r ange of historical, political, sociological and cultural perspectives. Emphasising the diverse and contested nature of concept of terror as both concept and practice, a number of case studies are highlighted in order to explore the complex and opaque connections between order, power, authority, security and terror.

?%'2&)+>27&(,) This module involves a series of lectures and discussions addressing aspects of terror and terrorism through consideration of a series of themes and contexts. The contemporary conjunction of terrorism and globalisation encourages the viewpoint that terrorism is a singular and unitary phenomenon. This module seeks to emphasise the diversity and disparity of movements, institutions and agents that are typically associated with the label, exploring differences of history, culture and geography that are critical to an appropriately nuanced understanding of how terrorism is a global and universal concept that is made manifest in distinctly local and specific forms. The module proceeds by considering prominent historical cases, including the periods of ‘great terror’ associated with the Jacobins in France (1793-4), in Russia with Stalin (1937-8), and in Cambodia with the Khmer Rouge (1975-9). These forms of State Terror facilitate a comparison with non-state actors, notably in the form of post-WW2 movements in Western Europe and the Middle East, which are commonly treated as defining in the modern usage of the expression ‘terrorist’. Comparing and contrasting state and non-state forms encourages consideration of issues of power and language in relation to the ascription of terror and terrorist as labels. In addition, terrorism cannot be understood separately from the responses that it engenders. This is considered within the module in terms of popular culture, literary and cinematic representations of - and responses to – terrorism as a phenomenon, as well as in more conventional sociological, political and criminological rejoinders.

Learning Outcomes At the end of this module, typical students should be able to: 1. Demonstrate understanding of the historical background and variety of forms associated with the development and manifestation of terror and terrorism. 2. Evaluate concepts and criteria employed in debates surrounding the definition and analytical breakdown of terrorism. 3. Debate the representation, mediation and significance of terror and terrorism within political, social, cultural and aesthetic formations and processes. 4. Demonstrate the ability to think critically about established knowledge, and the capacity to deconstruct accepted conceptions of terror and terrorism.

.)58/(,0+?)7/%'$ Formal lectures, informal student presentations and seminar discussions.


-*)&(9(,5*@+;)5'(,0 Art, R. J. and Richardson, L. (eds.) (2006) Democracy and counterterrorism: Lessons from the past. Washington, DC: United States Institute of Peace. Booth, K (ed.) (2004) Critical Security Studies and World Politics. London: Lynne Reiner. Hoge, J. F. and Rose, G. (eds) (2005) Understanding the war on terror . London: W. W. Norton. Hoffman, G. (2006) Inside Terrorism (revised edition).New York: Columbia University Press. Martin, G. (ed) (2004) The New Era of Terrorism: Selected Readings. London: Sage. Richardson, L. (ed.) (2006) The roots of terrorism. New York: Routledge.

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Understanding Crime (PO7004) Term I Module Leaders: Dr Darrick Jolliffe ([email protected]) and Mark Connor ([email protected]) ?%'2&)+>GO)87(=)$ This module provides students with a critical overview of the different theoretical perspectives that have been and are used to understand and explain criminal behaviour.

?%'2&)+>27&(,) Students will be introduced to the challenges of defining and measuring crime and required to consider how these challenges might impact on the interpretation of a diversity of theories. Theories derived from a number of philosophical paradigms will be introduced and critically evaluated based on their implications for the prevention or criminal behaviour and their proposals for dealing with ‘offenders’. The two hour lecture and seminar programme runs over nine weeks. The lectures offer a general introduction to the main theoretical and empirical issues and provide a framework for analysing more specific case studies. In addition, seminars provide a forum for discussion of key issues and interactive formulation of student research agendas.

Learning Outcomes At the end of this module, typical students should be able to: 1. To provide an overview of the different theoretical orientations that have been developed to explain criminal behaviour. 2. To locate criminological thought within a historic continuam and trace it’s development in response to specific historic events. 3. To articulate how the definition and measurement of crime impact on these theoretical oreintations. 4. To assess the benefits and limitations of these theoretical orientations through a critical appraisal of their assumptions and implications.

.)58/(,0+?)7/%'$ One hour formal lecture and one hour seminar discussion per week.

Assessment 100% coursework in the form of a 4000 word essay.

-*)&(9(,5*@+;)5'(,0 Maguire, M., Morgan, R. and Reiner, R. (2007) (Eds) The Oxford Handbook of Criminology , Oxford: Clarendon Press (4th Edition). Akers, R. L. & Sellers, C. A. (2004) Criminological Theories: Introduction, Evaluation and Application, Los Angeles: Roxbury (4th Edition). Cullen, F. T. & Agnew, R. (1999) Criminological Theory: Past to Present, Los Angeles: Roxbury. Vold, G and Bernard, T, & Snipes, J. B. (2002) Theoretical Criminology 5 th Edition, New York: Oxford University. Muncie, J. McLaughlin, E. and Hughes, G. (2003) (Eds) Criminological Perspectives, Buckingham: Open University Press (2nd Edition).

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Crime, Justice & Psychology (CR7124) Term II Module Leader: Dr Lisa Smith ([email protected]) ?%'2&)+>GO)87(=)$ Psychology is having more and more of an impact on the working practices of the Criminal Justice System. This module aims to provide an introduction and overview of the role of psychological theory and the work of psychologists within the Criminal Justice System. It explores the overlap between psychology, law, and criminology focusing on a range of specialist topics.

?%'2&)+>27&(,) This module involves a series of lectures and discussions focusing on the overlap between psychology, criminology and the law. This includes topics from forensic psychology and psychiatry, the study of crime and the criminal justice system, and from legal and investigative psychology. The lectures and associated readings will provide a focal point for your own individual private study, and cover a range of topics and issues focusing on human behaviour in the criminal justice process. In the lectures we will proceed through the different stages of the CJS and look at how psychology contributes to our understanding in these areas. This included discussions of psychological explanations for criminal behaviour, and the contributions of psychology to the investigation and prosecution of crime and the rehabilitation of offenders and prison behaviour.

Learning Outcomes At the end of this module, students should be able to: 1. Demonstrate knowledge about the overlap between psychology, law and crime 2. Think critically about the compatibility of the disciples of law, psychology and criminology 3. Demonstrate theoretical understanding of psychology as applied in this setting 4. Explain and evaluate the impact that psychological theory and research has had on working practices in the CJS from investigation and offender apprehension, to rehabilitation of offenders and courtroom behaviour.

.)58/(,0+?)7/%'$ Formal lectures with informal group discussions.


-*)&(9(,5*@+;)5'(,0 Bartol, C. R. & Bartol, A. M. (Eds) (2005) Current perspectives in forensic psychology and criminal justice, London: Sage. Blackburn, R. (2001). The psychology of criminal conduct: Theory, research, and practice. New York: Wiley. Hayward, K. (2005) ‘Psychology and crime: Understanding the interface’, in C. Hale, K. Hayward, A. Wahidin & E. Wincup (Eds) Criminology , Oxford: Oxford University Press. Howitt, D. (2011). Introduction to forensic and criminal psychology (4th ed), Essex: Pearson Education Limited. Jackson, J. L. and Bekerian, D. A. (eds) (1997) Offender profiling: Theory, research and practice, Chichester: Wiley. Kapardis, A. (2010) Psychology and law: A critical introduction (3rd ed), Cambridge: Cambridge University Press. McGuire, J. (2004). Understanding psychology and crime. Maidenhead: Open University Press. Ogloff, J. R. P. (2002) Taking psychology and law into the 21st century , New York: Kluwer/Plenum.

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Crime Prevention, and Community Safety (SC7300) Term II Module Leader: Samantha Weston ([email protected]) ?%'2&)+>GO)87(=)$ This module aims to familiarise students with different approaches to crime prevention and the theoretical and ideological premises underlying each of them.

?%'2&)+>27&(,) This module involves a series of lectures and discussions focusing on crime prevention. As an introduction, the module will examine the history of crime prevention and explore the various techniques that have been used to measure the ‘success’ of crime prevention programmes. The module will introduce the main theories of prevention and reduction. These theories will range from the early preventative understanding of classicist and positivist approaches, including situational, social and community theories of prevention through to partnership approaches. The module will also examine how such theories relate to and inform practice.

Learning Outcomes By the end of the module typical students should be able to demonstrate that they can: 1. Compare the key theoretical approaches to crime prevention and crime reduction 2. Recognise the differences between crime prevention and crime reduction 3. Understand the strong relationship between ideology, theory and practice 4. Assess the strengths and limitations of the differing approaches to prevention and reduction 5. Approach the evaluation and crime prevention literature with an informed and critical perspective 6. Identify some of the political context and influences around the development of prevention and reduction in the UK.

.)58/(,0+?)7/%'$ Formal lectures with informal group discussions

Assessment 80% coursework and 20% presentation

-*)&(9(,5*@+;)5'(,0 Tilley, N. (2010) Crime Prevention, Devon: Willan Publishing Hughes, G., McLaughlin, E., and Muncie, J. (2001) Crime prevention and community safety: New directions, London: Sage. Crawford, A. (1998) Crime Prevention and Community Safety: Politics, policies, & Practices, Essex: Longman. Gilling, D. (1997) Crime Prevention: Theory, policy and politics, London: UCL Hope, T. (Ed) (2000) Perspectives on Crime Reduction, Aldershot: Ashgate

37


Current Issues in Forensic Science and Justice Term II Module Leader: Dr Lisa Smith ([email protected]) ?%'2&)+>GO)87(=)$ The aims of this module are to provide students with the theoretical and conceptual framework necessary to understand how forensic science contributes to the criminal justice system and requires students to think critically about the application of science to the law, and the legal and ethical implications of recent technological advances in forensic science practice.

?%'2&)+>27&(,) The module consists of nine two-hour lecture/discussion sessions in which active participation is encouraged.

Learning Outcomes At the end of this module, students should be able to: 1. Understand the theoretical principles underlying forensic science practices, and how these theories have developed historically 2. Understand the application of some common forensic science techniques in the context of criminal investigations 3. Critically consider the most recent advances in forensic evidence technology, and the impact these developments have had on the interpretation of forensic evidence 4. Critically consider legal and ethical issues associated with advances in forensic science (e.g. DNA databases) 5. Critically consider how forensic evidence is presented in the courtroom, and the impact this has on jury decision making and the potential for miscarriages of justice 6. Appreciate the impact of recent case law on the future of forensic science practice, both in the UK and North America 7. Critically consider media portrayals of forensic science, and how this may be affecting the public’s perception of police investigations and courtroom outcomes

.)58/(,0+?)7/%'$ Lectures, interactive activities, and group discussions

Assessment 100% coursework; one essay not exceeding 4,000 words

-*)&(9(,5*@+;)5'(,0 Fraser, J. and Williams, R. (2009) Handbook of Forensic Science, Cullompton: Willan. McCartney, C. (2006) Forensic Identification and Criminal Justice: Forensic Science, Justice, and Risk, Cullompton: Willan. Williams, R. and Johnson, P. (2008) Genetic Policing: The use of DNA in Criminal Investigations, Cullompton: Willan. White, P.C. (2004) Crime Scene to Court: The Essentials of Forensic Science, 2nd ed., Cambridge: The Royal Society of Chemistry.

38


Drugs and Crime (CR7045) Term II Module Leader: Tammy Ayres ([email protected]) ?%'2&)+>GO)87(=)$ Drug use is now a vast and extremely complicated area and, clearly, not everything can be covered in the module. The focus is, therefore, on a number of fundamental issues aimed at providing a comprehensive overview of the subject.

?%'2&)+>27&(,) The module Drugs and Crime, focuses on the key issues that arise when attempting to deal with the problem of drug use, particularly in a criminal justice context. The module takes a multi-disciplined approach to the issues discussed. It focuses on demand reduction, not supply reduction. More specifically, it will examine why certain drugs have been historically constructed and defined as illicit, and certain drug users vilified. The module will begin by deconstructing the stereotypical perceptions people have regarding drugs. It will detail the physical and psychological effects of both licit and illicit substances, providing a general background for subsequent lectures. The rest of the module will examine contemporary issues surrounding drugs and drug users, including intravenous drug use, the normalisation debate and illicit drug use during pregnancy. Despite extensive coverage in the public arena on the subject of drugs, the rhetoric does not match the reality. Instead the debate surrounding drugs is premised on mythology and the demonization of certain drugs and dug users, which has been historically used to underpin government policy and treatment. Therefore, the aim of this module is to provide a pragmatic overview of drugs, drug users and the relationship that exists between drugs and criminality. Emphasis will be placed throughout the module on the evidence base underpinning drug policy and the use of the criminal justice system to coerce drug users into treatment, through the Drug Intervention Programme. The lectures on managing drugs in prison and the problems associated with drug use in a secure setting, including the provision of sterile injecting equipment, will draw the module to a close.

Learning Outcomes At the end of this module, typical students should be able to: 1. Deconstruct and question the stereotypical perception of illicit drugs and illicit drug users. 2. Discuss the key theoretical concepts applicable to the discussion of drug use and treatment. 3. Critically explain the key historical developments in UK drug policy, and its twin-track approach. 4. Critically appraise the relationship that exists between drugs and crime, and apply the relevant theories to its discussion. 5. Demonstrate a critical understanding of the fundamental issues surrounding drugs and crime and leave with a comprehensive overview of the subject.

.)58/(,0+?)7/%'$ Formal lectures and seminars.

Assessment 100% coursework – A portfolio of work.

-*)&(9(,5*@+;)5'(,0 Barton, A. (2003) Illicit Drugs: Use and Control, London: Routledge. Bean, P. (2008) Drugs and Crime (3rd Edition), Cullompton: Willan Publishing. Bennett, T. and Holloway, K. (2005) Understanding Drugs, Alcohol and Crime, Maidenhead: Open University Press. Hammersley, R. (2008) Drugs and Crime: Theories and Practices, Cambridge: Polity Press. Robson, P. (2009) Forbidden Drugs (3rd Edition), Oxford: Oxford University Press. Shewan, D. and Davies, J. B. (2000) Drug Use and Prisons, Amsterdam: Harwood.

39


Media and Crime (CR7470) Term II Module Leader: Samantha Weston ([email protected]) ?%'2&)+>GO)87(=)$ This module examines media constructions of crime and criminal justice. It considers how audiences use media to make sense of the world, including the various social problems which characterise contemporary life, and how media in all its forms can be said to inform individuals’ ideas about offenders, victims and criminal justice professionals.

?%'2&)+>27&(,) This module involves a series of lectures and discussions focusing on the overlap between criminology and the media. This includes theories and topics from the study of crime and the criminal justice system, and from media and cultural studies. The module will explore a wide range of important social issues and specific recent case studies within a framework of the main theoretical perspectives which have characterised the history and development of both media research and criminology over the last fifty years. The lectures will provide a focal point for your own individual private study, and cover a range of topics and issues ranging across both traditional and ‘new’ media, including cybercrime.

Learning Outcomes At the end of this module, typical students should be able to: 1. Demonstrate knowledge about the overlap between media, culture and crime; 2. Think critically about the compatibility of media/cultural studies and criminology; 3. Demonstrate understanding of the theoretical perspectives that have shaped the fields of criminology and media studies; 4. Explain and evaluate the impact that media theory and research has had on public understandings of crime, victimization and the CJS; 5. Demonstrate understanding of the significance of new and emerging media technologies, including surveillance and ‘cyber’ technologies.



6%*)+;)5'(,0 Jewkes, Y. (2010) Media and Crime 2nd edition, London: Sage. Crime, Media, Culture: an international journal.

>7/)*+;)8%99),')'+;)5'(,0 Barak, G. (1995) Media, Process and the Social Construction of Crime: studies in newsmaking criminology , London: Routledge. Brown, S. (2003) Crime and Law in Media Culture, Buckingham: Open University Press. Carrabine, E. (2008) Crime, Culture and the Media, Cambridge: Polity. Greer, C. (2009) Crime and Media: A Reader , London: Routledge. Greer, C. (2005) ‘Crime and Media: understanding the connections’ in C. Hale, K. Hayward, A. Wahidin and E. Wincup (eds.) Criminology , Oxford: Oxford University Press. Jewkes, Y. (2009) Crime and Media: Three Volume Set (Sage). Jewkes, Y. (ed.) (2007) Crime Online, Cullompton: Willan. Jewkes, Y. and Yar, M. (eds) (2010) Handbook of Internet Crime, Cullompton: Willan. Kidd-Hewitt, D. and Osborne, R. (1996) Crime and the Media: the postmodern spectacle, London: Pluto Press. Mason, P. (2003) Criminal Visions: Media Representations of Crime and Justice, Cullompton: Willan. Newburn, T. (2007) ‘Crime and the media’ in Criminology , Cullompton: Willan Yar, M. (2006) Cybercrime and Society , London: Sage.

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Practice Placement (CR7104) Term II (Applied Criminology only) Module Leader: Professor Yvonne Jewkes ([email protected]) ?%'2&)+>GO)87(=)$ This module is primarily designed explicitly to offer MSc Applied Criminology students the opportunity to gain practical experience of working within a criminal justice setting.

?%'2&)+>27&(,) The placement module is rather unconventional when compared to other campus-based postgraduate modules in that it relies less upon directed teaching and more upon independent thought and action on the part of the student. The purpose of the module is to prepare students for a 28-day work placement which is to be undertaken in a criminal justice setting of their choosing, usually at the end of Semester Two. The placement is designed essentially to be a ‘student-led’ experience in that the students themselves will be expected to establish contact with an organisation of their choosing with a view to organising a placement. In conjunction with the module leader students will decide upon their areas of interest and draw up a li st of potential placement organisations, and early supervisions and tutorials will be geared towards identifying possible placement sites that would allow the students to demonstrate their application of criminological theory and knowledge in a practitioner-based criminal justice setting. Setting up a suitable placement will inevitably require some degree of negotiation and proactivity on the part of the student in terms of establishing access, demonstrating an understanding of the work undertaken by a particular organisation and taking account of other key ethical and methodological considerations that might apply to their placement experience. Having secured their placement with an organisation of their choosing, students will then be required to identify the aims and objectives of their p lacement experience, and these will need to be approved by both the module leader and the placement organisation. A contract will also be drawn up and approved by the module leader and the placement organisation as a way of ensuring that all parties are wholly clear on the purpose of the placement and the responsibilites of the student and organisation. In addition, and under the guidance of the module leader, students will develop a more enhanced understanding of the more practical and theoretical apsects of the work to be conducted during their placement experience in advance of the actual placement itself.

Learning Outcomes At the end of this module, typical students should be able to: 1. Critically analyse their experience of working within in a practitioner-based criminal justice environment 2. Demonstrate an understanding of how academic research can be used by criminal justice pratitioners to inform policy and practice 3. Demonstrate their application of criminological theory and knowledge in a practitioner-based criminal justice setting 4. Display an enhanced understanding of the working policies and practices of criminal justice pratitioners

.)58/(,0+?)7/%'$ Seminars and one-to-one tutorials.

Assessment 85% final placement report (to be submitted at the end of Semester Two) and 15% preliminary placement progress report (to be submitted at the end of Semester One).

41


Racism, Crime and Disorder (CR7028) Term II Module Leader: Jon Garland ([email protected]) ?%'2&)+>GO)87(=)$ The aim of this module is to investigate how theories of ‘race’, racism and identity can explain racialised ideas of criminal and disorderly behaviour. The module also examines debates surrounding the politics of ‘race relations’ and the policing of multicultural Britain.

?%'2&)+>27&(,) This module explores key issues surrounding racist harassment, crime and disorder. It introduces a range of theoretical perspectives on racism and identity, and relates these to the context of British society in the post 9/11 and 7/7 climates. It examines the way that ideas of ‘race’ are socially constructed within our society, taking a critical criminological stance. The nature of multiculturalism, ethnicity and community are debated and assessed. Central topics include theories of racism; racism in British society; racist violence and harassment; the far-right including the English Defence League; policing minority ethnic communities; racism and rurality; hate crime; anti-Semitism; racism and identity in Europe; racism and the criminal justice system, and the future of multicultural Britain. The riots of 2011 will be examined in depth.

Learning Outcomes At the end of this module, typical students should be able to: 1. Discuss the key sociological and criminological theories of how ideas of ‘race’ and identity are socially constructed and defined. 2. Be able to think critically about established knowledge regarding racism and ethnicity and be able to deconstruct accepted notions of ‘race’. 3. Apply theories of identity and community to contemporary debates about multiculturalism. 4. Discuss relevant examples of racist violence and harassment and broader ideas of hate crime. 5. Debate the factors that influence the relationship between minority ethnic communities and various criminal justice agencies.

.)58/(,0+?)7/%'$ Formal lectures and informal class discussions.

Assessment 80% coursework 20% presentation.

-*)&(9(,5*@+;)5'(,0 Bragg, B. (2006) The Progressive Patriot: A Search for Belonging, London: Bantam Press. Chakraborti, N. and Garland, J. (2009) Hate Crime: Issues, Causes and Responses, London: Sage. Eatwell, R. and Goodwin, M.J. (eds) (2010) The New Extremism in 21 st Century Britain, London: Routledge. Fekete, L. (2009) A Suitable Enemy: Racism, Migration and Islamophobia in Europe, London: Pluto Press. Finney, N. and Simpson, L. (2009) ‘Sleepwalking to Segregation?’ Challenging Myths about Race and Migration. Bristol: Policy Press. Rowe, M. (ed.) (2007) Policing Beyond Macpherson: Issues in Policing, Race and Society , Cullompton: Willan.

42


Sexual Violence (CR7099) Term II Module Leader: Samantha Weston ([email protected]) ?%'2&)+>GO)87(=)$ Criminology and victimology inform many applied areas affecting policy making decisions, public perceptions of individuals as ‘victims’ or ‘offenders’, victim services and treatment perspectives. This module aims to provide an introduction to victimology, and an overview of the influence of criminology and related disciplines on issues pertaining to victims and perpetrators of sexual violence. It explores a multi-disciplinary approach incorporating criminology, victimology, sociology, and psychology when examining a range of specialist topics in relation to sexual violence.

?%'2&)+>27&(,) This module involves a series of lectures and discussions focusing on the multidisciplinary approach to the extensive topic of sexual violence. It draws on the subject areas of sociology, psychology, criminology, victimology and law. This module explores key issues relating to sexual violence and provides an introduction to victimology and gender-based perspectives on violent and sex crimes. The broad spectrum of acts which are encompassed by the term of ‘sexual violence’ are discussed, such as: rape, prostitution, sex trafficking, domestic violence and transphobic hate crimes (with sexually violent characteristics). In addition, there is an applied aspect whereby victim services’ politics and policies in the United States and United Kingdom are compared and contrasted; treatment programs for domestic and sexual violence perpetrators are also examined. Thus, the focus of this module alternates between the victim and the perpetrator to provide a holistic view of sexually violent criminal behaviour, its perpetration and impact.

Learning Outcomes At the end of this module, typical students should be able to: 1. Demonstrate knowledge of sociological, criminological, victimological and psychological theories and how a multidisciplinary approach can be beneficial in explaining criminal behaviour 2. Think critically about the impact of government policies and legislation on victims and offenders 3. Demonstrate theoretical understanding particularly of criminological and victimological theories and their application to sexually violent behaviour 4. Explain and evaluate the impact of criminological and victimological theories in their application to real world contexts



-*)&(9(,5*@+;)5'(,0 Brown, J.M. and Walklate, S. (due to be published Oct 2011). Handbook on Sexual Violence, London:Routledge Kelly, L. (1989). Surviving Sexual Violence. Minneapolis, MN: University of Minnesota Press. Stanko, E.A. (2002). (ed.) The Meanings of Violence. London: Routledge. Walklate, S. (2007). Handbook of Victims and Victimology . Cullompton: Willan. Newburn, T. & Stanko, E. (1994). ‘When Men are Victims: The Failure of Victimology , in T. Newburn and E. A. Stanko (eds.). Just Boys Doing Business: Men, Masculinities and Crime, 153-165. London: Routledge. Dobash, R. E. & Dobash, R. P. (1998) (eds.). Rethinking Violence Against Women. London: Sage.

43


Surveillance and Society (CR7133) Term II Module Leader: Adrian Beck ([email protected]) ?%'2&)+>GO)87(=)$ This module provides students with a critical overview of the nature of surveillance in modern societies and how State and non state organisations use technologies to collect, analyse and disseminate information.

?%'2&)+>27&(,) This module will look in detail at the nature, scale and extent of surveillance in modern societies and how academic theories are evolving to understand its impact. It will look in particular at the way in which surveillance technologies are being used by governments and private organisations, their impact upon theories of social control and security, and the protection of civil liberties and human rights. The two hour lecture and seminar programme runs over nine weeks. The lectures offer a general introduction to the main theoretical and empirical issues and provide a framework for analysing more specific case studies. In addition, seminars provide a forum for discussion of key issues and interactive formulation of student research agendas. They may involve student presentations and group work.

Learning Outcomes At the end of this module, typical students should be able to: 1. Provide an overview of the different theoretical orientations that have been developed to explain the nature of surveillance in modern societies. 2. Articulate how different organisations collect, analyse and use data to interact with, and monitor and control, citizens. 3. Understand the way in which surveillance is becoming enmeshed in the lives of citizens 4. Assess the benefits and limitations in the use of a wide range of technologies to gather, access and distribute information. 5. Critically reflect on whether modern societies are increasingly becoming ‘surveillance states’.

.)58/(,0+?)7/%'$ Formal lectures and informal class discussions.


-*)&(9(,5*@+;)5'(,0 Garland, D. (2001) The Culture of Control: Crime and Social Order in Contemporary Society , Oxford: Oxford University Press. Huxley, A. (1973) Brave New World , London: Longman. Lyon D. (2006) (ed) Theorizing Surveillance: The Panopticon and Beyond , Cullompton: Willan Publishing. Lyon D. (2007) Surveillance Studies: An Overview , Cambridge: Polity Press. Lyon. D. (2003) Surveillance After September 11, Cambridge: Polity Press. Orwell, G. (1949) Nineteen Eighty Four , London: Secker and Warburg.

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Terrorism II: Responding to Terrorism (CR7132) Term II Module Leader: Dr Keith Spence ([email protected]) ?%'2&)+>GO)87(=)$ This module explores the interpretation of, and response to, contemporary manifestations of terror and terrorism. Exploring similarities and differences between the ‘new’ terrorism and predecessor forms using examples and case studies, the module considers the organisational form and sociopolitical objectives of terrorist organisations, and the range of strategies and responses available i n potential response to the demands and challenges posed by terror in an era of intensive globalisation.

?%'2&)+>27&(,) This module involves a series of lectures and discussions addressing aspects of recent formations of terror and terrorism. The module pays due attention to relatively recent developments – including al-Qaeda and suicide terrorism – but aims to do so within an expansive framework that reflects the intractable complexity and highly contested nature of terror and terrorism - both of which are enduring and irreducible aspects of human experience. To this end continuity as well as change is accorded due significance within the materials covered, and a range of potential responses to terror are considered, including legal, diplomatic, military, policing, development and humanitarian initiatives. In evaluating the range of available strategies students are encouraged to reflect upon the presuppositions and outcomes of current practices, most notably in the construction and pursuit of ‘global war against terror’, and in so doing to consider anew the assumptions and consequences attending the deployment of the terms ‘terror’, ‘terrorism’ and ‘terrorist’.

Learning Outcomes At the end of this module, typical students should be able to: 1. Demonstrate critical understanding of the connections and dependencies between contemporary forms of terrorist activity and their historical antecedents. 2. Understand and assess the structure of terrorist organisations, and the relationship between these structures and the social and political forms that they ostensibly target. 3. Identify and evaluate models of response employed in order to counter perceived threats from terror and terrorism. 4. Discuss relevant examples and case studies of terrorism, terrorists and counter-terrorist strategies. 5. Demonstrate the ability to think critically about established knowledge concerning terror and terrorism, and the forms of understanding and response that such assumptions provoke and justify.

.)58/(,0+?)7/%'$ Formal lectures, informal student presentations and seminar discussions.


-*)&(9(,5*@+;)5'(,0 Bobbitt, P (2008) !"##$#%&'(%)$'*"'+,%!-"%.&#*%/$#%+-"%+."'+01/2#*+%3"'+4#0 . London: Allwn Lane. Booth, K (ed.) (2004) Critical Security Studies and World Politics. London: Lynne Reiner. Hoffman, B (2006) Inside Terrorism (revised edition). New York: Columbia University Press. Martin, G. (ed.) (2004) The New Era of Terrorism: A Critical Reader , London: Sage. Richardson, L. (2006) What terrorists want: understanding the enemy, containing the threat. New York: Random House. Silke, A. (ed.) (2004) Research on terror: trends, achievements and failures. London: Frank Cass.

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Transnational Policing (CR7134) Term II Module Leader: Dr Laure Guille ([email protected]) ?%'2&)+>GO)87(=)$ Combating the many forms of organised crime needs an efficient policing response at European and international levels. The aim of this module is therefore to consider the theoretical and practical operation of the many existing structures of police (and judicial) cooperation that currently exist between state and non-state sponsored organisations and agencies.

?%'2&)+>27&(,) Since the terrorist attacks of 7/7, 9/11 and 11/3 the governments have prioritised the de velopment of police and judicial cooperation. As a result, new agencies, networks and structures (such as Europol, Eurojust, Centres for Police and Customs Cooperation) have appeared within the European Union with the aim of facilitating and improving cooperation between the member states. This module will start by giving a comprehensive overview, with historical background, of the different mechanisms that are available for law enforcement agencies to exchange information. Then it will examine the links these instruments of cooperation have or can have between each other, their roles and how they actually operate. The relationship between international police structures and national police organisations will be addressed and the meso level will be taken into account (Interpol and Europol) seeing the impact and/or influence it has on the micro level (practitioners in the field). The module will also involve key issues related to cooperation (cultural elements, accountability, etc.) and explore the various levels at which cooperation is involved, including an in-depth study of bilateral and multilateral levels of cooperation. This topic will allow for further discussions, such as whether one model provides more flexibility and adaptability for the police officers’ working practices than the other and whether they are appropriate to trans-national criminality. Case studies will be used to give a good insight of practical police cooperation methods.

Learning Outcomes At the end of this module, typical students should be able to: 1. Be familiar with the historical historical development of the different structures, structures, networks and and agencies that are available for law enforcement agencies at national, regional and European level. 2. Demonstrate a critical understanding understanding of the roles of the instruments instruments of cooperation and assess assess whether they fulfil their objectives. 3. Discuss the the challenges in transnational transnational cooperation work. 4. Demonstrate a critical critical understanding of the fundamental issues surrounding police and judicial cooperation. 5. Analyse whether the current current situation of cooperation is appropriate to fight transnational transnational organised crime. 6. Be able to think critically critically about future future developments in cooperation.

.)58/(,0+?)7/%'$ This module involves a weekly 2-hour lecture and seminar session and informal class discussions.

Assessment Assessment is by one 4,000 word essay which constitutes 100% of the module mark.

-*)&(9(,5*@+;)5'(,0 Anderson, M. and Den Boer, M. (1994) Policing Across National Boundaries. Boundaries. London: Pinter. Anderson, M. et al. (1995) Policing the European Union. Theory, Law and Practice. Practice. Oxford: Clarendon Press. Deflem, M. (2002) Policing World Society. Historical Foundations of International Police Cooperation. Cooperation. Oxford: Oxford University Press. Gerspacher, N. (2005) Beyond mandates, toward unintended Roles: International police cooperation organizations do their part in the fight against transnational crime. European Journal of Crime, Criminal Law and Criminal Justice, Justice, Vol. 13 (3), pp. 413-434. Occhipinti, J. D. (2003) The Politics of EU Police Cooperation: Towards a European FBI? London: FBI? London: Lynne Rienner Publishers. Sheptycki, J. W. E. (2002) In Search of Transnational Policing. Towards a Sociology of Global Policing. Policing. Aldershot: Ashgate publishing.

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Dissertation (CR7021) Term III Module Leaders: Dr Darrick Jolliffe ([email protected]) & Dr Lisa Smith ([email protected]) ?%'2&)+>GO)87(=)$ The aims of the dissertation are to assess students’ research and personal study skills. In addition, the dissertation provides the students with an opportunity to demonstrate their knowledge and understanding of a chosen research topic. The dissertation (20,000 words) should build upon the knowledge, skills and understanding that have been gained in the previous six modules.

?%'2&)+>27&(,) Students will be able to identify their own topic for investigation. This will involve a careful consideration of the extant literature on a topic, the identification of where useful contributions can be made within this area of research and an assessment of the most appropriate methodologies to accomplish this task. Students will be supported through this process by a supervisor. The dissertation will allow the student to research a topic that they are interested in, facilitate a greater depth of knowledge and provide an opportunity to demonstrate analytical skills.

Learning Outcomes 1. Demonstrate understanding understanding of theory and analysis in a research context. context. 2. Identify planning issues integral to the research problem including aims, objectives and methodology. 3. Explore the existing literature on a subject and integrate integrate background reading reading from th eliterature with other information. 4. Demonstrate the knowledge and appropraite use of research research methodology (theory and practice). 5. Collect, collate and analyse analyse information and data. 6. Discuss the implications implications of research findings.

.)58/(,0+?)7/%'$ Two dissertation workshops and one-to-one meetings with their allocated supervisor.


-*)&(9(,5*@+;)5'(,0 There are a number of texts on writing dissertations and completing research. Most of them will give students an idea of the common issues and problems to be considered. Rudestam, K. E. & Newton, R. R. (2007). Surviving (2007). Surviving your dissertation: dissertation: a comprehensive comprehensive guide guide to content and process, process, London: Sage. Swetnam, D. (2000). Writing your dissertation: How to plan, prepare and present successful work. work. Oxford: Oxford University Press.

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STUDENT SUPPORT Pastoral Care You will be given a pastoral tutor on your arrival here who will act as your personal tutor for the duration of your programme. Personal tutors are the first point of contact if you need help or advice of a non-academic nature. Your tutor can put you in touch with all Student Support and Welfare Services in the University, and can provide you with help and guidance throughout your time in the Department. You should only contact the Course Convenor or Deputy Course Convenor about non-academic issues if you have already made contact with your personal tutor.

E72'),7+F)5*,(,0+6),7*) The Student Learning Centre provides practical advice and information to all students on any aspect of study. Individual consultations are available through appointments, and give students an opportunity to discuss study skills queries. Maths Help provides individual consultations for the development of maths and statistics at any level. Research skills consultations provide individual advice on how to most effectively undertake a research degree. There are also programmes of central study workshops for undergraduate ad postgraduate students each semester. A wide range of study groups are freely available from the Student Development Zone in the David Wilson Library or from our website. Contact the Centre or check the website for further details of any of our services. Contact: Student Learning Centre, Student Development Zone, David Wilson Library. Telephone: 0116 252 5090, e-mail: [email protected], web: http://www.le.ac.uk/slc/

Careers Service Whether it’s developing the skills you need to succeed on your course, or in your life beyond university, the Careers Serviceis here to support and facilitate your academic, professional and personal developme development. nt. Visit the Careers Service in the David Wilson Library to access our extensive range of resources: we have over 50 different study guide titles and 20 career development guides, so whether it’s writing better essays or building a CV, instant advice is available to take away. You can also access these resources from our website along with a range of online resources such as interactive study skills tutorials and videos on developing your career prospects. One-to-one advice is available via study consultations, research consultations, maths help One-to-one and careers consultations. You can see our advisors face-to-face in the Careers Service or use our website to find out how to access our services remotely. Every term, we have a busy programme of interactive workshops covering a diverse range of topics. Our learning development titles range from avoiding plagiarism to improving your essay writing, to giving effective presentations. Career development development titles cover all the essential areas such as CV writing, job searching, application forms and interview skills. The Careers Service provides lots of opportunities for you to develop your employability skills whilst at University. We maintain strong links with employers and advertise their vacancies and work experience opportunities through JOBSonline (on our website). We have a busy programme of employer-led events, from skills workshops to careers fairs, and we organise numerous opportunities for you to make the most of your time at University. Choose from a wide range of volunteering opportunities, work placement schemes and enterprise activities, or take an accredited programme and gain a Leicester Award in Employability skills. Research postgraduates are catered for with resources, events and training specific to their needs: from Starting your PhD workshops to University-wide events such as the Annual Festival of Postgraduate Research.

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MSc/PgD Campus-Based To find out more about how the Careers Service can enhance your success at university and beyond, visit their website. Contact: Careers Service, Student Development Zone, Second Floor, David Wilson Library Tel: 0116 252 5090 Email: sdzhelpde [email protected] [email protected] Website: www.le.ac.uk/caree www.le.ac.uk/careers rs

L2('5,8)+<%*+E72'),7$+3(7/+1@$&)"(5 The Department is keen to support dyslexic students in an attempt to lessen the stress and anxiety they may experience when undertaking academic work. This section of the handbook constitutes a step-by-step guide on Departmental policy on dyslexia based on the University of Leicester’s good practice guidelines, and outlines your options if you are, or think you are, dyslexic.

Definition Dyslexia is generally defined as an imbalance of skills where intellectual ability is accompanied by unexpected specific learning difficulties that may be displayed in spelling, reading, verbal/written expression of ideas and/or memory.

-*%8)'2*) • The Department Department of Criminology Criminology is happy to help students students who are dyslexic, but it is always the student’s choice whether they inform the Department or wish to proceed with any assistance or advice we offer. • Any student who is dyslexic dyslexic or experiences experiences some or all of the above difficulties difficulties is encouraged to inform their course administrator in writi ng as soon as possible (this is separate from the application process and will not affect your application). • If an educational educational psychologist psychologist has formally formally identified your dyslexia, dyslexia, you should should enclose a copy of the report with your letter. • This letter will then then be put on your file and copies copies sent to your your course director director and the accessibility tutor. • We will not disclose this information to any other organisations organisations or institutions outside of the university (including future employers) unless you ask us to. • The course administrator can then then alert you you to the University’s AccessAbility AccessAbility Centre. • The AccessAbility AccessAbility Centre will discuss with you your options and the support support they can offer. This can range from helping you develop coping strategies for managing your study time, through to assisting you with proof-reading work for spelling mistakes, grammar and errors in sentence structure. • They will also arrange for further assessment assessment of difficulties and/or of needs needs if necessary. • UK students may be entitled entitled to a Disabled Student’s Student’s Allowance from their their Local Education Authority or the Economic and Social Research Council (if they are funding their studies). Contact your LEA for details. Overseas students should consult their local authority or funding body to find out if there is equivalent support available. • You should then then send a copy copy of any further documentation documentation of your needs to the course administrator who will place it on your file and forward a copy to the accessibility tutor.

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Department of Criminology • We will then offer you the option of putting a sticker on your assessed work that will alert the marker that you are dyslexic. • All our markers have received the University guidelines and Department of Criminology/ AccessAbility Centre training on marking work by dyslexic students You can contact the AccessAbility Centre independently of the Department of Criminology.

?5*A(,0+7/)+4%*A+%<+1@$&)"(8+E72'),7$ The degree of dyslexia experienced and the exact manifestations will differ from individual to individual, the following act as guidelines for marking dyslexic students’ essays (indicated through the sticker system): • The marker will focus on the content of the essay, and where possible will ignore minor errors in spelling, punctuation, and errors in grammar. • The markers will also read parts of an essay twice if the meaning of a sentence/ paragraph is not obvious when it is read for the first time. • However, though the sticker system alerts the markers to allow for minor spelling, punctuation and grammatical mistakes, it is the student’s responsibility to ensure that the essay is adequately proof-read and edited to pass at master’s level. For advice about proof-reading you should contact the AccessAbility Centre. • We also encourage all students to ask a friend or interested party to read through the essay before they hand it in to check that it flows well, that the sentence construction is appropriate, and to screen for typing errors. If you wish to discuss this further you should talk to the AccessAbility Centre, your Course Convenor or the accessibility tutor Keith Spence (+44 [0]116 252 5768, email: [email protected]. uk) at the Department of Criminology.

Chaplaincy The University also has a Chaplaincy Centre on University Road, opposite Mayor’s Walk. The University has a full-time Church of England Chaplain and a full-time Roman Catholic Chaplain. There are also part-time Chaplains or honorary representatives covering most faiths and denominations. The Chaplaincy Centre is a base for their work on campus and is a place for worship, prayer and counselling. All students, with or without a declared faith, are welcome.

E72'),7PE75<<+6%99(77)) The University recognises the benefits of a vigorous system of Student/Staff Committees. This view is endorsed by the Course Convenor and staff of the Department of Criminology. Each year a Student/Staff Committee functions within the Department on behalf of staff and students involved in all taught postgraduate courses as well as postgraduate research students. The Committee enjoys no formal decision-making role – it is purely consultative in character. It is, however, an important forum for formal communication between staff and students and for discussing matters of mutual concern. Membership of the Committee consists of staff and students. Staff are represented by: the Course Convenor and Deputy Course Convenor; the Course Administrator, and the Library Information Specialist.

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MSc/PgD Campus-Based Students are represented by one student from each of the following courses/groups: MSc Criminology; MSc Criminology (Applied); MSc Criminology (Clinical); MSc Terrorism Security and Policing; APG/PhD. Election of student members will take place during the Induction Programme. The Education Unit, based in the Students’ Union, can provide training and support for student members. The Chair of the Student/Staff Committee is responsible for ensuring that elections take place at the appropriate time and that student members are made aware of the training/support available to them. The Student/Staff Committee meets three times in each academic session. The Chair of the Committee will arrange the first meeting and the Committee agrees the dates of the next two meetings. It is important that all Student/Staff members are fully engaged with the work of the Committee and attend regularly. Reasons for absence should be conveyed to the Chair of the Committee in advance of the meeting. Written agendas and minutes are prepared for all meetings. Student/staff members are invited by the Chair of the Committee to submit items for the agenda in writing some two weeks prior to the meeting. Agreed agendas are posted on the student notice boards prior to the meeting and circulated to all members. The taking of minutes is a staff responsibility and the Chair of the Committee is responsible for organising this. Minutes are circulated to all members of the Committee as soon as is practicable after a meeting. A set of agendas/minutes is kept in the Course Administrator’s office for consultation by members of the Committee, and will be posted on Blackboard. Minutes are forwarded to the next staff meeting for discussion and action as necessary. The Chair of the Student/ Staff Committee is responsible for ensuring that the outcome of such discussion is conveyed back. Space is reserved on the student notice board for publicity of membership, agendas, and minutes of staff/student committees. A nominated student member is responsible for ensuring that this is kept up-to-date. A copy of agendas/minutes is sent to the Academic Registrar who will arrange for one copy to be forwarded to the Education Unit in the Students’ Union. Matters of general concern can, through this mechanism, be referred to the Staff/Student Council.

Course Appraisal The Department values the comments that students make on different aspects of their courses and modules. Students complete a module and course evaluation form as part of the assignment submission process on Blackboard. All appraisal forms are confidential and anonymous.

COMPLAINTS PROCEDURE If you are dissatisfied with any aspect of your studies at the Department of Criminology, you may wish to make a formal complaint. Initially, attempts should be made to resolve any outstanding issues by the convening of a meeting between yourself and the relevant Course Convenor. If this fails to resolve the matter, then you can put your concerns in writing to the Departmental Manager, Rachel Hopkins (tel. +44[0]116 252 3547, email: [email protected]). The Departmental Manager will acknowledge receipt of the complaint and will, so far as is reasonably practicable, respond in full within ten working days. If you are dissatisfied with the response of the Departmental Manager, you have recourse to the Head of Department. The Head of Department will acknowledge receipt of the complaint and will, so far as is reasonably practicable, respond in full within ten working days.

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Department of Criminology If matters cannot be resolved at Departmental level, students should address any formal complaint in writing to the senior officer responsible for the relevant area of activity. Senior officers comprise: • The Heads of the Colleges (in relation to academic and other College matters) – in such cases, assistance to the Heads in the consideration of the complaint will be provided by the Heads of College Administration. • The Librarian (in relation to the Library) • The Director of the IT Services (in relation to IT Services) • The Director of Residential and Catering Services (in relation to student accommodation, and the University’s catering and conference services) • The Registrar and Secretary (in relation to any aspect of the University’s administration and the operation of its administrative offices) • The Academic Affairs Officer of the Students’ Union (in relation to the Students’ Union; a complaint to the Academic Affairs Officer will initiate proceedings under the Union’s own complaints procedure, as set out in the Regulations of the Union). At this formal stage, the complaint must include full details of the unresolved issue, the attempts made to secure a resolution, and the identification of the desired remedy. The complaint must be accompanied by a complaints form which can be found on CWIS http://www.le.ac.uk/academic/registry/AppealsComplaints/ComplaintsForm.doc. The form requires complainants to provide their personal details (name, address, etc), and a short summary of their complaint and the way in which i t has been pursued to date, including the names of those to whom their concerns have been addressed to date. The senior officers have the right to refuse to consider complaints where students have made no attempt to find a negotiated solution. Students must complain on their own behalf; senior officers will not discuss or correspond about such matters with third parties, including family members, other than in the most exceptional circumstances, and then only with the student’s written permission. Anonymous complaints are disallowed. Complaints submitted by e-mail will be accepted by senior officers and will trigger the initiation of formal procedures. Complainants will, however, be contacted by letter and asked to submit a signed complaints form in order to ensure that the submission is genuinely their own. Senior officers will immediately acknowledge in writing the receipt of any complaint, and will initiate a review by seeking a written report from the head of the department/section/unit against which the complaint is being issued. So far as is practicable the senior officer will respond to the complainant in full within twenty eight days. The complainant will normally, unless there is a significant practical impediment (for example, because the student is overseas or is for some other reason unable to attend the University), be called for interview during the period of investigation. The University will respect a complainant’s desire for confidentiality unless this impedes the course of the investigation, in which case the complainant will be given the options of pursuing the complaint with a reduced level of confidentiality or accepting the status quo.

Appeals Appeals against the responses of senior officers to formal complaints must be submitted in writing to the Academic Registrar, Fielding Johnson Building, who will immediately acknowledge the receipt of any such appeal and assign a member of the administrative staff of the Academic and Research Services to manage the appeal process. The appeal will be heard by a panel comprising of either the Vice-Chancellor or the Senior Pro-ViceChancellor (in the Chair) and one other Pro-Vice-Chancellor. Unless the complaint relates to the activities of the Students’ Union, the Academic Affairs Officer, will be invited to attend the appeal as an observer. The panel will interview the student, who may be accompanied by a member of the University of his/her choosing, the senior officer responsible for

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MSc/PgD Campus-Based considering the complaint, and such other parties to the complaint as it feels necessary, and it will review all the relevant paperwork. The panel is also authorised to request further informal discussion between the parties. So far as is practicable, the appeal process will be conducted, and the outcome announced, within twenty five working days of the receipt of the appeal request, and dates in the University’s calendar of meetings will be set aside to facilitate this. The decision of the appeals panel shall be regarded as final. At the conclusion of the appeal, the student will be sent a completion of procedures letter and details about the Office of the Independent Adjudicator. Advice on the operation of the complaints procedure can be obtained from the Academic Registrar, Fielding Johnson Building (tel: 0116 252 2419), or from the Education Unit, Students’ Union (tel: 0116 223 1132, e-mail: [email protected]). The latter can also provide assistance in formulating complaints, and in supporting students throughout the formal stages of the complaints procedure.

OTHER USEFUL INFORMATION Communication It is important that you inform your Course Administrator of any change of address, telephone number or email throughout the year to enable us to keep our records up-todate. This is especially important during the summer term. The best way of doing this to email the administrator or leave a message in the administrator’s post box. Please take note of ‘Office hours’ for both Lecturers and the Administrator which will be displayed on their office doors, on the MSc Student Notice Board, and on Blackboard. These are the times they are available to see you. You can also contact lecturers by email. Messages can be left in their pigeonholes or on their answer phones when they are not available.

Health Care Full-time students living in University accommodation or near the University should register with the University Health Centre situated on Freeman’s Common on Welford Road, which is a few minutes walk from the main campus. Part-time students may attend in an emergency.

1)C5*79),7+K88)$$+5,'+E)82*(7@ The Department operates a security policy that everyone is required to observe. This includes some access control procedures, although the Department tries to remain as open and welcoming as possible. The aim is to keep staff, students, equipment and resources safe and secure, whilst allowing maximum legitimate access to the building. Precise access times and other aspects will be discussed at the time of induction. However, a few general points should be mentioned here: • Arrangements will be made during induction for students to be issued with a swipe card enabling them to access the front door of 154 Upper New Walk between 9.00am and 5.00pm Monday to Fridays. If you are unable to pick up a card at induction, you can obtain one from the Security Lodge, Entrance 1 at the main campus, between 3.00pm and 4.00pm. Please note that these cards are for personal use only and must not be loaned to anyone else. You must also be careful not to allow other people to enter the building who do not have a swipe card. Note also that there is a £10 deposit required before a card can be issued. • Visitors wishing to enter the building at the same time as those who work or study in the Department should be politely directed to the Reception Office. It is hoped that these simple measures are reasonable and practical. However, to ensure their effectiveness, occupants must remember that security at the Department is the responsibility of everyone.

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Department of Criminology If you experience any problems with the swipe cards please contact the relevant administrator, Room 003, Ground Floor, Security Lodge, Entrance 1 at the main campus, between 3.00pm and 4.00pm. The University does not accept responsibility for personal belongings, books or equipment of students, which is either damaged or stolen on University premises. It does have third-party insurance, which provides it with indemnity in respect of its legal liability to compensate students who suffer injury, damage to property etc., where proof of negligence on the part of the University can be established. In any event, do not leave money or possessions lying around. All sites within the Department and the University are vulnerable to theft. We ask all members of the Department to be security conscious and to look out for suspicious people in the buildings. Doors should be kept secure after 5pm. A lost property service operates from the Security Lodge, which is situated on the junction of the driveway leading to the main entrance of the Fielding Johnson Building. The Department operates a burglar alarm system and the building should not be entered once the alarm set notice is displayed in the window of the side door.

J(*)+K&5*9+5,'+!$85C)+;%27)$ Students should read carefully the notices displayed on each floor of The Friars and 6 Salisbury Road regarding nearest escape routes. On hearing the fire alarm, all occupants of the building should vacate the premises via the nearest exit and wait outside the front of the building for the ‘all-clear’.

65*+-5*A(,0 Unfortunately, there are limited car parking facilities at the Department and these are reserved strictly for staff and visitors to the Department . The nearest parking is at Victoria Park car park. Please do not park on the few spaces we have as the Department does have a constant flow of visitors. Please note that the University operates a policy of clamping any unauthorised vehicles parked on its property and regular patrols are made of the Department’s car parks. Your co-operation is greatly appreciated.

Q(8@8&)+-5*A(,0 There is bicycle parking space in the outhouses at the rear of The Friars. If you would like to park your bicycle there, please see Administrators in the Reception Office. Arrangements can be made for you to have a key to the outhouse on payment of a refundable deposit of £5. Please do not park your bicycle by the railings at the side or front of The Friars.

Photocopying Students may use the photocopier at the Department situated on the ground floor. See Reception staff. Cost is 6p per page.

6%<<))+5,'+.)5 Staff run a coffee fund and contribute £6 a month. If you would like to use the kitchen facilities, this is located in the small kitchen on the first floor of the Friars. Please put 40p per drink in the jar provided. You may need to provide your own mugs.

Kitchen Please leave the kitchen clean and tidy. The cleaner is not responsible for washing students’ cups and cutlery. Each person is requested to help keep this area clean. If drinks are taken into seminar rooms or the Resource Centre please ensure that cups are returned to the kitchen and washed. Please ensure that seminar rooms are left in a suitably tidy state, ready for use by others. It would be useful if students could volunteer to tidy seminar rooms and wash-up after meetings.

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MSc/PgD Campus-Based E9%A(,0 Smoking is not permitted in the communal areas in any of the buildings. Your co-operation is appreciated for the comfort of all.

OVERSEAS STUDENTS In recent years overseas students have come to study at the Department from Africa, Asia, the Caribbean, Europe, the Indian subcontinent, North America and the Far East. They have joined students registered in other departments at the University from over 70 different countries. It is, of course, not easy to travel many miles to the UK and then settle down quickly to begin one’s studies. The University offers international students various types of accommodation, including self-catering houses for those who wish to cook their own food, and living in student residences gives overseas students the opportunity to adapt to life at the University and to make new friends. There are also many social, cultural and sports clubs and societies to join. We pride ourselves on the warm welcome that we offer to our overseas students in the Department and in the wider University. There is an extensive network of welfare and advisory services in the University and in the Students’ Union and students from abroad should not hesitate to contact them about any concerns. In the Department, we are anxious to ensure that the stay of all our overseas visitors and students is as pleasant and trouble-free as possible. Please speak to your tutor, or any other member of staff, about any problems that you experience. In the past we have been able to help students with various difficulties but we cannot do this if you do not approach us. If we cannot solve the problem, we should at least be able to point you in the direction of someone who can! Of course, we hope that your time at the University of Leicester and your studies proceed smoothly, without any problems, and we hope you have a happy and satisfying stay and that your studies may flourish.

English Language Teaching Unit The English Language Teaching Unit has excellent, modern language learning facilities and is to be found at 96-98 Regent Road, Leicester LE1 7DF . The Unit can offer assistance both for academic and social purposes if you are concerned about your ability to communicate in English. The Unit offers a large collection of English language learning materials – books, audio and video tapes and Computer Aided Learning (CAL) – in the Self Access Centre. Advice on their use is available on request. This facility is open from 9.00am to 5.00pm most weekdays. A fee of £15 per year is payable for this facility. The English Language Teaching Unit secretary, (Telephone (0116) 229 7857), will register you on request. Further information can be found on the English Language Teaching Unit web pages at http://www2.le.ac.uk/offices/eltu. The English Language Teaching Unit offers a range of classes in areas such as pronunciation, academic writing, seminars skills, listening and note-taking, study and writing/speaking skills. Contact the English Language Teaching Unit at the start of the new term if you wish to enrol, or if you want further information. Whatever your concern, whether it is understanding lectures or writing dissertations, the English Language Teaching Unit can help.

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R,(=)*$(7@+*)S2(*)9),7$+<%*+,)3+%=)*$)5$+$72'),7$ If the University provides you with a CAS (Confirmation of Acceptance for Studies) and you use this to obtain a visa to enter or remain in the UK, the University will be your sponsor for the duration of your visa. As part of the Tier 4 immigration system both the student and the sponsor are obliged to meet certain requirements. At the point of registration and throughout the duration of your study, you will be required to: Provide a valid Tier 4 visa with the University’s sponsor number, and your passport (or other travel document)

• You must provide these during central registration for international students. See http:// www.le.ac.uk/academic/registry/Registration/index.html for more information. • If you are unable to provide these for any reason you will be expected provide a letter from the Home Office or evidence to show your visa application is still being processed or has been successful. • If at any point during your studies at the University these documents are renewed, you must provide a copy of your new documents as soon as you receive them by bringing them to the Registry. If you fail to provide these documents as requested the University may advise the UK Border Agency(UKBA) that your sponsorship has been withdrawn. Provide your up-to-date personal contact details

• This includes your permanent home address, your term-time (local) address and your UK telephone numbers. • These must be provided by you during online registration. If any of these contact details change after you have registered, you must advise the University of the change by completing and returning to the Registry a Change of Address form (http://www.le.ac. uk/academic/registry/studentforms.html). Attendance Requirements

• The University is required by UKBA to undertake two checkpoints during the academic year that indicate your continued attendance on your programme of study. Further details of these checkpoints will be notified to you by the Registry. • You must ensure that you follow departmental procedure and provide appropriate medical certificates for periods of absence. A notification of absence form must be completed upon your return and be supported by substantiating evidence – such as medical documentation. Notify the University if you decide to withdraw

• If you decide to withdraw permanently temporarily or from your studies at any time before completing your course, you must advise the University i mmediately by completing and returning to the Registry the relevant withdrawal form (http://www.le.ac.uk/academic/ registry/studentforms.html).

University of Leicester Sponsor Requirements As your immigration sponsor the University is legally obliged to fulfil a number of duties. This includes the requirement to keep records of your personal contact details and keep copies of your passport and visa document (see above).

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MSc/PgD Campus-Based The University is also required to report information to UKBA about any student who: 1. Defers the start date (commencement) of their course after using a CAS, issued by the University, to gain entry to the UK 2. Does not start their course for any other reason after using a CAS, issued by the University, to gain entry to the UK 3. Does not complete registration (online and central registration) 4. Does not meet attendance requirements 5. Withdraws temporarily from their studies for any reason 6. Withdraws permanently from their studies without completing their course 7. Changes to a shorter course, changes to a course that does not meet Tier 4 requirements (for example a part-time course), or who finish their studies early 8. Has had their course of study terminated 9. Has had their registration lapsed or cancelled for nonattendance or the non payment of tuition fees. The UKBA can bring your immigration permission to an end early if it is notified of any of the above circumstances. It is therefore very important to ensure that if any difficulties arise which will affect your ability to attend your course you keep in contact with your department to keep them updated on your situation. You may also wish to take advice from the International Welfare Office about your immigration status. Queries

If you have any queries about any of the above requirements please contact the Registry on [email protected] or by on telephone 0116 252 2448/3919. If you require immigration advice or further information on submitting your Tier 4 visa application please contact the International Welfare Office on [email protected] or by telephone on 0 116 223 1185.

ASSESSMENT Your progress on the course is assessed by coursework for each of the six modules and a dissertation. Most modules are assessed by a single essay at the end of the module, although some modules have multiple coursework and/or presentation assessment components. All assignments are marked by academic assessors and are then reviewed by the external examiner. You will not be notified of your results until they have been confirmed by the exam boards in February (Term I assessments), July (Term II assessments) and November (Dissertation and the award of your degree).

Submission Dates The submission dates for the all coursework will be confirmed at the start of the module when you are given your essay titles and details of any other assessments required. All submission dates are shown on the timetable included in this Handbook, and it is very important that your work reaches us by the specified date.

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!"7),$(%,$+5,'+F57)+E2G9($$(%,$ Extensions are only granted in exceptional circumstances, must be applied for in advance of the assessment hand in time and must be supported by medical or other written evidence (for example, a note from a qualified counsellor, a social worker, solicitor, the University Welfare or Accommodation staff). Exceptional circumstances are unforeseen or unavoidable, are not within your control, can be corroborated by independent evidence and must take place before the hand-in date. Minor ailments such as colds, sprains, tiredness and headaches, foreseeable personal events, computer problems, misreading course materials, transport problems and appointments are not considered exceptional. In order to apply for an extension, first complete the Extension Request form (found on Blackboard under the Course Materials button) and approach the Course Administrator who will discuss the reasons for the extension. You may be granted an extension up to ten working days. If you have not successfully applied for an extension before the hand-in date, the Department will penalise you marks for every day the work is late. A late piece of work is penalised 10% of the marks upon expiry of the deadline, and is penalised a further 5% for every subsequent day it is late. Work that is submitted more than one week late will not be marked and will be awarded a mark of zero. You will then be asked to resubmit. Any resubmission can be awarded a mark no higher than 50%. Only one resubmission is allowed for each piece of assessment, so if you fail a resubmission you will not be offered another resubmission. A submission is only considered to be complete when you have submitted your work in both electronic and hard copies. You should make sure to safely keep any receipts for submitted work.

F),07/+%<+K$$)$$9),7+5,'+1($$)*757(%, All assessed essays must be up to 3,000-4,000 words (you will be given a word limit for each piece of work) excluding the list of references and any appendices. Dissertations must be up to 20,000 words excluding the list of references and appendices. It is imperative that students are aware of the importance of keeping within assessment word limits. There is no fixed penalty for going under a word limit, although overly short assessments may indicate insufficient academic content that brings its own punishment. Any pieces of work that go over the word limit are at risk of having marks deducted from the final mark awarded for the assessment. Word counts only apply to the main body of assessments: cover sheets, title pages, essay titles, reference lists and any appendices are excluded from the total.

L*5'(,0+%<+(,'(=('25&+5$$)$$9),7$ For each piece of assessment you submit your work will be graded as below. You will be told in advance the weighting of multiple assessments, and will be given an overall module grade also in line with this grading

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Distinction

70-100%

Merit

60-69%

Pass

50-59%

Fail

0-49%


GRADING OF THE COURSES Masters

To be awarded a master’s degree a candidate must: (i) obtain at least 90 credits at 50% or above in the taught modules and no more than 15 credits below 40%; (ii) have satisfactorily completed all coursework requirements in the taught modules; and (iii) achieved a mark of 50% or above in the dissertation. To be awarded a master’s degree with merit a candidate must: (i) obtain at least 60 credits at 60% or more in the taught modules; (ii) achieve a mark of 60% or above for the dissertation; and (iii) have no fail marks To be awarded a master’s degree with distinction a candidate must: (i) obtain at least 90 credits at 70% or above in the taught modules and a mark of 60% or above in the dissertation; or (ii) obtain at least 60 credits at 70% or above in the taught modules and a mark of at least 70% in the dissertation; and (iii) have no fail marks. Postgraduate Diploma

To be awarded a Postgraduate Diploma a candidate must: (i) obtain at least 90 credits at 50% or above with no more than 15 credits below 40%; and (ii) have satisfactorily completed all coursework requirements. To be awarded a Postgraduate Diploma with merit a candidate must: (i) obtain at least 60 credits or more at 60% or above; and (ii) have no fail marks. To be awarded a Postgraduate Diploma with distinction a candidate must: (i) obtain at least 90 credits or more at 70% or above; and (ii) have no fail marks. Postgraduate Certificate

To be awarded a Postgraduate Certificate a candidate must: (i) obtain at least 45 credits at 50% or more in the taught modules and no marks less than 40%; and (ii) have satisfactorily completed all coursework requirements. Students who satisfactorily complete the module assignments from all six modules (achieving at least 50 per cent for each assignment) but who fail to submit a dissertation, or whose dissertation is judged not to be of the required standard, or who withdraw their registration for the MSc, may be awarded the Postgraduate Diploma. Students who fail to pass all of the required six modules may be awarded a Postgraduate Certificate if they have satisfactorily completed the module assignments from three modules.

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ESSAY SUBMISSION GUIDELINES The following guidelines have been introduced to prevent delays in the marking procedure. If your piece of work does not meet all the Department’s requirements, it will not be accepted as examinable material. • All work must be typed or word-processed with one-and-a-half or double line spacing, in at least font size 10. • All pages must be numbered. • The first page must take the form of a title sheet and contain only the following information: course, intake, and module name; date of submission; and title of the essay you have chosen. • You must give a full list of references of all books and articles used; and references must be in the format specified by the Department. You will all be provided with the Department’s Referencing Your Work guide and must follow this in the referencing of all work. You must ensure that it is a References Section and NOT a bibliography. • By formally submitting your work on the Blackboard site, you are confirming that you are complying with the University’s rules on plagiarism. • When an essay is submitted via the Assignments feature, it is automatically sent first to TurnitinUK, JISC plagiarism software to be electronically checked. • It is essential that you keep a copy of your assessment. We will contact you if we do not receive your essay within a week of the submission date. Two copies of all assignments and a completed cover sheet should be submitted in the boxes provided in the Criminology Department, 152 Upper New Walk. When submitting in the box you will also be required to sign to confirm that you have submitted your assignment both in the box and on Blackboard. This must be only on the given submission date during the stated time on the MSc student notice board and on the Blackboard site. They must not be handed in prior to this date. Please note that no assessment can be passed back to a student nor can any additions or amendments be made once it has been submitted to the Course Administrator. Although the greatest care is taken with written work submitted for marking, texts may become mislaid or lost. You are, therefore, required to keep a copy of every piece of written work, (essays, dissertation, chapters etc.) which you submit. As well as submitting two hard copies on the submission date, you must also submit an electronic copy via the Blackboard site. Full instructions are provided for this on the site, and on your first submission of the Practice Essay. This must be done on the submission date and by carefully following the submission instructions. All work is then automatically processed through the plagiarism detection software ‘Turn It In’ via Blackboard. Please see the section on plagiarism below for penalties on any plagiarised work submitted.

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MSc/PgD Campus-Based IMPORTANT DIARY DATES Semester 1 University Weeks

Week Beginning

Activity

1

3 October 2011

Induction days: 4, 5 and 6 October 2011

2

10 October 2011

Teaching

3

17 October 2011

Teaching

4

24 October 2011

Teaching – Practice essay submission: Monday 31 October 2011

5

31 October 2011

Teaching

6

7 November 2011

Reading Week

7

14 November 2011

Teaching

8

21 November 2011

Teaching Essay Writing Workshop Tues 22 Nov 15:00 – 17:00, Venue TBC

9

28 November 2011

Teaching

10

5 December 2011

Teaching Dissertation Workshop I – Thurs 9 Dec 14:00-16:00, Venue TBC

11

12 December 2011

Teaching

19 December 2011 – 13 January 2012: Christmas Break

Semester 2 12

16 January 2012

Dissertation Registration deadline – Monday 16 January

13

23 January 2012

Teaching First submission due: Monday 23 January

14

30 January 2012

Teaching – Second submissions due: Monday 30 January Third submissions due: Monday 6 Feb 2012 (2 CRM comp assignments)

15

6 February 2012

Teaching

16

13 February 2012

Teaching

17

20 February 2012

Teaching Dissertation Proposal and Ethics Form deadline Mon 20 Feb 2012

18

27 February 2012

Reading Week

19

5 March 2012

Teaching

20

12 March 2012

Teaching Dissertation Workshop II – Wed 15 March, 15:00 – 17:00 Venue: TBC

21

19 March 2012

Teaching

22

26 March 2012

Teaching 12 April – 4 May 2012: Easter break

7 May 2012

Fourth submission

3 September 2012

Dissertation Submission

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MARKING PROCEDURES All assessed work is double marked and a selection of work is referred to the External Examiner. All marks awarded are subject to review by the External Examiner and confirmation by the Examination Board. All essays (excluding the Placement report for MSc Applied Criminology) are blind doublemarked. Students may be asked to submit other types of assessment. For example, several modules involve student presentations. Some of these are not formally assessed, others are formally assessed and do contribute to the overall module mark. For formally assessed presentations these will usually be marked independently by two members of staff, and consensus reached on the final mark.

PRACTICE ESSAYS During Term I all students must submit a Practice Essay. This is NOT OPTIONAL. Although the mark does not contribute to your overall degree it is used to give you the chance to get detailed feedback before your first submission. It also highlights overall strengths and weaknesses in ability so that support can be targeted accordingly. For example, it allows us to tailor the Basic Skills Workshop to pick up on general common weaknesses. Practice essays are marked by one academic assessor, and are not anonymous. Feedback will usually be provided within two weeks of submission. Students failing the Practice Essay should contact the marker to make an appointment to discuss the feedback in greater depth. The Practice Essay title and some guidance for completion and submission will be provided during Induction.

Criteria for Assessment Full details of the criteria are included in the ‘Criteria for Assessment’ section below. The criteria for assessed presentations will be provided separately by the module leader during the module.

J))'G58A+<*%9+?5*A)*$ The markers will provide you with written comments on each essay. We advise you to read these carefully as they will help you to develop your writing skills as you progress through the course. In cases of failed submissions please ensure you make an appointment with the module leader to discuss your feedback. If you need clarification on feedback you can also contact the module leader.

Notification of Results You will be notified of your results after the appropriate examination board as all marks have to be confirmed by the External Examiner and by the Board of Examiners. Term I results will therefore be available after the February board, Term II results after the June board, and dissertation results after t he November board. Members of staff will not release provisional marks prior to exam board confirmation. Should your work fail to reach the required standard, you will find details of the re-submission procedure in this Handbook.

DISSERTATION GUIDELINES Students who successfully complete all six modules will normally be asked to submit a dissertation. In the event of a student failing three or more Modules and having to re-submit, even if they subsequently pass the Module(s), the Exam Board will reserve the right to prevent progression to dissertation.

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MSc/PgD Campus-Based Full details about the dissertation will be supplied to all students in Term I, and will include all you need to know about the process, including: choosing your topic for investigation; undertaking a library search; doing the research itself; writing the dissertation, including the required format; binding the finished product; and submitting it to the Department. You will be allocated a supervisor to assist and advise you during the time you spend preparing your dissertation. Aspects of successfully completing a dissertation will also be covered in the Criminological Research Methods module.

ETHICAL APPROVAL OF STUDENT PROJECTS All students- whether undergraduate or postgraduate- who undertake non-clinical projects concerning human subjects, using human material or data must obtain ethical approval for the conduct of their projects from 1st October 2007. (i) Submission of proposal for research ethics review

At a reasonable period before data collection begins the student must complete an online ethics approval form which should be submitted to the Departmental Ethics Officer for review. No primary research involving research subjects should be undertaken prior to the granting of approval via the online system. The review of student projects should be undertaken not more than four weeks after submission of the form. The basic process for review of student projects is as set out in the University Research Ethics Code of Practice. The initial review of projects will be undertaken by a Departmental Research Ethics Officer. (ii) Application of criteria

The criteria for assessing the ethics of student research projects are defined in the University Of Leicester Research Ethics Code of Practice. Departmental Research Ethics Officers may determine that a project should be referred back to a student to amend and resubmit at this stage. Where relevant a Departmental Research Ethics Officer may wish to refer a project proposal to the College Research Ethics Committee for further consideration. M(((N+1)8($(%,$+*)05*'(,0+$72'),7+C*%O)87$

The decision made by the College Committee as to whether to approve a project will be in accordance with the existing University of Leicester Research Ethics Code of Practice. (iv) Appeal Structure

Students will have a right of appeal to the Cross-college Committee for Research Ethics. Where such appeals are heard the procedure will be in accordance with that set out in the University of Leicester Research Ethics Code of Practice. A student has the right to have the support of a friend at the appeal. The University Research Ethics Code of Practice can be accessed via the following link: http://www2.le.ac.uk/institution/committees/research-ethics/code-of-practice Further information can be obtained at: http://www.britsoccrim.org/ethical.htm

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RESUBMISSION PROCEDURES ?5$7)*+%<+E8(),8)+5,'+-%$70*5'257)+1(C&%95 If you fail to achieve a mark of 50 per cent for any of the module assessments you will be given ONE opportunity to resubmit that assessment by a date agreed by the Course Convenor. The resubmitted essay may have the same title as the original or may be one of the other original essay questions, as indicated by the Module Leader. The highest mark which can be awarded for a resubmitted essay is 50 per cent. If you fail a resubmission you will not be permitted a second resubmission unless there are very exceptional mitigating circumstances, which must be thoroughly documented beforehand. Although you may continue with a subsequent module while also working on a resubmission you must remember that you will not be able to submit a dissertation or be awarded the PgD unless you have successfully completed all six modules. Students who fail successive modules may be advised by academic staff to stop working on other modules until such time as they have successfully completed their resubmission(s). If you are awarded a mark of less than 50 per cent for your dissertation, you will have one opportunity to resubmit. The date for the resubmission is decided by the Examination Board. If, you opt not to resubmit the dissertation, then the Examination Board would normally award a Postgraduate Diploma.

Extenuating Circumstances All decisions relating to changes in registration, including discontinuation can be made only by the Board of Examiners, and are subject to approval by the College Board and Senate. If you think that there are extenuating circumstances which you consider to have affected your performance, you may present your case, via the Course Convenor, to the Board of Examiners. Mitigation for extenuating circumstances will not be accepted retrospectively. That is, your completed form (available from Blackboard) and the supporting detail needs to be received by the Department before the assessment. Generic issues, such as ‘pressure of work’, ‘going on holiday’ or ‘getting married’, will not usually be accepted. It is at the discretion of the Board of Examiners whether or not your case is deemed relevant and whether it had any effect on your performance. It is worth noting again here that if you have any difficulties in completing your course work it is very important that you tell us straight away. We will do all we can to enable you to successfully complete your course.

APPEALS PROCEDURE For Postgraduate Taught Students there are two appeals procedures – one relating to course termination and one relating to the award of a lower qualification. The full procedure for appeals against termination of course or the award of a lesser qualification are set out in the General Regulations. A short description of these procedures is given below: Review of Decision to recommend termination of course:

Students whose course has been terminated, for whatever reason, including neglect of academic obligations will be notified of their position by Academic and Research Services. They will at the same time be informed of their entitlement to appeal against this decision by submitting evidence of mitigating circumstances or procedural irregularity on the relevant form. They will also be supplied with details of the way in which the appeal will be conducted. Students will be required to lodge their appeal within eight weeks of the date that their termination was confirmed to them in writing by the University. Where no eligible grounds have been given or where no evidence is submitted to substantiate

64

MSc/PgD Campus-Based claims, the student will be advised accordingly and the appeal will either be turned down or the student will be offered the opportunity to submit additional documentary evidence. Where sufficient evidence has been provided students will subsequently be notified of the date of the hearing and of their right to attend. The appeal hearing is conducted by a panel comprising three members of academic staff drawn from outside the appellant’s own department. Panels will normally be chaired by the Graduate Dean. The Appeal Form which the student must complete can be found at: http://www.le.ac.uk/ua/ac/gradoff/campus/Forms/pgappealform.pdf Appeal against the award of a lesser qualification:

If a Board of Examiners recommends that a student registered on a Masters programme be transferred to Postgraduate Diploma during the course of their studies, or be awarded a Postgraduate Diploma or Postgraduate Certificate on completion of their studies, a student will have the right to appeal. Students may appeal against this decision if: • They are in possession of evidence about the reasons for their academic performance which, for good reason, was not available to the Board of Examiners or which was only partially available (for example if additional medical evidence has been obtained subsequent to the meeting of the Board of Examiners) • There appears to have been a procedural irregularity in the conduct of the examining or assessment process • There appears to be evidence of prejudice or bias in the conduct of the assessment process Appeals which simply challenge the academic judgement of the examiners will not be considered. Students will be notified of the decision of the Board of Examiners by Academic and Research Services. They will at the same time be informed of their entitlement to appeal against this decision by submitting evidence of mitigating circumstances on the relevant form and be provided with deadlines for the submission of this, which will be within eight weeks of the date that their lesser award was confirmed in writing to them by the University. Where no eligible grounds have been given or where no evidence is submitted to substantiate claims, the student will be advised accordingly and the appeal will either be turned down or the student will be offered the opportunity to submit additional documentary evidence. Where sufficient evidence has been provided students will subsequently be supplied with details of the way in which the appeal will be conducted. Students will be required to lodge their appeal within two months of the date that their termination was confirmed to them in writing by the University. They will subsequently be notified of the date of the hearing and of their right to attend. The appeal hearing is conducted by a panel comprising three members of academic staff drawn from outside the appellant’s own department. Panels will normally be chaired by the Graduate Dean. The Appeal Form which the student must complete can be found at: http://www.le.ac.uk/ua/ac/gradoff/campus/Forms/pgappealform.pdf The Education Unit in the Students’ Union can provide advice to students submitting appeals in either category. The University reserves the right to refuse to continue with the operation of appeals procedures if the appeal is conducted in a way which is abusive, offensive, defamatory, aggressive or intimidating, or pursued in an unreasonably persistent or vexatious manner. In such cases the final decision rests with the Senior Pro-Vice-Chancellor. Students should be advised that the full appeals process is laid out in the General Regulations for Undergraduate and Taught Postgraduate students, and can be viewed via: http://www.le.ac.uk/ua/ac/Regs/index.html

65


CRITERIA FOR ASSESSMENT Essays Essays submitted to the Department of Criminology in fulfilment of the requirements of an MSc, Postgraduate Diploma or Postgraduate Certificate are assessed using the following criteria. We would advise that you keep these criteria close to hand when preparing assignments and try and ensure that you address these when planning and writing your work. Essay Construction The essay should have an introduction that: • opens the main issues of the question; • indicates the way in which the question will be addressed; • outlines how the essay is structured; • offers a statement of the types of conclusion that will be drawn; and • suggests why the question is important. The essay should have a structure that: • is logical and flowing; and • contains points that are well formed into paragraphs that flow logically. The essay structure should not: • be repetitious; • leap from one issue to another without appropriate linkage; • include bullet/numbered points; and • include tables or figures (other than in absolutely exceptional and well-justified circumstances. The conclusion should: • provide a summary of the essay’s main points; • offer a final position, viewpoint or argument; and • successfully draw the essay to a close. The conclusion should not: • introduce material that has not been covered in the main body of the essay. Demonstration of Knowledge and Understanding The essay should demonstrate that the student has: • grasped the main points related to the question; • chosen appropriate theories to answer the question; • appreciated the theoretical issues underpinning the question; • illustrated an adequate breadth and depth of knowledge; and • covered the points necessary for a thorough examination of the question.

66

MSc/PgD Campus-Based The essay should not: • contain every single piece of knowledge associated with the question. Clarity of Argument and Level of Analysis The essay should demonstrate that: • a sound argument exists; • theory is used sensibly in order to support the argument; • arguments are presented in an academic manner; • the student supports his/her position presented with legitimate evidence; • the student appreciates alternative to his/her position; • the student is analytical; and • the student is not overly descriptive. Use of Sources and References Correct use of sources and references will be shown by: • the student supporting appropriately arguments and making best use of available literature; • using house style for referencing (see Referencing Your Work guide); and • ensuring all materials used in the body of the text are cited in the references section of the essay. Grammar and Use of Language The essay should: • be written clearly and fluently; • be preferably written in the third person (‘the essay will show’ rather than ‘I (or we) will show’); • contain correct spelling; • use appropriate grammar; • be academic in tone; and • be thoroughly proofed for errors. The essay should not: • read like a technical or business report; and • contain overly long or short sentences and paragraphs. Overall This section will include an overall summary of the student’s effort in the piece of coursework, which makes: • explanations of why a particular mark was awarded; • recommendations for future improvement; and • constructive and supportive comments.

67

Department of Criminology Research proposals Research proposals submitted to the Department of Criminology in fulfilment of the requirements of an MSc or Postgraduate Diploma are assessed using the following criteria: The Research Problem The research proposal should have an introduction that: • gives a brief background to the area of research (a mini-literature review); • justifies why the proposed research is important; and • explains clearly the aims and objectives of the proposed research. Theoretical Testing This section of the research proposal should show that the student has: • researched, selected and justified applicable theories; • considered the relationship between theory and the research method; • developed a coherent and reasoned theoretical framework for the proposed research; and • operationalised concepts. Application of Research Methods This section of the research proposal should show that the student has: • understood general social science research design; • applied appropriate methodological skills to a specific problem in accordance to the aims and objectives specified in the first section; • considered feasibility issues, such as access to subjects and other aspects of field research; • considered sampling, measurement, validity and reliability issues; • discussed the advantages and disadvantages of various data gathering techniques; and • considered investments of time and effort in the research project. Ethical Considerations This section should demonstrate that the student has: • considered ethical principles of research generally; • considered the ethical implications of their chosen research method, and method of sample selection; and • considered ethical concerns surrounding their specific research topic. Anticipated Problems The research proposal should demonstrate that the student: • has anticipated problems in conducting the research, such as whether there are ethical, access or other limitations; and • has considered ways to resolve these problems, or is conscious that the results may have limitations.

68

MSc/PgD Campus-Based Use of Sources and References Correct use of sources and references will be shown by: • the student supporting appropriately arguments and making best use of available literature; • using house style for referencing (see Referencing Your Work guide); and • ensuring all materials used in the body of the text are cited in the references section of the essay. Grammar and Use of Language The essay should: • be written clearly and fluently; • be preferably written in the third person (‘the essay will show’ rather than ‘I (or we) will show’); • contain correct spelling; • use appropriate grammar; • be academic in tone; and • be thoroughly proofed for errors. The essay should not: • read like a technical or business report; and • contain unduly long or short sentences or paragraphs. Overall This section will include an overall summary of the student’s effort in the piece of coursework, which makes: • explanations of why a particular mark was awarded; • recommendations for future improvement; and • constructive and supportive comments.

Dissertation Scope and Significance of the Research The dissertation should be a contribution to t he existing literature on the topic. Dissertation Structure The dissertation usually should include an abstract, table of contents, introductory chapter, literature review, methodology chapter, findings chapters with appropriate discussion and interpretation, and conclusions. The dissertation should have a full references section and may have appendices. Thoroughness of Literature Review The literature review should be up-to-date and cover the areas included in the dissertation. It should critically synthesise the literature and serve as a springboard for the dissertation research.

69

Department of Criminology Quality of Theoretical Debate The dissertation should demonstrate how it relates to wider theoretical debates. Theory or theories should be chosen appropriately, reviewed, critiqued and made applicable to the study. Quality of Research Methodology & Ethical Awareness The chosen methodology should be appropriate for the aims of the research and for the theory or theories selected. Additionally, the methods used should allow the student to answer the identified research questions. The research process should be detailed fully, including aims and objectives, research design, design of measurement instrument, sampling, fieldwork and analysis, and appraisal of reliability and validity. Problems encountered should be detailed, as well as how they were resolved. Particular attention should be paid to research ethics. Any ethical problems posed by the research should be detailed as well as the steps taken in order to address these identified problems. Analysis and Interpretation of Findings The findings should be analysed thoroughly, not just described, whether they are qualitative or quantitative in nature. They should be interpreted according to the theory or theories selected at the outset and relate back to the aims and objectives. In some cases, policy implications and recommendations are appropriate. Style Expression and Presentation The writing style should be fluid. There should be few proofing errors. The dissertation should be fully referenced. The document should be soft bound. General Comments The conclusion should reflect on the results as well as on the process of conducting the piece of research. Overall, dissertations are expected to “hold together” well and reflect the skills learned on the course: critical thinking, knowledge of the literature and key issues in the discipline, research and writing skills, and organisational skills. The following material has been adapted from resources produced by Student Development at the University of Leicester and their assistance in this respect is gratefully acknowledged.

Planning A good essay plan makes the most of your material by helping you to organise the content of the essay before you begin writing. The following information shows you the key steps in preparing and planning an essay effectively.

-&5,,(,0+5/)5' Choose your essay title as soon as possible because the availability of books and other reference material, which you may wish to consult, may affect your choice. Make an action plan for: • finding additional relevant reference sources that you may wish to consult; • reading and making notes from reference sources; and • using computer facilities.

70

MSc/PgD Campus-Based Analysing the question Before you can begin to select material for your essay, you need to make sure that you understand the exact requirements of the question. The following method of title analysis encourages you to break the question down into identifiable elements so that you can clearly see what the question requires. For example, consider the following as an essay title:

‘Examine and compare the development of police leadership with wider trends in leadership in industry.’

From this title, it can be seen that: • ‘examine and compare’ shows what you are being asked to do; • ‘the development of police leadership’ explains what is the key issue to be covered by the essay; and • ‘leadership in industry’ defines the context of the essay.

Selecting the material Use your analysis of the question as a focus for the selection of information sources for your essay. Begin with basic reading of: • course notes; and • relevant chapters in core texts. When you understand the basics of the subject, you may choose to read more detailed and specific texts, although this is not essential. These may be in the form of journal articles or texts that are referred to in your course material in which case: • use the essay question as a focus for selecting this material; and • record only information that is directly relevant to the essay question in order to save time and make your notes easier to organise into an essay plan.

Organising the material All essays need a structure that is logical and coherent; essay plans provide a quick way of trying out different structures. One way of making an essay plan is to list your points in keywords and phrases and then to organise them under main headings. This will give you a framework for the points and issues you intend to cover so that you can then decide which specific points you will include together with the most logical sequence for them to appear in the essay. Make as many essay plans as you need in order to satisfy yourself that you have found the best sequence for the presentation of your material. By separating the planning stage from the writing stage, you will be better able to write an essay that is well organised and clearly expressed.

Writing Essays are a particular form of writing, with their own structure and conventions. The following information explains the conventions of the essay and shows you how to write clear, well-structured essays that communicate effectively with the reader.

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Department of Criminology Drafting the essay Planning your material before you begin writing should reduce the need for an excessive number of draft issues of the essay. It also enables you to make amendments and changes to your work without the need to rewrite whole parts of the essay. If you find it necessary to make a first draft by hand, then write each section on a separate piece of paper, so that changes can be made easily. Do not try to make significant changes to the sequence of your material through redrafting. Go right back to the planning stage and revise your original essay plan or make a new one. Remember that just as the essay question should be your focus in the planning stages, you should also regularly refer to the question during the writing stage of your essay. Use the essay question to check that you are keeping to the point and that all your material is relevant to answering the question.

./)+A)@+)&)9),7$ A good essay takes the reader into account by clearly presenting material in a way that is logical, coherent and easy to follow. Before you begin to write your essay, you need to select and order your material in the form of an essay plan (see above). When you have an effective essay plan you are free to concentrate on the expression of your ideas and information. You can learn to guide your reader by being aware of how to use the key elements of an essay. The following information shows you how to make the best use of the essay’s introduction, individual paragraphs, evidence presented and the conclusion.

B,7*%'287(%, The introduction provides a signpost for your reader, showing how you intend to answer the question. You will need to show your understanding of the key issues and indicate the main areas your essay will cover. One possible structure for an introduction could be: • begin with a general point about the central issue, for example: Leadership techniques in the police service have come under increasing scrutiny in recent years. • use the words of the title to show your understanding of the question, for example: When comparing the way in which the police utilise approaches to leadership, parallels and contrasts can be found with other industries. • outline what your essay structure will be, for example: In the first section of the essay, the issue of ... The second section of the essay will examine the ... Finally, the development of the leadership system... • make a link to the first point, for example: In examining the issues of leadership in policing, the importance of the issue of broader changes in the structure of policing has developed ...

Use of paragraphs Your essay plan should show clearly what the main sections of your essay will be and which points will be included in each section. Ordering your points within each of these sections should also take place at the planning stage. You should use paragraphs to take your reader step by step through each section. Each paragraph you write should express clearly one point or one aspect of a point. Your paragraphs should link together in order to provide the reader with a sense of logical progression; a paragraph may have its own internal structure which: • introduces the paragraph’s point; • presents and comments on evidence; and • makes a link to the next paragraph.

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MSc/PgD Campus-Based R$)+%<+)=('),8)+5,'+)"59C&)$ You should use evidence to illustrate and support your points. Evidence may be the results of a study or experiment or opinion of an expert. It may be written or in a table or diagram format. Use the evidence to add: • authority to your point; • credibility to your argument; and • interest to your discussion.

Conclusion The conclusion is another signpost to your reader and gives you the opportunity to: • use the words of the title to show you have answered the question; • remind the reader of what you have covered; • show the overall significance of the material; • provide an overall assessment of theories or arguments; and • summarise your own view point. Here is an example of an effective structure for a concluding paragraph.

Brief recap: Psychological research has produced a number of findings which can be very useful to police officers who need to interview eye-witnesses.

Reference to the larger issue: 50"1.2+'"**%&33$4'+*%&#"%3#432&6%+$%+-"%#"*$64+2$'%$/%2'7"*+28&+2$'*%&'(%+$%+-"%

prosecution of cases in court. Police failure to elicit full and accurate accounts from witnesses can be a significant factor leading to prolonged investigations, unsolved cases and even miscarriages of justice.

Evaluation of the main arguments: It has been shown that memory can be very susceptible to error for a wide range of reasons. Psychological research has provided ways which not simply increase the amount of information that witnesses can provide, but which also improves the accuracy and reliability of this information.

Highlighting of the most important aspects: !-"%9"0%&#"&*%2'%.-23-%:*03-$6$80%3&'%&**2*+%:$623"%2'+"#72".*%$/%"0"1.2+'"**"*%

are in terms of increasing the amount of detail the witnesses can provide, and of improving the reliability of the information which is provided.

References When you are writing an essay or dissertation, your own thoughts and ideas inevitably build on those of other writers, researchers or teachers. It is essential that you acknowledge your debt to the sources of data, research and ideas on which you have drawn by including references to, and full details of, these sources in your work. Referencing does not weaken an essay; rather it strengthens the arguments presented by using supporting or contrasting views from other authors. Referencing other people’s work also allows the reader:

73

Department of Criminology • to distinguish your ideas and findings from those you have drawn from the work of others; and • to follow up in more detail the ideas or facts that you have referred to. Whenever you read or research material for your writing, make sure that you include in your notes, or on any photocopied material, the full publication details of each relevant text that you read. The list of references attached to the end of an essay should not be labelled ‘Bibliography’ but ‘References’ as the list includes only texts which have been referred to - not all books on a given topic. For particularly important points, or for parts of texts that you might wish to quote word for word, also include in your notes the specific page reference. Your source should be acknowledged every time a point, data or other information that you use is substantially that of another writer. As a very rough guide, while the introduction and the conclusions to your writing might be largely based on your own ideas, within the main body of your essay or dissertation, you would expect to be drawing on, and thus referencing your debt to, the work of others in each main section or paragraph.

!'(7(,0+7/)+)$$5@ It is often difficult to edit your own writing. Read your work carefully adhering to the pauses of the punctuation that you have used. This will help you to identify problems with clarity of expression or sentence structure. Spell checks on computers are useful, but be aware that they do not identify an inappropriate use of a correctly spelt word. Have a break from your essay (preferably overnight) to make the final check more effective.

E72'),7+<))'G58A The feedback and comments you receive from your marked essay are an invaluable aid to identifying the strengths and weaknesses in your written work. By re-reading your essay in the light of this feedback you should be able to identify the areas where you can improve.

HOW TO AVOID PLAGIARISM WHAT IS PLAGIARISM? Plagiarism is essentially the passing off of someone else’s work as your own. There are different degrees of plagiarism, from the deliberate attempt to deceive to the more ‘accidental’ plagiarism, also known as poor academic practice or scholarship, whereby students forget that something they find in their notes is not their own ideas or words, but in fact copied from another source, either word-for-word or paraphrased. In using such ideas but not attributing them to their original source, it may be the case that students are not deliberately trying to deceive the readers, but they are still guilty of plagiarism, however inadvertent! This is why is it very important that you get into the habit of keeping accurate records when preparing essays and other written work. Plagiarism can include: • Deliberately passing off another person’s work as your own (this can be an academic, organisation, fellow student, or a student from another University); • Copying ideas or words from someone else without citing them; • Failing (even if you merely forget) to put a direct quote in quotation marks;

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MSc/PgD Campus-Based • Paraphrasing or rearranging the words, or using the ideas from another source, but failing to cite them; • Using the words, ideas, sentence structure etc. to the extent that, even though you provide references, very little of the work is in fact your own. Such cases are more likely to be treated as poor academic practice or poor scholarship, but the mark given will be very low. Both the Department and the University take plagiarism very seriously. Where plagiarism in written work is suspected, the piece of work will be submitted to a thorough check. Where evidence of plagiarism is found, any student whose work is suspected will be interviewed by the Head of Department and at least one other member of staff. Before this happens, all assessed work submitted by the student will be checked for plagiarism. If the plagiarism is confirmed, the penalty imposed may be any one of the following: • A mark of zero for the piece of work in question: where this is the first instance of plagiarism a resit is usually allowed, but the maximum mark awarded will be 40% for undergraduates and 50% for masters’ students (in keeping with resit regulations); • A mark of zero for the piece of work in question, with no resit allowed: • A mark of zero for the module as a whole; • The downgrading of degree class by one division (e.g. from a 2.1 to a 2.2) for undergraduate students or the award of a postgraduate certificate rather than an MSc for masters’ students. • In serious or repeat cases: expulsion from the University. Please be aware that both undergraduate and postgraduate students in the Department of Criminology have received such sanctions in recent years and at least one student has had their course terminated for deliberate and repeated plagiarism.

UNIVERSITY STATEMENT ON ACADEMIC DISHONESTY The University’s primary functions of teaching and research involve a search for knowledge and the truthful recording of the findings of that search. Any action knowingly taken by a student which involves misrepresentation of the truth is an offence which the University believes should merit the application of very severe penalties. Offences in this category include, but are not confined to, cheating in written examinations, copying work from another person, making work available to another person for copying, copying from published authorities, including the Internet, without acknowledgement, pretending ownership of another’s ideas, and falsifying results. Any student who knowingly allows any of his or her academic work to be acquired by another person for presentation as if it were that person’s own work is party to plagiarism. Plagiarism is used as a general term to describe taking and using another’s thoughts and writings as one’s own. Plagiarism can occur not only in essays and dissertations, but also in scientific experimentation, diagrams, maps, fieldwork, computer programmes, and all other forms of study where students are expected to work independently and produce original material. Where plagiarism is identified, departments are authorised to apply through the relevant Board of Examiners the following penalties: - First offence:

Failure of the module, resit allowed, severe written warning

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Department of Criminology - Second and third offences:

A mark of 0 for the module Resubmission required for the purposes of progression Possible downgrading of degree class if the offences are for modules which contribute to the final classification, and if the normal application of the standard scheme of assessment incorporating marks of 0 does not automatically lead to a downgrading. In applying this penalty, Boards of Examiners will have due regard to the significance the plagiarised work in the overall scheme of assessment

- Fourth offence or multiple* Termination of course simultaneous offences after the second offence: [*In this context ‘multiple’ means plagiarism in more than one separate module and plagiarism applying to double modules of 30 or 40 credits. Where a student is found to have been cheating in written examinations or falsifying results, the case will be referred to the Academic Registrar and the Deans of the Faculties for consideration under the Code of Student Discipline. The Academic Registrar and Deans are authorised to recommend to the Vice-Chancellor that he should invoke the powers he holds under Statute 5 of the University Statutes to recommend to Council the temporary or permanent exclusion from the University of the student concerned and t he case will be referred to the Registrar for consideration under the Code of Student Discipline. Penalties applied in relation to plagiarism or cheating in written examinations will be recorded on the student’s official transcript, and a record of the offence will be held in the department. Cases of academic dishonesty may where relevant be reported to professional bodies.

HOW TO AVOID PLAGIARISM The best way to avoid plagiarism is to follow the referencing guidelines in ‘Referencing your Work’ and in the Study Skills section on your Blackboard site. and make sure all the sources you cite in your written work are included in the reference list you provide at the end. Remember that you can never over-reference, so when in doubt – cite the source! More advice that should help you to avoid plagiarism is given below: • Try to use your own words as far as possible. You will have to read the work of others when planning and drafting essays and other written work, but aim to reflect upon what they are saying, try to write down your own version of this and draw your own conclusion about the logic of their findings/opinions etc. • Remember when you make notes from sources that, when you copy verbatim, you record such quotes in inverted commas so that when you come to write up your essay, you know these are not your thoughts and ideas, but those of someone else, whose details you should record alongside the quote (author, title of work, page number). • Where you paraphrase, you should try to summarise the points being made as concisely as possible and again keep records of the author, title and page number. • If you are unsure about putting other people’s ideas into your own words, or think this will not do justice to the original idea, you may use direct quotes, but take care to ensure your essay does not turn into a string of direct quotes devoid of your own ideas and evaluation. • You should aim to develop your own ideas and structure in your written work, rather than rely on those of others. The Department is looking for your views on the topic as it has developed by reading the available evidence and theories. To obtain a good mark, your essay must present a reflection of your thinking and not merely regurgitate the

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MSc/PgD Campus-Based work of others. Please remember there is very rarely a model answer to the questions set: rather essay questions present an opportunity for you to show that you understand various topics, can engage with relevant literature, and evaluate different points of view and evidence. • When you access Internet sources, make a note of the date you do so as the webpage may no longer exist when you or someone else wants to check the details. • You should treat any material you find on the Internet with caution. Official websites may contain useful information, but many of the web pages you may find by doing a web ‘search’ are not appropriate for academic work. The information contained in many of them (such as WIKIPEDIA) has not been refereed or vetted by academics, in contrast to most scholarly books and journals, to which you should primarily refer in your written work. Whilst such sites may be used to access information and references, they must not be relied upon. Conducting a ‘web search’ is not the same as ‘doing research’: the latter requires you to consult academic references (books and journals, many of which are also available electronically via the library web site) rather than just cutting and pasting from dubious websites – and that includes WIKIPEDIA! If in doubt about a particular site or source, contact your tutor, module leader or another member of academic staff for guidance. As stated above, you are strongly advised to familiarise yourself with the information contained within the Department of Criminology’s referencing guide ‘Referencing your Work’ and in the Study Skills section on your Blackboard site. This guide and your course Blackboard site contain all the information you need to ensure that your assessed work is fully and accurately referenced.

FREQUENTLY ASKED QUESTIONS 1. Where is the Friars or FSR?

The Department building at 154 Upper New Walk, is called The Friars. FSR is the Friars Seminar Room within. 2. How can I contact the Course Convenor / Deputy Course Convenor / Course Administrator?

Course Convenor: Dr Darrick Jolliffe Email: [email protected] Room 1.01 Office Hours: By appointment only Deputy Course Convenor: Dr Lisa Smith Email: [email protected] Room 2.04 Office Hours: By appointment only Course Administrator: Reshma Sudra Email: [email protected] Room 1.07 Office Hours: Mon – Fri 14:00-16:00 Course Administrator: Alison Lambert Email: [email protected] Room 1.07 Office Hours: Mon – Thurs 10:00-12:00 Reception/front office:

Tel: (0116) 252 5729

Tel: (0116) 252 5708

Tel: (0116) 252 2489

Tel: (0116) 252 2489

Tel: (0116) 252 2458/3946

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Department of Criminology All University staff e-mail addresses and telephone numbers are available on the University website and on Blackboard. Please try and use e-mail rather than the phone calls as not all staff are available throughout the week. The Department will also contact students by their Leicester University e-mail addresses. It is important that students access the Leicester University e-mails on a regular basis. 3. When can I see the Course Convenor / Deputy Course Convenor / Module Leader/ Lecturer / Course Administrator?

Lecturers will have allocated “Office Hours” when students may visit their offices. These Office Hours and room locations will be posted on Blackboard in due course. Course Administrator‘s Office hours are between 10.00 and 12.00 Monday to Thursday and 14.00 and 16.00 Monday to Friday. Please keep to these times as the Course Administrator also has other duties. 4. Who should I contact if I have any problems or queries?

For any questions about the course you should always check your course handbook and the Blackboard site before contacting a member of staff. If you still need to contact someone make sure you contact the correct person. Your Course Administrator can give you guidance on any procedural or administrative issues. Any questions about individual lectures, seminars/workshops, modules, assessments etc. should be directed at the relevant lecturer / seminar leader / module leader. If you have any general academic queries, need additional support in your studies, or are experiencing any difficulties that are affecting your studies please see your personal tutor in the first instance. If they cannot help you they can refer you onto someone who can or will advise you to see the Course Convenor (for students on the MSc Criminology and MSc Clinical Criminology) or Deputy Course Convenor (for students on the MSc Applied Criminology and MSc Terrorism, Security and Policing). 5. How do I gain entry to the Department?

Students can access the Department with a swipe card (obtained with a refundable deposit) from the Security Lodge (next to Fielding Johnson). This swipe card will give you entry to the Department from 9am to 5pm. You will also be able to use this card for 24 hour access the Postgraduate Common Room, Ken Edwards Building. 6. Where do I collect my post and messages?

Students may leave/pick up post and messages from their Course Post Boxes situated in the Photocopying Room (Room 0.04) at the Department. Please remember to check the post box regularly. 7. Where is the Masters’ Notice Board?

The Masters’ notice board is situated opposite the Photocopying Room (Room 0.04). Students are welcome to use this to put notices etc for fellow students. 8. Who do I contact if I cannot attend lectures/seminars?

Students must inform the Module Leader/Seminar Leader or the Course Administrator. Registers are taken at each lecture/seminar to monitor attendance. 70% attendance is required on each module for students to be permitted to submit assessments. If you mi ss a session you must submit a Notification of Absence form (available on Blackboard).

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MSc/PgD Campus-Based 9. Can I have access to a study room at the Department?

Students can use the Resource Room for private study which houses some books and documents not available in the main library. Keys to the Resource Room are available from the Department front Office/Reception. 10. Can I have access to a computer at the Department?

There are three computers available for student access in the Resource Room. Keys to the Resource are room available from the Department Reception/front office. 11. Do I need to inform anyone if I change my term or permanent address:

Yes, students should inform the Course Administrator and also The Registry. Otherwis e, any notifications or even certificates will be sent to previously provided addresses. 12. Does the word count on the assessments include references and appendices?

No, word count excludes references and appendices. 13. How do I submit my assessments?

A guide to assessment submissions will be posted on Blackboard and the MSc Notice Board nearer to submission date, but generally, students are required to: • ensure that their names are NOT on any assessments other than Placement Reports and Dissertations as the Department runs an anonymous marking policy, • submit via Blackboard for plagiarism detection purposes on submission day before midnight, • submit two hard copies and a completed cover sheet in the box provided in the Department, during allocated times, on submission date. 14. If I submit late, will I be penalised?

Yes. See Course Handbook for penalties. 15. When will I have the marks for my assessments?

Students will be informed of their marks after the Examination Board Meetings. These take place in February (for Term I assessments), June/July (for Term II modules) and November (for Term III modules). 16. How will I be informed of my marks?

Students will be informed of their marks and sent feedback via their Leicester University e-mail addresses. Essays with markers comments are also available for you on request from the Course Administrator. She will let you look at any additional comments on the essay and/or let you have a photocopy of the marked essay. 17. Who do I contact if I have queries on my feedback?

Students should, in the first instance, contact Module Leaders with any queries regarding assessment marks or feedback. If this is not possible, then contact the Course Convenor.

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Department of Criminology 18. Can I see a past dissertation?

Yes, past dissertations which have received good marks are available from the Resource Room. Keys to the Resource room are available from the Department Reception/front office. Copies of dissertations are also available in the David Wilson Library. 19. Can I park my car at the Department/University?

Unfortunately, there is no parking available for students at the Department or on the main campus. Staff have to pay to park on University premises and the University runs a clamping policy for unauthorised parking on University premises. You may find road parking on the other side of Victoria Park, by Queens Road, or in the Pay and Display at Victoria Park. 20. Can I leave my bicycle tied to the railings at the Department?

Please don’t. Cars parked there have had paintwork scratched by bicycles left by the railings. If you require bicycle storage, see the Reception/front office at the Department. You can be provided with a key to a rear storeroom for a refundable deposit. 21. Is there a coffee machine in the Department?

No, but students may use the staff kitchen facilities situated on the first floor in order to make themselves drinks on payment of 40pence per drink. Please ensure you put your money in the jar provided in the kitchen.

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Criminology Handbook (1)

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