Module POL3242 for 2021/2
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Undergraduate Module Descriptor
POL3242: Political Representation UK-Style
This module descriptor refers to the 2021/2 academic year.
Module Aims
The module aims to examine trends in political representation in the UK at different levels of politics.
It combines a theoretical and conceptual understanding of representation with concrete applications in a UK context. It draws on academic literature, policy initiatives and empirical data from Britain and comparable cases from around the globe, as well as the analysis of data from Hansard, devolved legislatures and local councils, the Representative Audit of Britain and the Audit of Political Engagement. Integration of comparative elements and engagement with recent experimental studies done in the UK and overseas enable students to explore practical ways of improving the quality of political representation and assess their strengths and challenges. The module builds on the existing scholarship, including theoretical (e.g., Hannah Pitkin, Anne Phillips, Jane Mansbridge, Michael Saward) and empirical (Sarah Childs, Rosie Campbell, Christina Wolbrecht) research of the concept and practice of representation. Taking this research as a starting point, the module moves beyond the traditional focus.
of parliamentary representation and representation of traditionally under-represented, visible groups such as women and ethnic minorities and applies the concept of representation to ‘invisible’ groups such as the working class, disabled and LGBTQ+ people. This broadens the scope of the module and uses the representation lens to address wider issues of dissatisfaction with the quality of democracy at different institutional levels.
The module is taught through a combination of seminars and labs. Seminars introduce students to the topic of the week while relying on students’ familiarity with the assigned readings and their participation in simulation games and exercises. Labs enable students to address representation-related questions linked to the assignments by testing theoretical and empirical models on text and survey data.
| On successfully completing the programme you will be able to: | |
|---|---|
| Module-Specific Skills | 1. Demonstrate detailed knowledge of theoretical and empirical approaches to the study of representation 2. Critically evaluate and empirically apply these approaches to study political representation in the UK |
| Discipline-Specific Skills | 3. Demonstrate comprehensive knowledge of concepts, approaches and methodologies in the area of political representation and their social and political implications and ability to contextualise them within the broader discipline of politics 4. Develop and present coherently and reflectively, orally and in writing, evidence-based arguments relevant to the module content |
| Personal and Key Skills | 5. Communicate effectively and accurately in the content of debates and in writing in different formats, i.e. posters, research notes and reports 6. Undertake tasks and complete research assignments with minimum guidance, while critically reflecting on the learning process and feedback 7. Select, synthesise and analyse information from a range of sources to develop coherent, evidence-based and logically sound arguments |
Module Content
Syllabus Plan
Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will cover some or all of the following topics:
- Political representation – what is it, and why (and how) does it matter?
- Politics of presence? Symbolic, descriptive and substantive political representation
- Modelling and measuring political representation
- Levels of political representation – from local to national politics
- The under-represented (using the Audit of Political Engagement)
- ‘The Good Parliament’ – push, pull and prevent effects of the political system on political representation
- Changing the rules
- Does representation trickle up or down? From Parliament to devolved legislatures to local councils – and back again
Learning and Teaching
This table provides an overview of how your hours of study for this module are allocated:
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 44 | 256 | 0 |
...and this table provides a more detailed breakdown of the hours allocated to various study activities:
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning & Teaching activities | 20 | Seminar discussions |
| Scheduled Learning & Teaching activities | 14 | Simulation games and exercises |
| Scheduled Learning & Teaching activities | 10 | Primary data analysis in the labs |
| Guided independent study | 95 | Completing readings assigned for the module on a weekly basis |
| Guided independent study | 20 | Preparation of formative assignment 1 (critical reviews). Selecting and analysing 2 research articles, writing up critical reviews |
| Guided independent study | 40 | Preparation of assignment 1 (research essay). Conducting research, synthesing and analysing evidence, writing up results |
| Guided independent study | 30 | Preparation of assignment 2 (poster presentation). Conducting research, analysing data and writing up results, designing visualisations |
| Guided independent study | 14 | Preparation of formative assignment 2 (research report outline). Researching and writing up a research report outline |
| Guided independent study | 45 | Preparation of assignment 3 (research report). Conducting research, collecting and analysing data and writing up results |
| Guided independent study | 12 | Receiving and reflecting on feedback |
Online Resources
This module has online resources available via ELE (the Exeter Learning Environment).
Audit of Political Engagement https://www.hansardsociety.org.uk/publications/reports/audit-of-political-engagement-16
Durose, C., Gains, F., Richardson, L., Combs, R., Broome, K., & Eason, C. (2011). Pathways to Politicshttp://www.equalityhumanrights.com/publication/research-report-65-pathways-politics
Representative Audit of Britain http://parliamentarycandidates.org/project/representative-audit-of-britain/
The British Election Study https://www.britishelectionstudy.com/
How this Module is Assessed
In the tables below, you will see reference to 'ILO's. An ILO is an Intended Learning Outcome - see Aims and Learning Outcomes for details of the ILOs for this module.
Formative Assessment
A formative assessment is designed to give you feedback on your understanding of the module content but it will not count towards your mark for the module.
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Critical review of 2 articles/books | 2 x 500 words | 1-7 | Written feedback |
| Research report outline | 750 words | 1-7 | Written feedback |
Summative Assessment
A summative assessment counts towards your mark for the module. The table below tells you what percentage of your mark will come from which type of assessment.
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
...and this table provides further details on the summative assessments for this module.
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Research essay | 30 | 2,500 words | 1-7 | Written feedback |
| Research Poster | 20 | A1 flipchart sheet poster, including 1 table/graph | 1-7 | Oral and global feedback |
| Research report | 50 | 3,500 words, including at least 1 table/graph | 1-7 | Written feedback |
Re-assessment
Re-assessment takes place when the summative assessment has not been completed by the original deadline, and the student has been allowed to refer or defer it to a later date (this only happens following certain criteria and is always subject to exam board approval). For obvious reasons, re-assessments cannot be the same as the original assessment and so these alternatives are set. In cases where the form of assessment is the same, the content will nevertheless be different.
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Research essay | Research essay (2,500 words) | 1-7 | August/September reassessment period |
| Research Poster | Poster presentation (A1 flipchart sheet poster, including 1 table/graph ) | 1-7 | August/September reassessment period |
| Research report | Research report (3,500 words, including at least 1 table/graph) | 1-7 | August/September reassessment period |
