Module SOC3036 for 2021/2
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Undergraduate Module Descriptor
SOC3036: International Criminal Justice: Application of Theory to Transnational and International Crime
This module descriptor refers to the 2021/2 academic year.
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 themes over one or more weeks:
- Introduction to International Criminal Justice and Criminological Theory –What is the purpose and use of theory?
- Theoretical Frameworks in Criminology –Strain theories, Control theories, Biological/Psychological theories, Deterrence and Rational Choice/Routine Activities theories, Social Disorganization theory, Social Learning theory, Labeling and Radicalization theories
- Transnational Crime –discuss various types of transnational crime (e.g. cybercrime, money laundering, environmental crime, etc.), theoretical explanations for these crimes, and theory-based policy implications
- Transnational Organized Crime –discuss the history of transnational organized crime and impact of globalization, and apply criminological theories
- International Crime –discuss international crimes: war crimes, crimes against humanity, crimes of aggression, and genocide
- Explanations of International and Transnational Crime –comparing theoretical explanations for these types of crime and developing research designs to test theories
- Delivering International Justice –discuss how the world attempts to deal with transnational and international crimes
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 |
|---|---|---|
| 22 | 128 |
...and this table provides a more detailed breakdown of the hours allocated to various study activities:
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching activity | 11 | 11 x 1-hour seminars (lecturers explanations, student participation and discussion) |
| Scheduled Learning and Teaching activity | 11 | 3 x 1 hour data analysis tutorials; 8 x 1 hour linked tutorials involving presentations and discussions; revision/prep for exam session |
| Guided Independent Study | 24 | Reading assignments and preparing for the tutorials |
| Guided Independent Study | 30 | Preparing tutorial presentation |
| Guided Independent Study | 20 | Additional reading/research |
| Guided Independent Study | 54 | Preparation for and completion of all exams |
Online Resources
This module has online resources available via ELE (the Exeter Learning Environment).
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 |
|---|---|---|---|
| On-line tests | 2 hours total (6 elements of 20 minute tests spread out over the term) | 1, 2, 3, 4, 5, 8, 9 | Written |
| Participation in seminars | Active participation based on readings | 1-8 | Verbal |
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 |
|---|---|---|
| 40 | 60 | 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 |
|---|---|---|---|---|
| Introduction to readings: group presentations (normally groups of 3, depending on student numbers) | 25 | 10 minute presentations | 1-9 | Verbal class feedback |
| Contributions to discussions | 15 | Continuous assessment of contributions to discussions in 11 x 1-hour seminars | 1-9 | Verbal class feedback |
| Examination | 60 | 120 minutes | 1,2,3,4,5,8,9 | Written |
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 |
|---|---|---|---|
| Introduction to readings | 5 minute individual presentations to the lecturer | 1-9 | TBA with students |
| Contributions to discussions | 1000 word comment-piece on three selected seminar themes | 1-9 | August/September reassessment period |
| Examination | Examination (120 minutes) | 1,2,3,4,5,8,9 | August/September reassessment period |
Re-assessment notes
When students’ ability to participate in seminars is severely impaired (normally, more than three affected lectures) for condonable reasons, an alternative to contributions to discussions will be offered.
