BA Philosophy with Sociology Programme Specification 2024-25

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1	ACADEMIC QUALITY TEAM
2	Programme Specifications 2024-25
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5	Programme Title			BA Philosophy with Sociology.
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7	This document applies to students who commenced the programme(s) in:			2024		Award type			BA
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9	What level is this qualification?			Level 6		Length of programme			3 years
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11	Mode of study (Full / Part Time)			full
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13	Will the programme use standard University semester dates?			Yes		For York Online programmes, will standard dates for such programmes be used?			N/A
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15	Awarding institution			University of York		Board of Studies for the programme			Philosophy
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17	Lead department			Philosophy		Other contributing departments			Sociology
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19	Language of study and assessment			English		Language(s) of assessment			English
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21	Is this a campus-based or online programme?			Campus
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23	Partner organisations
24	If there are any partner organisations involved in the delivery of the programme, please outline the nature of their involvement. You may wish to refer to the Policy on Collaborative Provision
25	None
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28	Reference points
29	Please state relevant reference points consulted in the design of this programme (for example, relevant documentation setting out PSRB requirements; the University's Frameworks for Programme Design (UG or PGT); QAA Subject Benchmark Statements; QAA Qualifications and Credit Frameworks).
30	All of the above
31	All of the above
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33	Credit Transfer and Recognition of Prior Learning
34	Will this programme involve any exemptions from the University Policy and Procedures on Credit Transfer and the Recognition of Prior Learning? If so, please specify and give a rationale
35	No
36	No
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38	Exceptions to Regulations
39	Please detail any exceptions to University Award Regulations and Frameworks that need to be approved (or are already approved) for this programme. This should include any that have been approved for related programmes and should be extended to this programme.
40	None
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43	Internal Transfers
44	Please use the boxes below to specify if transfers into / out of the programme from / to other programmes within the University are possible by indicating yes or no and listing any restrictions. These boxes can also be used to highlight any common transfer routes which it would be useful for students to know.
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46		Transfers in:	Yes, students may transfer in to or out of the programme in accordance with University Regulations. Transfers will be dependent upon student numbers and available places.			Transfers out:	Yes, students may transfer in to or out of the programme, in accordance with University Regulations and Departmental approval. Transfers will be dependent upon student numbers and available places.
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49	Statement of Purpose
50	Please briefly outline the overall aims of the programme. This should clarify to a prospective student why they should choose this programme, what it will provide to them and what benefits they will gain from completing it.
51	The BA Philosophy with Sociology offers a unique opportunity to develop a deeper understanding of human behaviour, social norms, morality, and the workings of the mind. You will study some of the greatest and most influential thinkers while exploring the relationship between self and society. Studying philosophy is an engaging yet demanding activity that will challenge your thinking, giving you a greater understanding of your own nature and that of the world around you. In sociology you will build on this by exploring issues such as globalisation, inequalities and social change and how these relate to individual and social identities. Benefiting from the expertise of two large and diverse departments you have a wide range of options to choose from. We offer modules in all the central areas of philosophy and sociology and you can tailor your degree to reflect your own areas of interest. Completing the programme successfully will equip you with a powerful range of skills: you will be able to think in a systematic way about new problems—generating solutions, evaluating ideas, and arriving at clear judgements backed by sharp logical arguments—and with an awareness of the relation between self and society that will enable you to thrive as an effective analysist and critical thinker in professional environments. This skill set will open up opportunities in a wide range of careers, including the public sector, social and market research, charitable, counselling and voluntary organisations, journalism and broadcasting, media and marketing.
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62	If there are additional awards associated with the programme upon which students can register, please specify the Statement of Purpose for that programme. This will be most relevant for PGT programmes with exit awards that are also available as entry points. Use additional rows to include more than one additional award. Do not include years in industry / abroad (for which there are separate boxes).
63	Exit Award Title			Is the exit award also available as an entry point?	Outcomes: what will the student be able to do on exit with this award?			Specify the module diet that the student will need to complete to obtain this exit award
64	Certificate of Higher Education.			No	Students will meet all PLOs (1-9) to a limited extent.			120 credits; at least 100 credits at C-level or higher.
65	Diploma of Higher Education.			No	Students will meet all PLOs (1-9) to a moderate extent.			240 credits; at least 100 credits at I-level or higher.
66	Ordinary Degree			No	Students will meet all PLOs (1-9) to a substantial extent.			300 credits; at least 60 credits at H-level
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68	Programme Learning Outcomes
69	What are the programme learning outcomes (PLOs) for the programme? (Normally a minimum of 6, maximum of 8). Taken together, these outcomes should capture the distinctive features of the programme and represent the outcomes that students progressively develop in the programme and achieve at graduation. PLOs should be worded to follow the stem 'Graduates will be able to...'
70	1	Understand and explain key problems, issues, and debates across a wide range of areas of philosophy and sociology —including some at the forefront of contemporary work—and communicate complex and difficult ideas in clear, precise, and accessible terms in a variety of formats.
71	2	Develop and articulate ranges of alternative solutions to problems and issues in an open-minded and imaginative way, and establish ways of making progress in answering questions even where it is unclear in the first instance how to proceed or what the standards for a good answer to the question might be.
72	3	Develop and articulate systematic, logical arguments for and against the alternative solutions considered in relation to a particular problem, subjecting key concepts and principles to critical scrutiny and presenting the best case that can be made for each proposal.
73	4	Make a measured judgement about what is the best view on a particular problem and present a sustained line of argument in defence of this judgement based on careful consideration of what can be said for and against the proposed solutions.
74	5	Work effectively and productively as a thinker and learner, individually and in collaboration with others—planning and scheduling, seeking help where appropriate, initiating and pursuing projects, and working collaboratively with others in the pursuit of knowledge and understanding.
75	6	Amend and develop their practice as thinkers and learners in the light of critical reflection, advice, and feedback—identifying their strengths and weaknesses, and developing strategies for making improvements in performance.
76	7	Demonstrate informed sensitivity to cultural and historical context in interpreting and responding to the work and ideas of others.
77	8	Develop a critical understanding of how contemporary theory can be applied to the study of the social world today.
78	9	Critically engage with social, political, cultural, ethical, and value issues to contribute to the solution of key contemporary problems by applying philosophical and sociological methods and insights at the foreground of an appreciation of cultural and social diversity and difference.
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80	Diverse entry routes
81	Detail how you would support students from diverse entry routes to transition into the programme. For example, disciplinary knowledge and conventions of the discipline, language skills, academic and writing skills, lab skills, academic integrity.
82	We give significant support to students who need additional support in developing academic and transferable skills. This is done (i) by module leaders in the relevant departments, and (ii) by the student’s supervisor — who may be in either the Philosophy or Sociology department. Students are warmly encouraged to make use of module tutors’ office hours where they are struggling with material. And module leaders explicitly look out for students having difficulty or failing to attend seminars — contacting either the student directly or the student’s supervisor to provide additional support. Supervisors identify students in difficulty by reviewing attendance through regular supervision meetings, reviewing attendance, and communication with module leaders. They ensure that students in need receive appropriate support through the relevant department and/or utilizing the appropriate university support services (e.g. the Open Door Team, Disability Services, the Careers Office). The Philosophy department has sponsored — and intends to continue sponsoring workshops together with the Careers Office on postgraduate study. In Sociology, library staff make contributions to year one teaching, and the department intends to continue with Academic Skills Office to include their staff more visibly in the programme in later years.
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91	Inclusion
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93	Please confirm by ticking the box on the right that the design, content and delivery of the programme will support students from all backgrounds to succeed. This refers to the University's duties under the Equality Act 2010. You may wish to refer to the optional Inclusive Learning self-assessment tools to support reflection on this issue.									TRUE
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95	Employability
96	Please give a brief overview - no more than 5 sentences - of how the programmes helps develop students' employability. Your Faculty Employability Manager can help reflection on this issue. This statement will be used by Marketing as the basis for external content with respect to employability.
97	There is a very good match between the skills highlighted in the PLOs and what research shows employers want university-level education to emphasize. Among the top list of attributes employers most desire in their employees (Hart Research Associates, 2013, <https://aacu.org/sites/default/files/files/LEAP/2013_EmployerSurvey.pdf>) are: — Critical thinking and analytical reasoning skills, 82% . — The ability to analyze and solve complex problems, 81%. — Effective communication 80%. — Application of skills and knowledge to real-world issues, 78%. — Extraction and organization of information, 72%. — The ability to innovate and be creative, 71% . — Teamwork skills applicable to diverse settings, 67%. — Ethical awareness, 64%. The PLOs for the Philosophy/Sociology degree are tailored to promote these attributes/skills: — Critical thinking and analytical reasoning skills. (PLOs 1, 2, 3, 4, 6). — The ability to analyze and solve complex problems. (PLOs 2, 3, 4, 5). — Effective communication. (PLO 6). — Application of skills and knowledge to real-world issues. (PLO 5). — Extraction and organization of information. (PLOs 1, 6). — The ability to innovate and be creative. (PLOs 3, 5). — Teamwork skills applicable to diverse settings. (PLO 7). — Ethical awareness. (PLO 5). While some employer-desired skills and attributes might change over time, depending on technology or psychological fads, critical thinking, communication, and the ability to work with others are timeless skills that are not going out of fashion any time soon.
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