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Programme Information & PLOs
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Title of the new programme – including any year abroad/ in industry variants
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Philosophy and Sociology
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Level of qualification
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Please select:Level 6
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Please indicate if the programme is offered with any year abroad / in industry variants Year in Industry Please select Y/NNo
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Year AbroadPlease select Y/NNo
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Department(s): Where more than one department is involved, indicate the lead department
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Lead Department Philosophy
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Other contributing Departments: Sociology
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Programme Leader
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Jamie Buckland
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Purpose and learning outcomes of the programme
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Statement of purpose for applicants to the programme
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Philosophers investigate fundamental questions about reality, experience, thought, and value. Sociologists study the social processes and cultural forces that shape contemporary societies, exploring issues and trends from multiple perspectives. The two disciplines complement each other, and exploring them together will broaden and deepen your outlook, enhancing your understanding of human behaviour, social norms, morality, and the workings of the mind. You’ll probe deep puzzles, creatively developing potential solutions and subjecting them to sharp critical scrutiny. You’ll analyse social problems and cultural practices in complex and innovative ways, challenging commonly held assumptions about the ways societies work. And you’ll question basic ideas and principles, and illuminate the ways in which social structures and influences mould our thinking. Over the course of the programme you’ll grow intellectually and develop valuable skills—in reasoning, creative problem solving, and communication—that have wide applicability outside the disciplines. As a graduate of the programme, you will be equipped for a range of careers in a variety of sectors, including media, research, the law, public services, charities, central and local government, education, and health. Whatever you choose as a career path, you will be in a position to contribute rigorous analytic and empirical techniques, creative ways of thinking, and culturally sensitive approaches to social issues in your working life and beyond.
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Programme Learning OutcomesPlease provide six to eight statements of what a graduate of the programme can be expected to do.
Taken together, these outcomes should capture the distinctive features of the programme. They should also be outcomes for which progressive achievement through the course of the programme can be articulated, and which will therefore be reflected in the design of the whole programme.
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PLOOn successful completion of the programme, graduates will be able to:
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1Understand and explain key problems, issues, and debates across a range of areas of philosophy and sociology (including some at the forefront of contemporary work) and apply this understanding in approaching new problems
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2Address and evaluate pressing ethical and social issues effectively by systematically challenging common assumptions and applying philosophical concepts, sociological theories, and critical understanding of the complexities of present-day societies
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3Develop and articulate ranges of alternative solutions to complex problems 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
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4Lay out what can be said for and against proposed solutions to philosophical problems, and make a measured judgement about what is the best solution in each case, supporting that judgement with a sustained line of argument based on the considerations raised
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5Design and undertake ethical, responsible sociological research which draws upon appropriate qualitative and/or quantitative skills to produce empirically rigorous analysis of social issues
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6Critically synthesise and communicate complex information and arguments in clear, precise, and accessible terms in appropriate formats
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7Work effectively and creatively as a thinker, learner and researcher, individually and in collaboration with others, in a manner which is respectful of diverse views, values and the cultural positions of others
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Programme Learning Outcome for year in industry (where applicable)
For programmes which lead to the title ‘with a Year in Industry’ – typically involving an additional year – please provide either a) amended versions of some (at least one, but not necessarily all) of the standard PLOs listed above, showing how these are changed and enhanced by the additional year in industry b) an additional PLO, if and only if it is not possible to capture a key ability developed by the year in industry by alteration of the standard PLOs.
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N/A
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Programme Learning Outcome for year abroad programmes (where applicable)
For programmes which lead to the title ‘with a Year Abroad’ – typically involving an additional year – please provide either a) amended versions of some (at least one, but not necessarily all) of the standard PLOs listed above, showing how these are changed and enhanced by the additional year abroad or b) an additional PLO, if and only if it is not possible to capture a key ability developed by the year abroad by alteration of the standard PLOs.
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N/A
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Explanation of the choice of Programme Learning OutcomesPlease explain your rationale for choosing these PLOs in a statement that can be used for students (such as in a student handbook). Please include brief reference to:
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i) Why the PLOs are considered ambitious or stretching?
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These learning outcomes are designed to challenge students to explore problems in philosophy and sociology from a variety of standpoints, and using a variety of methodologies. Students explore complex puzzles, including some at the forefront of contemporary research (PLO 1). They systematically and rigorously challenge common assumptions (PLO 2). They learn to bring an open mind and imagination to bear in assessing problems (PLO 3), working out for themselves what they think the best solutions to problems are (PLO 4). And they explore and utilize different research methodologies (PLO 5). Each of these skills is challenging and stretching in a way that will leave graduates better and more flexible thinkers, ready to take on a diverse range of challenges.
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ii) The ways in which these outcomes are distinctive or particularly advantageous to the student:
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The programme brings together two subtly but significantly different disciplines in a mutually enriching way. In their work in sociology, students develop their abilities to interrogate, describe and interpret real-world social structures and issues, gaining critical sensitivity and a diverse range of skills. In philosophy, students enhance their abilities in analysis, the development of solutions to problems, and the deployment of precise logical argument. Graduates of the programme are able engage with real-world social issues in sensitive ways, showing a keen awareness of how social factors can inform our thinking, and they can also apply dispassionate logical skills to evaluating ideas and proposals at high levels of abstraction. This combination of social sensitivity and sharp critical reasoning is distinctive, highly transferable, and also allows philosophy and sociology graduates to be thoughtful citizens and effective agents for positive change in society.
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iii) How the programme learning outcomes develop students’ digital literacy and will make appropriate use of technology-enhanced learning (such as lecture recordings, online resources, simulations, online assessment, ‘flipped classrooms’ etc)?
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While our PLOs do not make explicit mention of digital literacy, the programme makes extensive use of technology-enhanced learning. Modules are supported with extensive online resources, such as module outlines, module blogs and wikis, lecture notes, seminar guidance, readings, podcasts, videos, and supplementary notes. Essay submissions in both departments are online.

The sociology department is exploring ways to deepen the impact and reach of digital literacy throughout sociology modules -- particularly the Cultivating module (which joint Philosophy/Sociology students take) -- by (i) making those capabilities addressed in existing teaching (e.g., information, data and media) more explicit and (ii) planning new teaching to address less developed capabilities (e.g. digital identity). Within philosophy, most lectures are available in online recordings, and some philosophy modules, e.g. Beginning Philosophy, deliver online content and feature online assessments.
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iv) How the PLOs support and enhance the students’ employability (for example, opportunities for students to apply their learning in a real world setting)?
The programme's employablity objectives should be informed by the University's Employability Strategy:
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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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vi) How will students who need additional support for academic and transferable skills be identified and supported by the Department?
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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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vii) How is teaching informed and led by research in the department/ centre/ University?
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The philosophy and sociology departments have a strong commitment to research-led teaching. A wide range of specialist modules in the final year are designed to provide a structured environment for teaching that is centered around the research interests of members of individual members of the department. As described in the enhancement plan, students additionally have — and are expected to continue to have — opportunities for independent study in both disciplines, providing them with the chance to conduct independent research under the supervision of staff members who are leading experts in their areas.
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Stage-level progression
Please complete the table below, to summarise students’ progressive development towards the achievement of PLOs, in terms of the characteristics that you expect students to demonstrate at the end of each year. This summary may be particularly helpful to students and the programme team where there is a high proportion of option modules.

Note: it is not expected that a position statement is written for each PLO, but this can be done if preferred (please add information in the 'individual statement' boxes). For a statement that applies across all PLOs in the stage fill in the 'Global statement' box.
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Stage 0 (if your programme has a Foundation year, use the toggles to the left to show the hidden rows)
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Stage 1
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On progression from the first year (Stage 1), students will be able to:Note on our ‘Staged Challenges’ approach to stage outcomes: Students are expected to work in increasingly sophisticated, complex, and autonomous ways as they progress through the programme. The differences between the stages of the programme can be understood in terms of ‘staged challenges’: progressively more difficult materials are addressed; the quantity of basic-level guidance and analysis provided by academic staff is reduced; and expectations of students rise. (The following characterizations of the staged challenges should be read in conjunction with the PLOs.)

[NOTE: It may be helpful in considering (a) these joint programme PLOs and staged progression for this joint programme and, in particular, (b) any potential revision to either of these, to bear in mind the following relationships between these joint PLOs and the PLOs for the relevant single subject programmes. Care will be needed in all cases, but where particular care is needed this is noted. PLO1 relates to the first part of P1 and to S1. PLO2 relates to S3 and S2 (care). PLO3 relates to P2. PLO4 relates to P3 and P4. PLO5 relates to S4. PLO6 relates to the second part of P1 and to S5. PLO7 relates to P5, P6, and to S6. (References to single subject PLOs are to lists as at September 2016.)]

Year 1:

In Sociology, students should come to understand core sociological concepts, engage with primary research in core sociological topics and demonstrate that understanding and awareness of the academic field through a series of individual assessments and group activities.

In Philosophy, students are exposed to carefully framed presentations of issues and debates with selected readings (of an appropriate level of difficulty) that they are not required to go beyond (as the aim at this stage is to focus attention and get to grips with those readings), with significant support from introductory material and guiding questions. Students are expected to be able to recognize and articulate key differences between the positions considered, to rehearse arguments accurately with a reasonable level of understanding, and to be able to make evaluative judgements about positions and arguments based on the evidence, showing sensitivity to key features of arguments such as validity and plausibility of premisses. Students are expected to be able to engage in discussions of philosophical texts: expressing their responses to study questions, listening carefully to the contributions of others and responding constructively.

Students are expected to be able to demonstrate understanding of academic integrity—e.g. the need to avoid plagiarism and collusion—and to work on the programme with integrity.
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PLO 1PLO 2PLO 3PLO 4PLO 5PLO 6PLO 7PLO 8
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Understand and explain the main features of some key problems, issues, and debates in philosophy presented in module materials

Understand and explain some key fundamental concepts, terminology, and notation required for understanding philosophical texts and discussions

Use introductory core disciplinary concepts and theories to identify the sociological significance of contemporary issues		Understand social situations effectively, applying a critical appreciation of ethical concepts and sociological literature on contemporary issues and cultural trendsIn relation to particular philosophical problems and issues, be able to articulate some alternative solutions laid out in central module materials (including set readings, lecture slides, and handouts)Articulate arguments laid out in central module materials for and against the alternative solutions considered in relation to a particular philosophical problem, and go on to make a judgement about what is the best view on that problem, relating this to the evidence considered, showing sensitivity to key features of arguments including validity and plausibility of premissesUnderstand the principles of planning and organising research through working on scoping studies which draw upon appropriate empirical skills to produce summary analysis of social issuesState key ideas and arguments in clear and straightforward terms, in writing and orally—Be able to read and make notes on module materials using study guidance questions
—Be able to apply some basic strategies for approaching philosophical texts with a view to understanding and evaluating them
—Be able to schedule work on set module materials effectively
—Be able to formulate responses to basic study questions and present these orally
—Be able to listen attentively to the oral contributions of others and give a brief summary of what is said
—Be able to work creatively in teams by cooperating with others in a manner which is respectful of diverse views, values and the cultural position of others
—Be able to identify strengths and weaknesses on the basis of considering feedback, and seek help with improving performance on that basis		N/A
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Stage 2
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On progression from the second year (Stage 2), students will be able to:In Sociology, students are expected to consolidate their understanding of core and specialist sociological concepts, engage with primary research in core and specialist sociological topics and use their understanding and awareness of the academic field. This is evidenced through a series of individual assessments and group activities, through which students learn to plan their work, develop their own analytical approach and demonstrate increasing confidence in critically evaluating social issues and situations.

In Philosophy, students are expected to develop reasonable depth and breadth of knowledge and understanding in some key topic areas in philosophy. They are given key readings and introduced to the issues, but they are expected to tackle more difficult puzzles and materials and/or are expected to do more in terms of developing their own understanding and exploring the relevant literature than in Year 1. They are expected to express their understanding of key problems, issues, positions, and arguments in clear and concise terms. They are expected to argue for their view on a question or issue, and to consider and weigh objections to central arguments and potential responses to those objections. They are expected to be able to engage in critical discussion with others.
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PLO 1PLO 2PLO 3PLO 4PLO 5PLO 6PLO 7PLO 8
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Understand and explain key problems, issues, and debates across a range of areas of philosophy and sociologyInterpret social problems and situations effectively by challenging common assumptions systematically, applying a critical appreciation of evidence-based claims concerning contemporary issues and cultural trends Develop and articulate ranges of alternative solutions to philosophical problems and issues in an open-minded way, drawing on module materials and seeking out novel alternatives through research, extrapolation, and analogy—applying lessons from previous study to novel problemsArticulate arguments for and against the alternative solutions considered in relation to a particular philosophical problem, drawing on module materials, identifying some points of weakness and some potential options for development, and go on to make a judgement about what is the best view on a particular problem and provide a defence of this judgement, weighing objections to arguments and responses to these objectionsDesign responsible sociological research, demonstrating awareness of qualitative and/or quantitative skills appropriate to empirically rigorous analysis of social issuesCommunicate complex and difficult ideas in clear, precise, and accessible terms in a variety of formats—Be able to read and make notes on texts, identifying key claims and arguments
—Be able to make cogent notes on lecture presentations
—Be able to apply some strategies for approaching novel texts with a view to understanding and evaluating them
—Be able to schedule independent work relating to extended module reading lists and a relatively demanding schedule for completion of tasks
—Be able to formulate summaries of sections of texts and present these orally
—Be able to work creatively in teams by cooperating with others in a manner which is respectful of diverse views, values and the cultural position of others
—Be able to apply strategies for improving work, based on a critical reflection, advice, and feedback, and evaluate one’s own work in relation to stated criteria		N/A
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Stage 3
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(For Integrated Masters) On progression from the third year (Stage 3), students will be able to:In Sociology, students are expected to be able to apply their understanding of core and specialist sociological concepts to emerging social issues and to translate the findings of primary research in core and specialist sociological topics within their own analyses of social situations and cultural areas of enquiry.

In Philosophy, students are expected to engage with difficult issues and material—including some at the forefront of contemporary work—and work autonomously to develop understanding. They are expected to work autonomously to arrive at a view on particular questions/issues, and present a sustained line of argument in defence of this judgement. They are expected to have a more sophisticated appreciation of the ways in which their position and initial arguments might be resisted: identifying objections and responses, and evaluating their relative strength.
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PLO 1PLO 2PLO 3PLO 4PLO 5PLO 6PLO 7PLO 8
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Understand and explain key problems, issues, and debates across a range of areas of philosophy and sociology (including some at the forefront of contemporary work) and apply this understanding in approaching new problemsAddress and evaluate ethical and social issues effectively by systematically challenging common assumptions and applying philosophical concepts, sociological theories, and critical understanding of the complexities of present-day societiesDevelop and articulate ranges of alternative solutions to philosophical problems 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 beLay out what can be said for and against proposed solutions to philosophical problems, and make a measured judgement about what is the best solution in each case, supporting that judgement with a sustained line of argument based on the considerations raisedDesign and undertake ethical, responsible sociological research which draws upon appropriate qualitative and/or quantitative skills to produce empirically rigorous analysis of social issuesCritically synthesise and communicate complex information and arguments in clear, precise, and accessible terms in appropriate formatsWork effectively and creatively as a thinker, learner and researcher, individually and in collaboration with others, in a manner which is respectful of diverse views, values and the cultural positions of othersN/A
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Programme Structure
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Module Structure and Summative Assessment Map
Please complete the summary table below which shows the module structure and the pattern of summative assessment through the programme.

‘Option module’ can be used in place of a specific named option. If the programme requires students to select option modules from specific lists these lists should be provided in the next section.

From the drop-down select 'S' to indicate the start of the module, 'A' to indicate the timing of each distinct summative assessment point (eg. essay submission/ exam), and 'E' to indicate the end of the module (if the end of the module coincides with the summative assessment select 'EA') . It is not expected that each summative task will be listed where an overall module might be assessed cumulatively (for example weekly problem sheets).

If summative assessment by exams will be scheduled in the summer Common Assessment period (weeks 5-7) a single ‘A’ can be used within the shaded cells as it is understood that you will not know in which week of the CAP the examination will take place.
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Stage 0 (if you have modules for Stage 0, use the toggles to the left to show the hidden rows)
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CreditsModuleAutumn TermSpring Term Summer Term
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CodeTitle123456789101234567891012345678910
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N/AN/AN/A
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Stage 1
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CreditsModuleAutumn TermSpring Term Summer Term
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CodeTitle123456789101234567891012345678910
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10PHI00001CBeginning PhilosophySAEA
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10PHI00006CReason and Argument BSEA
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10PHI00002CEarly Modern Philosophy BSEA
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20PHI00007CEthicsSEA
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10PHI00010CAncient PhilosophySEA
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30SOC00001CCultivating a Sociological ImaginationSAAEA
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30SOC00002CIntroduction to Sociological TheorySAAEA
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Stage 2
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CreditsModuleAutumn TermSpring Term Summer Term
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CodeTitle123456789101234567891012345678910
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Students take 60 credits in Philosophy, choosing from one of the two following combinations:

(1) Three 20-credit Key Ideas modules over Autumn and Spring terms (usually no more than two in a term)

(2) Two 20-credit Key Ideas modules over the Autumn and Spring terms (usually one in Autumn and one in Spring) plus a 20 further credits selected from the following list: (i) Key Ideas Short modules (10-credit, Autumn or Spring); (ii) Philosophy and Society Podcasts (10-credit, Spring/Summer). Students may take two Key Ideas Short modules, but if they do, they are advised to take one in Autumn and the other in Spring.
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20 eachVariousKey Ideas Module – AutumnSEA
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20 eachVariousKey Ideas Module – SpringSAEA
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10VariousKI SHORT (Au)SEA
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10VariousKI SHORT (Sp)SEA
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Students take 60 credits in Sociology. NB: If students plan to do a Sociology dissertation in third year, they must take Social Research Methods.
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30SOC00003IDoing ResearchSAAEEA
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30SOC00004IPopular Culture, Media and SocietySAEEA
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30SOC00005IContemporary Political SociologySAEEA
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30SOC00001IGender, Sexuality and InequalitiesSAEEA
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30SOC00007ISociology of Health and illnessSAEEA
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30SOC00020IDivisions and Inequalities: Race and Ethnicity, Class and Religion SAEEA
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30SOC00006ISocial Interactions and Conversation SAAEEA
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SOC00008I
Nature, Culture and Technology
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30
SOC00053I
Sociology @ Work
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Stage 3
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CreditsModuleAutumn TermSpring Term Summer Term
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CodeTitle123456789101234567891012345678910
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Students take one of the following options:

(1) 60 credits of Philosophy; 60 credits of Sociology:
EITHER
— Three Philosophy 20-credit modules (List A) + three Sociology 20-credit modules (List C)
OR
— Two Philosophy 20-credit modules (List A) + two 10-credit Philosophy Advanced Modules in Summer (List B) + three Sociology 20-credit modules (List C) [Note: Both Philosophy 20-credit modules must have a related Advanced Module, and they must be the AMs taken]
(Students have the option of replacing 20 credits in Philosophy with an elective or LFA module, subject to timetabling constraints.)

(2) 80 credits of Philosophy; 40 credits of Sociology:
EITHER
— Four Philosophy 20-credit modules (List A) + two Sociology 20-credit modules (List C)
OR
— Three Philosophy 20-credit modules (List A) + two 10-credit Philosophy Advanced Modules in Summer (List B) + two Sociology 20-credit modules (List C) [Note: At least two of the Philosophy 20-credit modules must have a related Advanced Module, and they must be the AMs taken]

(3) 40 credits of Philosophy; 40 credits of Sociology modules plus 40 credit Sociology dissertation: — 40 credits from Philosophy List A; 40 credits from Sociology List C plus 40 credit Sociology dissertation

Note: Specific modules in the A, B, and C lists vary from year to year.
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20 eachVariousPhilosophy Research-Led Module (Autumn)SEA
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20 eachVariousPhilosophy Research-Led Module (Spring)SEA
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10 eachVariousPhil Advanced Module (Summer)SEA
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40SOC00024HSociology Dissertation SEA
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20 eachVariousSociology Research-Led Module (Autumn)SEA
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20 eachVariousSociology Research-Led Module (Spring)SEA
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Optional module lists

If the programme requires students to select option modules from specific lists these lists should be provided below. If you need more space, use the toggles on the left to reveal ten further hidden rows.