BA Social and Public Policy (Ethics and Justice) Programme Specification 2023-24

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1	ACADEMIC QUALITY TEAM
2	Programme Specifications 2023-24
3	Revised February 2023
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6	Programme Title			BA Social and Public Policy (Ethics and Justice)
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8	This document applies to students who commenced the programme(s) in:			September 2023			Award type			BA
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10	What level is this qualification?			Level 6			Length of programme			3 Years
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12	Mode of study (Full / Part Time)			Full Time
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14	Will the programme use standard University semester dates?			Yes			For York Online programmes, will standard dates for such programmes be used?
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16	Awarding institution			University of York			Board of Studies for the programme			SBS
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18	Lead department			SBS			Other contributing departments			Philosophy
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20	Language of study and assessment			English			Language(s) of assessment			English
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22	Is this a campus-based or online programme?			Campus-based
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24	Partner organisations
25	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
26	N/A
27	N/A
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29	Reference points
30	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).
31	Subject Benchmark Statements - Social Policy
32	Subject Benchmark - Philosophy
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34	Credit Transfer and Recognition of Prior Learning
35	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
36	N/A
37	N/A
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39	Exceptions to Regulations
40	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.
41	N/A
42	N/A
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44	Internal Transfers
45	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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47		Transfers in:	Transfers in are possible-, we usually recieve transfer requests from students taking BA Philosophy, BA Social and Political Sciences, BA Sociology				Transfers out:	Transfer outs are possible but less likely to occur- usually students are more likely to transfer to sole honours degrees in Philosophy or Social and Public Policy.
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50	Statement of Purpose
51	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.
52	Social progress depends on effectively designed social and public policies that aim to distribute resources to maximise human welfare and minimise social disadvantage. The study of Social and Public Policy addresses the best ways to achieve these outcomes, drawing on concepts and theories from all social science disciplines. By combining your degree with a minor in Ethics and Justice, you will also explore related foundational issues in ethics and political philosophy. Students of Social and Public Policy (Ethics and Justice) consider the diversity of human needs and sources of inequality at local, national and global levels, analyse the social, political and economic context in which they exist, and engage with broader philosophical questions about value and social justice. Aiming to understand and improve societal responses to social problems and disadvantage, you will also engage with active examination of the complexity of the policy-making process in the UK and beyond. You will learn how to investigate and critically assess the role of policy actors, citizens, governments, and markets in shaping policy, and to evaluate the evidence on which policy is based. As independent, critical thinkers, York graduates in Social and Public Policy (Ethics and Social Justice) are equipped to tackle complex problems and produce creative solutions, apply sophisticated theoretical knowledge of society, policy, and philosophy, and promote collaborative approaches in their working lives. Our programme is outward-looking and incorporates strong links with the non-academic policy community, opportunities to engage with leading policy organisations and an international perspective to studying social issues. Our Graduates have a versatility of knowledge and skills that will enable them to pursue a wide range of careers in the public, private and voluntary sectors.
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54	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).
55	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
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62	Programme Learning Outcomes
63	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...'
64	1	Analyse and evaluate policy to develop informed judgements through a critical understanding of the ways in which social, political, economic and institutional interests shape social problems and societal responses.
65	2	Develop, articulate, and evaluate theoretical responses to social, political, cultural and ethical issues by applying philosophical methods and insights.
66	3	Design policy for effective delivery and outcome, drawing on understanding of the policy making process and applying theories and concepts from the social sciences to real world problems.
67	4	Retrieve, generate, interpret and critically assess qualitative and quantitative data using appropriate research methods, digital resources and policy-relevant analytical techniques to investigate social questions, assess evidence and produce reasoned written accounts of social and public policy enquiry.
68	5	Engage with key issues in ethics, political philosophy and policy debate, synthesising complex material and communicating ideas effectively to a range of audiences, both in writing and verbally, using up-to-date visual presentation techniques.
69	6	Work effectively in multidisciplinary teams by acknowledging competing interpretations of social issues, and by recognising the value of collaborative and participatory approaches to problem-solving and the shaping of policy responses.
70	7	Recognise the drivers of social inequalities and the differential impact of policies on social groups and contribute to the pursuit of social progress through sensitivity to the diversity of human needs.
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73	Diverse entry routes
74	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.
75	The Department of Social Policy and Social Work (now in the School for Business and Society) is well versed in supporting students from diverse entry routes to tranisiton into the programme. We regularly recruit students from a diverse range of backgrounds to our programmes and have skilled members of staff to support them.
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77	Inclusion
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79	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.
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81	Employability
82	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.
83	The PLOs include a suite of transferable skills that can be applied in a wide range of problem-solving contexts, such as being able to interpret and critically evaluate complex material and communicate such material in a variety of formats to a variety of audiences. Students will develop independent and team-based working skills, including planning and time-management culminating in their dissertation work in the third year.
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86	[For Undergraduate and Integrated Masters Programmes Only]
87	Are you offering any variations of this programme, such as additional years abroad or industry?
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89	Year abroad					Will the year abroad programme be available directly via UCAS; for students to transfer in having entered the main programme; or both?
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91	Year in industry					Will the year in industry programme be available directly via UCAS; for students to transfer in having entered the main programme; or both?
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93	Year in enterprise
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95	Placement year
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98	Description of Structure
99	Provide a BRIEF description of the structure of the first stage (UG) or programme (PGT): this is only necessary if this is not evident from the tables below. For instance, an entry might be 'students choose X modules in Autumn Semester from List A and Y modules from List B'. For York Online programmes using the 'carousel' model, the description should include whether any modules have to be taken in a particular order (e.g. if there is an introductory module and/or any constraints on the timing of option and/or ISM or ISM-related modules).
100	Three core modules in each semester