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The Department of Politics

STAGE TWO HANDBOOK

2012-13
1
CONTENTS

Introduction ............................................................................................ 2

SECTION I Studying Politics at York
Introduction ............................................................................................ 3
Aims and Objectives……………………………………………………………………………..3
Academic Support…………………………………………………………………………………4
Learning Resources……………………………………………………………………………….5
Organisation and Management
What is expected of you by your Tutors? .............................................. 6
What can you expect of your Tutors? ..................................................... 7
Assessment and Feedback
The Marking Scheme ............................................................................... 8
Presentation of Essays .......................................................................... 11
Making Use of Feedback ....................................................................... 12
Elective Modules ................................................................................. 13
Plagiarism and Collusion ....................................................................... 14
Personal Development
Careers Information .............................................................................. 17
Student Support & Welfare Services ................................................... 19

SECTION II The Politics Stage 2 Programme .......................................................... 20
Programme Requirements………………………………………………………………….20
Politics Single Subject………………………………………………………………………….20
Politics with International Relations……………………………………………………21
English and Politics……………………………………………………………………………..22
History and Politics……………………………………………………………………………..23

The Politics Stage 3 Programme……………………………………………………….24

SECTION III Module Descriptions
2nd Year Programme
List of Stage Two Modules……………………………………………………25
Core Modules (Pol & Pol/IR) ................................................. 26
Political Text Modules ............................................................ 28
Political Process Modules ....................................................... 33
Approved Option Modules…………………………………………………..38

SECTION IV University Rules for Progression and Award ....................................... 40

SECTION V Registration Procedure......................................................................... 57

Departmental Registration Form to be handed in…………………….……….58
2
DEPARTMENT OF POLITICS

Stage Two Handbook

The purpose of this handbook is to provide you with some essential information about the second
year of the various Politics degrees and to help you in making your choices of modules. You will
need to read it carefully and consult your supervisor before completing the Registration Form
contained at the back. The Registration Form must be returned to the Politics General Office
before 4.00 pm on Friday 3rd February 2012. The Handbook is organised in the following way:

SECTION I deals with some general matters concerning the studying and teaching of Politics at
York.

SECTION II provides detailed outlines of all the modules that are on offer in the second year
teaching programme during the 2012-13 period. Please note that, while all the information is
accurate at the time that the Handbook is produced, unforeseen circumstances may result in
changes in the availability of modules, who teaches them, their detailed syllabus etc. You will, of
course, be notified of any such changes affecting your choice of module. You will receive a
definitive list of third year option modules during the Spring Term of your second year, when the
Stage Three Handbook is issued.

SECTION III sets out the regulations governing the various Politics degrees and their module
requirements. (Note, however, that regulations governing the Economics/Politics, Philosophy
/Politics and Philosophy/Politics/Economics degrees are set out in the Stage Two Handbook of the
School of Politics, Economics and Philosophy.)

SECTION IV sets out the University rules governing progression and the award of your degree.

SECTION V deals with the process of registering for second year Politics degrees and modules. It
provides: (a) guidance as to the kinds of factors you should bear in mind in choosing your modules;
(b) a timetable for completing registration procedures and (c) registration instructions and forms
for completion.

Jon Parkin
Chair, Board of Studies in Politics
3
SECTION I

STUDYING POLITICS AT YORK
1. Introduction

Your second year marks count towards your final degree. You are now fully responsible for
organising your work. Your tutors are here to help you learn, rather than to see that you are
taught, though we do lay down minimum requirements and mutual expectations for both staff
and students.

The Stage One Handbook contained a statement of the Department’s Aims and Objectives, and
these are also set out below to refresh your memory.

Departmental Aims and Objectives
The Department considers that a degree in Politics not only introduces students to the discipline
of politics but also enables them to achieve wider educational skills.

Accordingly, the teaching and learning aims of the Department are:

 to develop the powers of the mind and critical intellectual skills of students by giving
priority to reflexive, interactive and deep learning.
 to broaden and deepen the political understanding of students by encouraging them to
analyse beneath the surface of political phenomena.
 to enable students to benefit from staff expertise by promoting a close relationship
between research and the teaching programmes.
 to introduce students to the basic assumptions and procedures of research and
scholarship.
 to enable students to develop a range of flexible and key transferable skills, particularly
techniques of analysis and communication which are not subject-bound and which may
be applied to subsequent personal, social, occupational and postgraduate academic
contexts.
 to encourage autonomy and choice in learning around a common core.
 in the case of Joint and PEP degrees, to enable students to combine their understanding
of Politics with that of other subjects in a structured inter-disciplinary manner.

In pursuing these aims, the Department’s objectives are that students graduating in Politics will:

 recognise the importance of the relationship between evidence and explanation in
reasoned argument.

 show autonomy and choice in learning, on their own and in groups, using a range of
scholarly and other resources, including the internet, official and library sources.

 be equipped with a broad understanding of the scope of the academic discipline of
Politics - its main fields of study and sub-divisions, its central preoccupations, dilemmas,
internal debates and its relations with other social sciences and humanities.
4
 have a basic grasp of the main theoretical frameworks and approaches in Politics, so as
to appreciate the salience of concepts and theory in social and political analysis.

 be equipped with a more detailed knowledge of at least two specialist branches within
the discipline, drawn from Political Philosophy and Theory, British Politics, Comparative
Politics, and the Politics of Development (in the case of single subject Politics students).

 be able to display a grasp of cognate subjects and to be sensitive to the advantages and
complexities of interdisciplinary work involving Politics and other disciplines(in the case
of Joint degree and PEP students).

 be able to communicate effectively in writing and orally.

The achievement of these aims and objectives is pursued through emphasis on the following
features of the programmes of study:

 a progressive modular degree structure in Politics, which develops from a broad,
introductory first year in the main areas, approaches and methodologies of the discipline,
to second and third year choices of Core modules, Option modules and an independent
research dissertation.

 a variety of teaching and learning methods based primarily on the principle of small-
group teaching.

 an integral approach to study skills which emphasises methods and techniques of
independent study and scholarship, encouraging the use of IT training and language
training opportunities through LFA (Languages for All) programmes.

 availability of strong supervisory support for each student on a one-to-one basis.

 regular opportunities for feedback to and from students.

 flexibility of movement between undergraduate degrees up to the start of the second
year.

Many other things which were explained to you in the Stage One Handbook remain relevant. You
will find there a basic explanation of the modular structure of the degrees. There is advice on
study skills, a brief account of the work of the Board of Studies (on which, once again, you are
represented, and will be invited to vote in the election each Autumn Term), and information on
student audit of modules and the complaints procedure.

Academic Support

The Stage One Handbook also sets out the basis of the supervisory system, and of the Leave of
Absence scheme. The relation with your supervisor will, of course, continue to be important for
your study. The supervisor is your key link both with the Department and with the University and
its Student Support Services. The supervisor is, for example, a crucial figure in the system of
5
feedback which you will be offered - the opportunities the Department provides for you to find
out the level at which you are performing and how you could improve (see sub-section 6 below).
You should make full use of these opportunities. You should be in regular contact with your
supervisor, who may well be the member of staff in the Department you come to know best and
who comes to know you best - you, your qualities and your achievements. It is to the supervisor
that many students turn when they need a reference when they apply for employment, a training
course or further study. (If for any reason you do not get on with your supervisor, you may
request a change of supervisor. You should speak to the Departmental Administrator, who will
handle your case in total confidence.)

The supervisory system is only one part of the network of student support services provided by
the University. The role of the Advisor on Disability is explained in the Stage One Handbook. The
full ranges of services are in the University’s Student Support Services Handbook. Further copies
are available in the Politics Office, which also has copies of the leaflet on the Counselling Service.
If you have any queries, you supervisor will be able to advise on all these matters.

Learning Resources

The University also provides many academic opportunities to support your study. Computing
Services Department, Language Teaching Centre and the York Award are described in the Stage
One Handbook, and brochures with further information are available in the Politics Office, as are
leaflets on the Languages for All programme. In addition, you will by now appreciate that the J B
Morrell Library is a major resource which is central to your work, both for the preparation for
seminars and essays and also for the independent study which is such a large part of your work.
The member of staff in the Library who has special responsibility for Politics is Kirstyn Radford
(kr6@york.ac.uk). The member of staff in the Department who liaises with the Library is Dr Chris
Rogers (chris.rogers@york.ac.uk). The Department has a Library Committee, chaired by Dr Rogers,
on which one of the Student Representatives on the Board of Studies serves (see the Board of
Studies noticeboard to find out who it is). If you have queries or suggestions about the Library,
please take them to Kirstyn or Chris.

It should be clear from this that your Stage One Handbook contains a great deal of information
and advice which continues to be relevant. If you no longer have that Handbook - or never had
one - please see the Department of Politics webpages. In this Handbook for your Stage Two
studies, you will find additional material which is specific to your work in the second year of the
degree, together with the information you need for choosing the modules you will take over this
year.

In this general section, which you should read before proceeding to choose your modules, you will
find a statement of the work we expect from you, the teaching you can expect from us, the
marking scheme and standards, opportunities we provide for you to get feedback on your work,
and an explanation of the option to take Elective Modules in other departments. (For the
examination and classification of your degree, see Section IV).
6

ORGANIZATION AND MANAGEMENT

What is expected of you by your Tutors?
(i) Attendance at seminars is compulsory and any unavoidable absence must be explained to
the tutor in advance if possible or, if not, as soon as possible after the seminar. Non-
attendance and poor performance will be reported to the Work and Attendance Committee,
consisting of the Chair of the Board of Studies and the Dean of Students, which will interview
students who are twice absent without explanation and take disciplinary or other action as
appropriate.
(ii) On all Politics modules students are expected to attend the seminars well prepared and to
participate in the discussion. On some modules seminar presentations may be required. All
assessed written work should be properly presented with the normal scholarly apparatus
(see sub-section 5 below). Meeting these expectations and requirements is a vital part of
the educational process and failure to submit satisfactory written work will render a student
liable to sanctions, including being classed as ‘academically unsatisfactory’.
Students should note that the attendance requirements in other departments may not be
identical (e.g. attendance at lectures may be required, as in Philosophy). It is the
responsibility of the student taking modules in another department to find out the
requirements for attendance and submission of written work, and to follow them.
(iii) It is possible to transfer out of one module and into another, provided there is a place free,
but this must be done by the end of Week 3 of the term in which the module begins.
(iv) Students are reminded that they should remain in contact with their supervisors, who are
available in their Feedback and Guidance Hours. Students should inform their supervisors of
any problems or difficulties which are affecting their academic work.
(v) Tutors and the office staff send information and urgent messages by e-mail, so please
check it daily. The Department regularly sends important information to students
concerning, for example, registration for modules, and assessment. It is the student’s
responsibility to collect this information and to act upon it. Failure to collect it, or act on it,
may affect your degree.
The email addresses of all members of staff are available on the Departmental website:
http://www.york.ac.uk/politics/our-staff/. The email addresses of the Graduate Teaching
Assistants are on the module VLE sites. Students must ensure they delete messages,
otherwise their ‘box’ becomes full and new messages cannot be received. Due to the very
high volume of e-mail communication members of staff cannot guarantee to reply to e-
mail messages from students. If an urgent response is required, students are advised to
contact staff members in person during their Feedback and Guidance hours.
(vi) The Department aims to provide easy access to confidential advice for any member of the
Department with a serious personal problem involving harassment of any kind. Students
should consult the Departmental Administrator for further information about the
Departmental conciliation procedure.
7
3. What can you expect of your Tutors?
With regard to standards of module management, you can expect of your tutors that:
(i) Each Module VLE site will give a clear description of the module content and objectives, and
outline the lecture and seminar programme for the term. The module outlines in this
Handbook are, of necessity, concise. However, all modules are designed to contribute to the
Department’s overall Aims and Objectives. Any special or additional aims and objectives will
be signalled in the module outlines and guides themselves.
(ii) Each module will contain reading lists, which will identify:
(a) the module texts to be bought;
(b) recommended reading on Key Texts in the library;
(c) required reading for particular seminars/lectures;
(d) supplementary reading.
(iii) All lists will be revised annually. Members of staff check that references are available in the
library, that appropriate texts have been ordered at the bookshop and that the relevant
items are on Key Texts.
(iv) 30 credit modules have at least 32 contact hours over the year. The particular number and
pattern of lectures/seminars will be described in the Module Outlines themselves.
(v) Written work on which you receive feedback is required for all modules. Students will be
given a clear description of the form which that work should take for each module. Where
appropriate, the module convenor will provide you with a list of essay titles. Feedback on
assessed work will be available within six weeks of submission. You should also discuss the
feedback with your tutor in her/her Feedback and Guidance hours. For precise information
on the written work required for any module, please consult the appropriate module outline.
(vi) Students will be given the dates for the submission and return of essays.
(vii) A description of the methods of examination will be provided along with, where appropriate,
a list of essay topics for the assessed essay.
(viii) Tutors will inform students when they are available for consultation.
(ix) Tutorial reports will be completed and returned promptly.

All students are invited to use the online Module Evaluation Questionnaires to draw both the
module tutor's and the Head of Department's attention to any departure from these standards.

The Board of Studies in Politics is anxious that all the modules in Politics should be taught to the
highest standards. Accordingly, it asks all students to complete an online questionnaire at the end
of each module taken. Please note that we do read these questionnaires and respond to the major
concerns which may emerge from them. They will not be seen by anyone else. The module
convenor will produce a summary of the student audit and give his/her responses to it in the
Annual Module Report. This report will be in the Annual Programme Review meeting which
student representatives attend.
8
ASSESSMENT AND FEEDBACK
The Marking Scheme
Marks for all written work, whether procedural or assessment work, will be given according to the
general criteria set out below. These general principles apply to all written work but there are
some important differences between examinations and essays which will be referred to below.
Throughout, we are looking for evidence of a professional approach to the discipline which
displays a level of knowledge, analysis and interpretation based on wide-ranging reading and
thought appropriate to an Honours degree, not just general knowledge and opinion.

Classification of Marks
Marks are grouped in a system of classification which runs from best to worst, that is from First
Class to Serious Fail. Below, the qualities typical to each degree class are set out: often individual
essays or scripts display a mixture of these qualities, and the task of the markers is to decide which
are predominant, in order to assign a mark.

Class Mark Typical qualities
I 90+ Work that is of, or close to, publishable standard.
I 75-89 A mark in this range shows exceptional insights that are
derived from extensive research and creative and
evidentially supported analysis. It demonstrates a
disciplined and imaginative approach and critically
assesses a range of interpretations.
I 70-74 A mark in this range covers all salient aspects within a
clearly defined analytical framework. Thematic divisions
are demarcated clearly and appropriately. Strong and
where relevant extensive evidence is employed. The
material demonstrates originality and may incorporate
some independent research.
I 70+ All first class work is characterised by depth of relevant
knowledge and understanding, clarity of exposition and
ability to analyse rigorously and critically. Presentational
flair is complemented by professionalism. Referencing is
clear, thorough and precise.
I/2i The key difference between the I and 2i lies in the
originality and crucial insights displayed in the former.
2i 60-69 A mark in this range shows clear evidence that the
candidate understands the subject matter and has read
widely. The answer displays a high level of competence
and command over the topic and can confidently
evaluate the established viewpoints within the literature.
Evidence, argument or illustration is entirely competent
and reliable.
2i/2ii The key difference between a 2i and a 2ii lies in the
evidence of wider reading and more competent
interpretation and analysis displayed by the former.
8
9
2ii 50-59 Here, understanding of the topic is broadly adequate but
Not comprehensive, based on perhaps limited sources
and reading. Awareness of the debate about the issue is
basic and supporting evidence or illustration is modest.
The arguments and interpretations of the candidate are
thus necessarily less acute and tend to be more
derivative: that is they are largely based on the texts and
course materials.
3 40-49 Work given a Third class mark shows that the candidate
has not read widely but has done just enough to pass.
Insight, understanding, analytical sharpness,
interpretative confidence and competence and originality
are entirely absent and evidence or illustration is
inappropriate or missing.
Compensatable 30-39 Understanding and knowledge are elementary and often
Fail In error. Work awarded this level of mark is often also
very slim, off the point of the question, badly argued and
presented and lacking in supporting evidence or
illustration. At the lower end of this range the work
submitted is inadequate in terms of knowledge,
understanding, evidence and argument, and it
shows little evidence of even minimal reading.
Serious Fail 29- There is very little in the answer and what there neither
addresses the question at all nor shows any
understanding of the issues.

9
10
Summary of Main Assessment Criteria Used by Markers
Does the candidate:
 Answer the question?
 Show understanding of the issue?
 Show awareness of the debates about it?
 Use appropriate, accurate or reliable evidence, illustration or argument to support his/her
thesis?
 Show evidence of sustained study and preparation?
 Demonstrate critical insight and originality in the answer?
 Express herself/himself clearly and concisely?
 Use a consistent and recognised system of citation and referencing?
 Meet the required standards of presentation?

Obviously, students should acquire as much knowledge and understanding of the subject as
possible, but there are limits to what can be expected of them. The expectation is that each
candidate can fairly be judged against what it is possible to learn about the subject in 300 hours of
study in the case of a 30 credit module.

For the rules under which marks obtained on each individual module produce the class of degree,
see Section IV below.

Some Distinctions between Essays and Unseen Examinations
(i) Essays need to conform to the appropriate standards of scholarship outlined in Writing
Essays, with particular reference to citations, references and bibliographies. While
examination answers do not require footnotes or formal citations, it is recommended
that you always make general reference when appropriate, for example the attribution
of an interpretation to a particular author.
ii) Essays require careful attention to structure, and candidates must begin all essays with a
brief Abstract which sets out the basic concerns and theme of the essay. Examinations
do not require Abstracts but it is always a good idea to start with a brief introductory
paragraph.
11
Apart from these largely operational differences, the criteria explained and summarized above
apply to all your written work.

Final Considerations
In the final analysis, it is the job of the examiners, both internal and external, to make judgments
about the quality of assessed work, using the above criteria. Where the tutor of a particular
module seeks the development of additional qualities in procedural and assessed work for the
module, this will be specified in the Module Guide.

Presentation of Essays
In preparing your essays we suggest you follow these simple guidelines for their presentation. You
will find that this will help you to present your essays in the best light and it will help us to assess
your arguments carefully.

1. Typing or Word-Processing. All your essays must be submitted in typed or word-processed
form.
2. Spacing and Margins. Make sure you leave a good wide margin on the left for comments.
Essays must be double spaced.
3. Fonts. Use a good, clear font, or type-face. A small font is hard to read.
4. Abstract. Make sure that you have a clear Abstract (150-200 words), marked as such, at the
start. If you are unsure what this is consult Writing Essays for guidance, or ask your tutor or
supervisor.
5. Sub-Sections and Sub-Headings. It can make sense to break up your essay into sub-sections,
named or numbered. Doing this will enhance the structure of argument of the essay, with
each sub-section marking the beginning of a new point.
6. Presentation. Think about this and how the lay-out can enhance the presentation, draw
attention to important aspects and generally make it easier to read.
For instance, if you have a longish quotation of two or more lines,
it makes sense to indent the quotation to draw attention to it
and the point it illustrates or anchors.
You might also want to use bold, italics, or underlining here and there to emphasise key
points. Be creative.
7. Number the Pages
8. Citations and References. Make sure you do this properly. We recommend the Harvard
(author-date) system of citations (Jones, 1998: 44), but there are other systems. Be
consistent. In your alphabetical list of references (the Bibliography at the end) which have
been cited in the text, books must include author, date, title (underlined or in italics), place of
publication and publisher, thus:
Burheim, J (1985) Is Democracy Possible? (Cambridge, Polity Press).
Articles must include author, date, ‘Title of Article’ (in quotation marks), title of journal
(underlined or in italics), volume and number, and pages, thus:
Przeworski, A (1992) ‘The Neoliberal Fallacy’, Journal of Democracy 3 (3), 45-59.
12
9. Word Count. Always state the number of words. Include footnotes and quotations in the
count but exclude references, bibliography, diagrams, tables and the Abstract.
10. Answering the Question. Although not a matter of presentation, it is always worth saying
again: answer the question. Avoid the mistake of the assassin in the Somerset Maugham
short story who is told by his boss: “You bloody fool, you’ve killed the wrong man”.

Making Use of Feedback
Students are understandably concerned to know how they are getting on in their work, and
whether they are performing at the required level. The Department provides many forms of
feedback. However, these are fully effective only if the opportunities provided are used by
students. A guide to the department’s policies on feedback can be found in the Stage One
Handbook, but it is worth listing all of the forms of feedback that are available to students:

Feedback from Tutors
Feedback from tutors relates to a students performance on a particular module and provides
students with guidance on how to improve their performance on that module
1. In seminars
Students will be able to see how the tutor receives their contributions in seminars, and may speak
to the tutor briefly at the end if that is convenient for the tutor, if not the student should be
directed to come to the tutor’s Feedback and Guidance hours.

2. In Tutor’s Feedback and Guidance hours
All tutors keep Feedback and Guidance hours. If a student is in any doubt about the quality of his
or her seminar performance or procedural work, they should see the tutor during Feedback and
Guidance Hours.

3. Tutorial Reports
The end of term reports from tutors will include comments on a student’s seminar performance.
The tutor will give an overall grade for the student’s work on the module, and may offer advice
where relevant on how to improve it. Students can read their tutorial reports in their meeting with
their supervisor in the following term.

Feedback from Supervisors
Feedback from Supervisors focuses on the student’s overall academic development, including
their broad intellectual development in the discipline of Politics and their development of
appropriate academic skills.

1. Supervision Meetings
Tutorial report forms from the previous term are discussed. Supervisors should ask students to
identify any recurring themes. Students should be asked to reflect on any problems identified and
develop a strategy to address the issue.
Where problems are identified that relate to the intellectual content of a module, students should
be directed to see the module tutor or module convenor in his or her Feedback and Guidance
hours.
13

2. Supervisor’s Feedback and Guidance Hours
All supervisors keep Feedback and Guidance hours during term time. Students should see their
supervisor to discuss concerns about their academic development and study skills. For instance, if
a tutor’s feedback on a procedural essay raises concerns about a student’s essay writing skills, the
student should discuss this with his or her supervisor and develop a strategy of how he or she will
address this.

Feedback on Assessment (Assessed Essays and Exams)
Marks from assessments allow students to judge their performance in examinations and assessed
essays, and extent to which they are achieving the learning outcomes of their modules. Provisional
marks on summative assessment are posted on e-vision once the internal marking process has
been completed and marks have been agreed by the external examiner. In addition feedback
comments are provided by markers on all assessed work.

Feedback comments on Assessed Essays and Exams
Brief comments are provided by markers of assessed essays and exams on a feedback form.
Feedback forms may be collected from the Department Office on production of a student card
after the provisional marks have been posted on e-vision.

These comments are intended to help a student to understand how their work relates to the
published marking criteria of the Politics department and identify areas where they may improve
their performance. There will be an opportunity to meet with the marker to discuss the written
feedback.

Timing of Feedback: The Department endeavours to provide feedback within 6 weeks of
submission, as required by University rules.

Obviously, these are opportunities which you should use to the full. We want to feed your minds,
but we cannot force you to eat! Tutors are happy to deal with queries in their Feedback and
Guidance hours or raised via email. Ask us!

Elective Modules

For the Politics single subject and most combined degrees, it is possible to take (at Stage Two) 30
credits in the form of a module or modules taught in another department of the University (see
the requirements for your degree for details of the number of credits, when they may be taken,
and for which units of your degree they may be substituted).

Please note very carefully that in the case of all Elective Modules the conditions of attendance, the
requirements for procedural work, and the method and timing of the assessment are all set by the
department providing the Elective Module. It is your responsibility to find out all this information,
to follow all the instructions and to meet all the requirements. If you do not, the Politics
Department will not be able to help you. Some departments, for instance, will refuse to allocate
you credits on a module where your attendance fails to meet a certain standard. If you do not
14
obtain the credits or fail the assessment (which will count in your degree as a unit or units exactly
as do Politics units), this will jeopardise your degree.

You should, therefore, be sure to take a Module only in an area in which you are interested and
you must attend meticulously and work hard.

The Compendium of Elective Modules is on the Web:
https://www.york.ac.uk/students/studying/manage/programmes/modules/. For further details of
any Elective Module, you should approach the department concerned.

If you have decided that you wish to take a particular Elective Module(s), when you complete our
Registration Form, enter ELECTIVE, and in the Second Choice column write in a Politics module just
in case you cannot get on to the Elective Module. It will be your responsibility to register for the
Elective Module. Registration will be in Week 1 of the Autumn Term each year. You will need to
obtain a University Elective Module Registration Form from the Politics Departmental Secretary,
take it to the department teaching the Elective and register with them. The Elective Department
will return one copy of the form to the Politics Departmental Administrator and give you a slip to
confirm your registration. The Politics Department will enter your registration on the University
SITS system. If you do not get the Elective Department to complete the form, you will not be
entered and you cannot receive credits for that module.

We need to draw your particular attention to the issues of Plagiarism and Collusion

You are reminded that in all your essay writing, both procedural essays and assessment essays for
finals, you must avoid collusion and plagiarism. Collusion is representing as your own, work which
you have done in collaboration with others (or allowing another candidate to make such use of
your work); plagiarism is allowing the work of others to be thought your own, whether you copy
it out word for word or rephrase it or summarise it in your own words (for the precise definitions,
see the Regulation below). In practice you will have no difficulty in avoiding collusion and
plagiarism if you take your notes carefully and follow normal scholarly practice in giving proper
references whenever you quote anyone else's words and make other use of their ideas. Guidance
on these matters is given in the brochure Writing Essays (available from the Department Office).
If you are in any doubt, you must consult either a module tutor or your supervisor.

The Politics Department is required to follow University Regulation 5.4 concerning Academic
Misconduct. The regulation states:
“(a) The University regards any form of academic misconduct as an extremely serious matter.
Candidates must not, in relation to assessed work at any stage of their course:
cheat: i.e. fail to comply with the rules governing examinations e.g. by making arrangements to
have unauthorised access to information;
collude: i.e. assist another candidate to gain an advantage by unfair means, or receive such
assistance;
15
fabricate: i.e. mislead the examiners by presenting work for assessment in a way which
intentionally or recklessly suggests that factual information has been collected which has not in
fact been collected, or falsifies factual information;
personate: i.e. act, appear, or produce work on behalf of another candidate in order to deceive
the examiners, or solicit another individual to act, appear or produce work on their own behalf;
plagiarise: i.e. incorporate within their work without appropriate acknowledgement material
derived from the work (published or unpublished) of another.
(b) Candidates may not bring written or printed material, or equipment, including calculators,
into the examination room for an invigilated examination unless provision has been made
for this and the items in question have been approved by the examiners.
(c) Candidates shall not communicate with anyone except the invigilator during an invigilated
examination.
(d) The examiners will take account of any breach of the requirements in (a)-(c) above in
determining a mark for the work affected. This may result in a mark of zero with
consequent effects on the evaluation of the candidate's overall performance. This may in
turn lead to failure in the examination as a whole.
If the examiners believe that the case is of particular gravity, they may also recommend that
further disciplinary penalties be applied to the candidate. The penalties available are:

(i) suspension or exclusion from the University;
(ii) a lowering of the class of degree to be awarded;
(iii) failure of the degree;
(iv) in relation to (d) (iii) above, withdrawal of any entitlement to redeem the failure.”

Misconduct Penalty
In assessed work amounting up to no more than Reduce degree by one class
about 10% of the total final degree assessment
In assessed work amounting to more than about Reduce degree by two classes
10% but not more than about 20% of the total final
degree assessment
In assessed work amounting to more than about Fail degree without resit
20% of the total final degree assessment

By student with record of previous misconduct Send down from University
Fail degree without resit
16

You will note that the penalties are severe, as they must be to mark the seriousness with which
the University - and the Department - regard these forms of cheating.

You must also realise that the University excludes the possibility of plagiarism occurring by
mistake (e.g. because you failed to put quotation marks in your notes when you copied out a
passage, and then when you used your notes later, and incorporated them in your essay, you
forgot they were not yours). You have an absolute responsibility in this matter, and no excuses
are accepted. You must never represent the work of others as your own: if you do, it is
plagiarism, and penalisable, whatever the explanation for its occurrence. Finally, you can be
confident that if you follow the Department's guidance on how to prepare and write essays, you
will never plagiarise.
17
PERSONAL DEVELOPMENT

CAREERS ISSUES FOR UNDERGRADUATE STUDENTS

PLANNING YOUR NEXT STEP . . . .
* Use your time at York to prepare for what you want to do after graduation.
* Develop the skills and experience which will equip you for the job or course you want to follow.
Academic qualifications alone are NOT enough. Participate in the “York Award” and get off to a
good start.
* All employers want to know what you have achieved and what you can DO, not just what grades
you've got. Why not get a part-time job or involve yourself in campus activities to develop and
try out a range of skills?
YOUR FIRST SUMMER
* Don't just doss!
* Get a job - pay your bills and experience the world of work.
* Travel - and work as well, if you can (try BUNAC or Camp America, for example).
* Volunteer - do something different (to help others or improve the environment, perhaps).
AUTUMN OF YOUR PENULTIMATE YEAR
Choices about what to do next may have to be made by the end of this year.
* Complete the “Personal Development Record” for your supervisor and begin to add up what you
have to offer the world beyond education.
* Use the self assessment exercises at the Careers Service and pick up a copy of “Planning Your
Future” or explore what’s available on the Careers Service web-site –
http://www.york.ac.uk/about/departments/support-and-admin/careers/
* Make sure you've chosen the right options in your degree and take every opportunity to
participate actively in your course - in seminar debate, presentations, projects, research, team
work etc.
* Get involved, on or off campus, to broaden your experience.
* Take advantage of free or cheap facilities to improve your skills, such as computing, foreign
languages or numeracy.
SPRING/SUMMER OF YOUR PENULTIMATE YEAR
* Attend the VacWork and Work Experience events at the Careers Service and apply for jobs and
schemes advertised for penultimate year students; there are closing dates in early spring for
summer vacation opportunities.
* Watch out for very early application dates for post graduation jobs and courses such as teaching
(PGCE), Civil Service Fast Stream and higher degree scholarships.
AUTUMN OF YOUR FINAL YEAR
* Make sure you're familiar with all Careers Service facilities designed to make your life (and
future) easier, use the online vacancy information and attend training sessions on application
and interview techniques.
* Use every opportunity to confirm you know all you need to know about your chosen option -
lots of Careers Service events this term will give you direct contact with potential employers.
* Talk to your supervisor about your plans and consult those who will write references for you; the
Personal Development Record completed in your penultimate year may need some up-dating to
help your referees.
18
* THROUGHOUT YOUR FINAL YEAR
* Make applications for jobs or courses of your choice. These can be time-consuming; if
successful, applications will lead to interviews, which in turn may lead to assessment centres.
Several days can be spent in pursuit of one job. Be sure you are both keen and suitable for the job
before applying.
* Be selective - you're less likely to waste time and more likely to be successful if you target
courses or jobs you really want and would genuinely be good at.
*Quality is always more important than quantity!

AFTER FINALS
Not everyone will be successful in the job search early in the year. Lots of recruitment activity
takes place in the summer after exams and some continues all year round.

* Continue to access vacancies on-line and attend summer recruitment events and fairs.
* Keep in touch with the Careers Service for continuing advice and information; help is also
available from other universities via the “Mutual Aid” scheme.

BE PREPARED - BE SUCCESSFUL

The Careers Service (http://www.york.ac.uk/about/departments/support-and-admin/careers/) is
located between the Language Centre and the large car park on the Central Hall access road off
University Road. You are welcome to call, on 2685 (internal), email careers@york.ac.uk or visit at
any time when we are open. Most of our facilities are available on a “self-service” basis with help
from our Receptionist, Information Officer or duty Careers Adviser.

Duty Careers Adviser available for quick queries without an appointment:
Term-time Monday - Friday 10.00 am - 5.00 pm
Plus Tuesday 5.00 pm - 7.00 pm
19

Student Support and Welfare Services
The University's Student Support Network is designed to provide students with quick and easy
access to a variety of sources of help and advice on all aspects of life as a student. Personal
supervisors in academic departments are responsible for overseeing both academic progress and
general welfare. In addition each college has a welfare team which includes the Provost and a
College Dean who has special responsibility for student welfare. Every full-time student is a
member of a college and part-time students can request membership of a college. Students may
approach their college welfare team for help and advice whether or not they are resident in the
college at the time.

Central support services available to all students include the Accommodation Office, the
Counselling Service for Students, Disability Services, the Student Support Office, the Equal
Opportunities Office, the International Office, the Student Financial Support Unit and the First
Contact Network (which offers support in cases of harassment). In addition administrative offices
such as the Undergraduate and Graduate Students Offices and the Timetabling and Examinations
Offices, provide information and advice. Welfare support is also available through the student-run
organisations, particularly the Students' Union and the Graduate Students Association.

Information about the student support network and its co-ordination is widely disseminated, so
that students seeking assistance in any quarter can, if necessary, be referred quickly to those with
the specialist knowledge and skills to help them. The Student Support Services Handbook, issued
to incoming students and available at:
http://www.york.ac.uk/student-support-services/handbook/
The Handbook describes the main contributors to the Student Support Network, and includes
information about the Campus Nursery, the Health Centre, and the Chaplaincy, which offers a
contact for all faiths.
20
SECTION II

THE POLITICS STAGE TWO PROGRAMME 2012-2013

After the broad introduction to the study of Politics and the main sub-disciplines of Politics in the
1st year, the 2nd year offers a deeper engagement with the foundations of the discipline together
with the opportunity to choose from a range of modules within the main analytical areas of study
in Politics (Political Texts, and Political Processes). To this end, each degree programme offers a
distinctive combination of year-long 30-credit Core and Option Modules from which students
make up the 120 credits of Stage Two (four modules in total). The following sections lay out the
structures for each programme. Further details about individual Politics modules can be found in
Module Descriptions section below. Combined programme students should consult the Stage Two
Handbook in the relevant department to find details of non-Politics module options.

POLITICS SINGLE SUBJECT STAGE TWO PROGRAMME STRUCTURE

Single Subject Politics Students take the compulsory Core Module for Politics (Political Enquiry),
and then choose one option from the list of Political Text modules, one option from the list of
Political Process modules, and then a third option from either list (or one of the other approved
options). The structure of the Politics degree can be seen in the following table:
Autumn Term Spring Term Summer Term
Political Enquiry (CORE - 30 credits)
Option from Table A of Political Text modules (30 credits)
Option from Table B of Political Process modules (30 credits)
Option Table A, Table B, or Table C of approved option modules (30 credits)

Table A: Political Text Modules

Module title
Contemporary Political Philosophy
Historical Sociology
History of Political Thought
State, Economy and Society

Table B: Political Process Modules

Module title
Environmental Policy
Human Rights and Wrongs
Politics of the United Kingdom
Politics of Development
War and Peace

Table C: Approved Option Module

Module title
Contemporary Political Sociology
21

POLITICS WITH INTERNATIONAL RELATIONS STAGE TWO PROGRAMME STRUCTURE

Politics with International Relations students take two compulsory Core Modules (Political Enquiry and
Theories and Perspectives in International Relations). They can then choose one option from Table A
(Political Text Modules) and a further option from Table B (Political Process Modules).

Politics with International Relations Stage Two Programme

Autumn Term Spring Term Summer Term
Political Enquiry (CORE - 30 credits)
Theories and Perspectives in International Relations (CORE - 30 credits)
Option from Table A of Political Text Modules (30 credits)
Option from Table B of Political Process Modules (30 credits)

Table A: Political Text Modules

Module title
Contemporary Political Philosophy
Historical Sociology
History of Political Thought
State, Economy and Society

Table B: Political Process Modules

Module title
Environmental Policy
Human Rights and Wrongs
Politics of the United Kingdom
Politics of Development
War and Peace
22

ENGLISH AND POLITICS STAGE TWO PROGRAMME STRUCTURE

English and Politics Students divide their studies equally between the two departments, 60 credits
in each department. In English the compulsory Critical Questions Module (20 credits) runs
throughout the year. In addition students take a Period, Special or elective Module in the Autumn
(20 credits). In the Spring a Period, Special, Foreign or Elective Module can be taken (20 credits).
For details of English Modules available please refer to the English Stage 2 Handbook. Students
should register for English Modules in the Department of English.

In Politics Students take 60 credits divided between one Political Text Option (30 credits) and one
Political Process Option (30 credits). Details of the Politics Modules available can be found below.
Students should register for Politics Options in the Politics Department.

Autumn Term Spring Term Summer Term
Period or Special Module (20) Period or Special Module or
Foreign literature module or
elective (20)
Critical Questions (20)
Political Text option (30)
Political Process option (30)

Political Text Options

Module title
Contemporary Political Philosophy
Historical Sociology
History of Political Thought
State, Economy and Society

Political Process Options

Module title
Environmental Policy
Human Rights and Wrongs
Politics of the United Kingdom
Politics of Development
War and Peace
23

HISTORY AND POLITICS STAGE TWO PROGRAMME STRUCTURE

History and Politics Students divide their studies equally between the two departments, 60 credits
in each department. In History students take one History, Issues and Contexts module (20 credits)
in the Autumn Term. In the Spring and Summer Terms an Intermediate Module (30 credits) is
taken, together with a Dissertation Skills module (10 credits), making up the 60 credits of History
required. For details of History Modules available please refer to the History Stage 2 Handbook.
Students should register for History Modules in the Department of History.

Autumn Term Spring Term Summer Term
Histories, Issues and Contexts Intermediate Module (30)
(20)
Dissertation Skills (10)
Political Text option (30)
Political Process option (30)

Political Text Options

Module title
Contemporary Political Philosophy
Historical Sociology
History of Political Thought
State, Economy and Society

Political Process Options

Module title
Environmental Policy
Human Rights and Wrongs
Politics of the United Kingdom
Politics of Development
War and Peace
24
DEPARTMENT OF POLITICS STAGE THREE PROGRAMMES
You will make your Stage Three choices in the Spring Term of your Second Year. The Stage Three
programme consists of Option Modules taught in the Autumn and Spring term and the
Dissertation which is submitted in the Summer term.

Stage Three Option Modules
Option Modules in the 3rd year include a wide choice of 1-term 20-credit modules. Students take
options according to their degree programme requirements (see your particular degree
programme handbook). The current Handbook of 3rd Year Modules gives an indication of the
modules that are likely to be available next year, although the choices will vary from year to year.
Stage Three modules are linked to staff research expertise, and both lectures and seminars are
normally delivered by a single lecturer. This sometimes means that they be restrictions placed on
the numbers of students on a given module in any given year.

Indicative Programme of Stage Three Option Modules
Authority and the Liberal Tradition
Border Politics
British Foreign Policy after the Cold War
Cities, Politics and Power
Comparing European Institutions
Ethnicity and Conflict
From War to Peace: Comparative State-Building in SE Asia
Gender and Development
Global Justice
Governance of Security
Governing the Global Economy
Green Politics
Immigration Law and Politics in the UK
Karl Marx
Never Mind the Ballots: Political and Democratic Engagement in the UK
Philosophy of Criminal Law
Political Transition in the Middle East
Post-Conflict Statebuilding
Power and International Security
Princes, Republics and Utopias
South African Politics
Territory and Conflict in the former Soviet Union
The Labour Party and Britain’s Struggle for Socialism
The Politics of Latin America
Violence and International Politics
War, Humanitarianism and Law

Politics Dissertation Module (40 Credits)
Politics students are required to undertake a Politics Dissertation, in which they can pursue issues
and approaches to Politics in ways which extend their experience of academic research. The
Politics Dissertation module is also available as an option for History/Politics students.
25
LIST OF STAGE TWO MODULES

Core module for Politics/Politics with IR Students page
Political Enquiry (POL000021)……… ..................................................................................... 27

Core module for Politics with IR Students
Theories and Perspectives in International Relations (POL000031) ................................... 28

Political Text Modules
Contemporary Political Philosophy (POL000041) ................................................................ 29
Historical Sociology (POL000121) ........................................................................................ 31
History of Political Thought (POL000051) ............................................................................ 32
State, Economy and Society (POL000061) ........................................................................... 33

Political Process Modules
Environmental Policy: From Global to Local (POL000101) .................................................. 34
Human Rights and Wrongs in a Globalized World (LAW00017I)……………………………………….35
Politics in the United Kingdom (POL000081) ....................................................................... 36
Politics of Development (POL000091) ................................................................................. 37
War and Peace (POL000071) ............................................................................................... 38

Approved Option Modules
Contemporary Political Sociology……….…..……………………………………………………………………..39
26
Module Title: POLITICAL ENQUIRY
Credit value: 30
Convenor: Dr Felicity Matthews
Contact Hours: 32
Lectures: 14 (7 per term) & 2 revision (summer term)
Seminars: 16 (8 per term)
Students: Politics and Politics with International Relations students only

Module Aims:

This module aims to provide students with an understanding of the key theoretical and
methodological traditions in the study of politics, whilst developing their practical appreciation of
political enquiry.

Module Learning Outcomes:

By the end of this module students will be able to:
 trace the development of political enquiry from the Enlightenment to the modern day;
 critically engage with a variety of research tools and techniques and understand the
factors that affect their application and utility; and,
 design effective research strategies and select appropriate research methods and
tools.

Assessment:
One 500-word procedural assignment in the Autumn Term.
One essay of up to 2,000 words worth 40% of the module mark, due in the Winter assessment
period (Monday week 1, Spring Term).
One two-hour closed examination counting for 60% of the module mark, taken in the Summer
assessment period (Weeks 5-7).

Key Texts:

Burnham, P., Lutz, K.G., Grant, W. and Layton-Henry, Z. (2008) Research Methods in Politics,
Second edition. Basingstoke: Palgrave Macmillan.
Dryzek, J. and Dunleavy, P. (2009) Theories of the Democratic State. Basingstoke: Palgrave
Macmillan.
Hay, C., Lister, C. and Marsh, D. (eds.) (2005) The State: Theories and Issues. Basingstoke: Palgrave
Macmillan.
Marsh, D. and Stoker, G. (eds.) (2010) Theory and Methods in Political Science. Third edition.
Basingstoke: Palgrave Macmillan.
27
Module Title: THEORIES AND PERSPECTIVES IN INTERNATIONAL
RELATIONS
Credit value: 30
Convenor: Dr Chris Rogers
Contact Hours: 32
Lectures: 14 (7 per term, Autumn and Spring) & 2 revision (Summer term)
Seminars: 16 (8 per term, Autumn and Spring)
Students: Politics with International Relations students only

Module Aims

 To develop in students an understanding of the key theoretical approaches and empirical
issues involved in the study of international relations.
 To develop in students the capacity to apply different theoretical approaches to critically
analyze concrete problems and issues in international relations.

Module Learning Outcomes

 Critically evaluate the coherence and empirical relevance of competing theoretical
approaches;
 Improve students’ written, oral and organisational skills.

Further Module Information

The first term will cover key theoretical approaches, including realism, liberalism, Marxism,
constructivism, feminist and the English School. The second term will investigate key issues in
international relations today, with particular reference to the themes of security, crisis and polity.
So, for example, the contribution of competing theoretical approaches are considered in relation
to debates about national security and human security, crises of finance, environment and
HIV/AIDS, and issues of law, human rights and civil society.

Key Texts
Baylis, John; Steve Smith; and Patricia Owens. 2008. The Globalization of World Politics: An
Introduction to International Relations, 4th Edition. Oxford University Press.
28

Module Title: CONTEMPORARY POLITICAL PHILOSOPHY
Credit value: 30
Convenor: Dr Alex Bavister-Gould
Contact Hours: 32
Lectures: 14 (7 per term, Autumn and Spring) & 2 revision (Summer term)
Seminars: 16 (8 per term, Autumn and Spring)

Module Aims
 to develop in students a critical understanding of approaches to and problems in
contemporary political philosophy
 to develop students’ analytical, argumentative and communicative skills

Module Learning Outcomes
By the end of this module a student should:
 have a critical understanding of approaches to and problems in contemporary political
philosophy
 have an ability to advance and analyse arguments in political philosophy

Further Module Information
We commonly declare political arrangements to be just or unjust. For example, we might think
that it is unjust that those who have worked hard and been successful in life should have to pay
taxes to support the less industrious. Alternatively, we might think it unjust that some people get a
better start in life than others (have richer parents, or better education), and we might therefore
think that the state ought to compensate those who are disadvantaged. But by what criteria do we
decide that political arrangements are just or unjust? What would a just society be like? And why?

These are the central questions of this module and our aim is to understand the reasons for
thinking political arrangements to be either just or unjust. We shall do this via a detailed
examination of some of the most important work on social justice to have been published during
the past fifty years. In Autumn term, we’ll carefully read the work of John Rawls, one of the most
important philosophers of the twentieth century, as well as looking at a range of important critical
and secondary material. In Spring term, we’ll examine some of the reactions and responses to
Rawls’s work in the years since the publication of his A Theory of Justice, from libertarian,
communitarian, feminist and egalitarian critics. Among the other philosophers studied will be
Robert Nozick, Susan Moller Okin, Michael Sandel, Charles Taylor, and G. A. Cohen.

The module will also involve looking at a number of issues in real politics and public policy, against
the background of the philosophical issues we have studied. Among the practical issues that will
be discussed are taxation, property rights, the welfare state, the place of religion in public life, gay
marriage, health policy, and issues relating to public education and the funding of universities.

Assessment
One procedural written assignment of up to 500 words during the Autumn Term.
29
One essay of up to 2000 words counting for 40% of the module mark, due in the Winter
assessment period (Monday week 1, Spring Term).
One two hour closed examination counting for 60% of the module mark, taken in the Summer
assessment period (Weeks 5-7).

Key Texts
John Rawls, A Theory of Justice (Cambridge, MA: Harvard University Press, 1971/ revised edition
1999)
John Rawls, Justice as Fairness: A Restatement, (Cambridge, MA: Harvard University Press, 2001)
Will Kymlicka, Contemporary Political Philosophy: An Introduction, (Oxford: Oxford University
Press, 2002)
30

Module Title: HISTORICAL SOCIOLOGY
Credit value: 30
Convenor: Professor Allison Drew
Contact Hours: 32
Lectures: 14 (7 per term, Autumn and Spring) & 2 revision (Summer term)
Seminars: 16 (8 per term, Autumn and Spring)
Module Aims

1. To introduce students to an approach to social inquiry that has had a profound influence in
our understanding of both history and society and which continues to stimulate innovative
major studies;
2. To help them see the relevance of historical inquiry to social science, and more particularly
how often abstract theoretical issues can begin to be addressed and resolved when they are
studied in a specific historical context;

Module Learning Outcomes

1. To give students a sense of the connections between apparently separate academic
disciplines - sociology, history, and politics - and of the benefits therefore of being prepared
to cross academic boundaries and study society as a whole;
2. To help students understand better the methodological requirements involved in studying
society, and in particular the relationship between abstract social theory and empirical
historical inquiry.

Further Module Information
The module offers an introduction to the traditions in social theory that have sought to
understand the nature of societies by treating them as aspects of a process of historical
development. The principal theorists covered will include Karl Marx, Max Weber, Robert Michels,
Leon Trotsky, Barrington Moore Jr, Theda Skocpol, Edward Thompson and Perry Anderson. Among
the principal issues raised by this body of work are: the origins of capitalism; the formation of the
modern state; the nature of social power; class and class consciousness; the relationship between
class and other forms of social power such as politico-military and ideological domination; the
relative contribution of objective social structures and subjective agency in bringing about
historical change.

Assessment
One procedural written assignment of up to 500 words during the Autumn Term.
One essay of up to 2000 words counting for 40% of the module mark, due in the Winter
assessment period (Monday week 1, Spring Term).
One two hour closed examination counting for 60% of the module mark, taken in the Summer
assessment period (Weeks 5-7).
Key Texts
Philip Abrams (1982), Historical Sociology (Open Books)
Barrington Moore, Jnr. (1973), The Social Origins of Dictatorship and Democracy (Penguin)
31
Module Title: HISTORY OF POLITICAL THOUGHT
Credit value: 30
Convenor: Dr Jon Parkin
Contact Hours: 32
Lectures: 14 (7 per term, Autumn and Spring) & 2 revision (Summer term)
Seminars: 16 (8 per term, Autumn and Spring)
Module Aims
 to develop in students a critical understanding of important texts in the history of political
thought
 to develop students’ analytical, argumentative and communicative skills

Module Learning Outcomes
By the end of this module a student should:
 have a critical understanding of some of the key texts in the history of political thought
 have an ability to advance and analyse philosophical arguments about political ideas.

Further Module Information
This module examines central texts by major political thinkers: Hobbes, Locke, Rousseau, Hume
and Kant. These thinkers are acknowledged to have provided some of the classic literature
concerning politics and its relation to life in general and moral life particularly. This module
introduces and investigates their ideas and their arguments, their methods of argument, and the
historical and political contexts in which they were developed. Among the topics addressed are
political obligation (why should one obey the law?), the criteria for legitimate government, the
meaning of freedom, the nature and justification of punishment, the role of private property, and
various kinds of equality. All the thinkers studied here discuss some of these issues, and often
they comment on one another’s ideas, either directly or by implication, sometimes negatively and
sometimes positively. Sometimes an idea stated embryonically by one thinker is taken over and
refined or transformed by another, as with Rousseau and Kant. Accordingly, the study of one
thinker helps to cast light upon the ideas of the others.
Assessment
One procedural written assignment of up to 500 words during the Autumn Term.
One essay of up to 2000 words counting for 40% of the module mark, due in the Winter
assessment period (Monday week 1, Spring Term).
One two hour closed examination counting for 60% of the module mark, taken in the Summer
assessment period (Weeks 5-7).

Key Texts
Thomas Hobbes, Leviathan
John Locke, Two Treatises of Government
Jean-Jacques Rousseau, Discourse on Inequality and Social Contract
David Hume, Treatise on Human Nature
Immanuel Kant, Political Writings
32
Module Title: STATE, ECONOMY AND SOCIETY
Credit value: 30
Convenors: Professor Werner Bonefeld and Dr Simon Parker
Contact Hours: 32
Lectures: 14 (7 per term, Autumn and Spring) & 2 revision (Summer term)
Seminars: 16 (8 per term, Autumn and Spring)
Module Aims
This module has the following aims: (i) to develop in students an understanding of the key issues
of modern state theory; (ii) to help students to comprehend competing theories of the state; (iii)
to analyse the trajectory of the political in the context of globalisation; (iv) to investigate the
emergence of new spaces of political power.

Module Learning Outcomes
By the end of this module a student should be able to:
 Critically evaluate different theories of the state in relation to the empirical material
covered on the module.
 Show an ability to synthesize insights from different disciplines - politics, economics,
sociology, and law.

Further Module Information
This text-based module examines the subject of the study of Politics—the state—and investigates
its relationship to law, society, economy, class, and revolution in theoretical and analytical terms.
The Autumn Term analyses contributions to modern state theory ranging typically from Marx to
Weber, Schmitt to Lenin, Smith to Hayek, and more recent contributions to critical political
economy such as Clarke and Holloway. The Spring Term analyses texts on the neo-liberal
transformation of the state, and its crisis, in the age of globalisation. Texts will typically include
contributions by Agamben, Brenner, Harvey and Negri.

Assessment
One procedural written assignment of up to 500 words during the Autumn Term.
One essay of up to 2000 words counting for 40% of the module mark, due in the Winter
assessment period (Monday week 1, Spring Term).
One two hour closed examination counting for 60% of the module mark, taken in the Summer
assessment period (Weeks 5-7).
Key Texts
Agamben, G. (2005) State of Exception, Chicago, Chicago U.P.
Brenner, N. (2004), New State Spaces, OUP, Oxford
Clarke, S. (1991) The State Debate, Palgrave, London.
Cristi, R. (1998), Carl Schmitt and Authoritarian Liberalism, Wales University Press, Cardiff.
Harvey, D. (2011) The Enigma of Capital: And the Crises of Capitalism, Profile, London.
Hardt, M. and Negri, A. (2001) Empire, Cambridge, Mass., Harvard U.P.
Hayek, F. (1944), The Road to Serfdom, Routledge, London.
Marx, K. and Engels F. (1848) The Communist Manifesto, various editions.
Weber, M (1994) Political Writings, ed. by Lassman, P., and R. Speirs, CUP, Cambridge.
33
Module Title: ENVIRONMENTAL POLICY: FROM GLOBAL TO LOCAL
Credit value: 30
Convenor: Dr Nick Worsfold
Contact Hours: 32
Lectures: 14 (7 per term, Autumn and Spring) & 2 revision (Summer term)
Seminars: 16 (8 per term, Autumn and Spring)
Module Aims
The module aims to provide students with:

An understanding of the complex theoretical and practical issues associated with the environment
as a major policy problem e.g. the main human causes of environmental problems, their effect on
people/communities, and the impact of different policy solutions in both environmental and
human terms

Knowledge of how to use social and political perspectives to analyse the making of global, national
and local environmental policy, and an understanding of different approaches used to generate
evidence and policy within this field, and the ability to analyse these critically.

The development of key transferable skills, such as presenting complex ideas and arguments, both
orally and in writing, the ability to think critically about evidence sources and claims, the
development of basic policy analysis skills.

Module Learning Outcomes
By the end of the module students will be able to:
 Understand key concepts in the study of environmental policy
 Understand some of the key challenges facing policy-makers when designing and
implementing environmental protection policies
 Be able to present clear and cogent argument and analysis of environmental issues, both
orally and in writing
Further Module Information
The lectures will be used primarily to introduce key concepts (e.g. sustainable development) and
aspects of policy-making (e.g international or national policy processes), and the background to
certain policy problems (e.g. climate change). These broad themes will applied to specific
problems in the seminars (e.g. the ivory trade, wind power) through discussion, debates, case
studies and practical exercises.

Background reading
Carter, N. (2007) The Politics of the Environment, 2nd ed. Cambridge: CUP
34
Option Module: HUMAN RIGHTS AND WRONGS IN A GLOBALIZED WORLD

Credit value: 30
Convenor: Dr Jonathan Ensor
Contact Hours: 32
Lectures: 14 (7 per term, Autumn and Spring) & 2 revision (Summer term)
Seminars: 16 (8 per term, Autumn and Spring)

Module Aims
 To provide students with an understanding of the debates and legal mechanisms that
shape international human rights in theory and practice.
 To enhance students’ ability to engage with contemporary global issues using human rights
to frame and substantiate their arguments.

Module Learning Outcomes
By the end of the course, students should be able to:
 evaluate human rights violations and remedies from a legal and political perspective;
 engage with the international and domestic politics of protecting human rights; and
 employ a human rights perspective in the analysis of issues facing a globalised world.

Further Module Information
The overarching question this module seeks to answer is: what is the place of human rights in
making the world a safer and fairer place? The focus of the Autumn Term is on the international
human rights system. The global human rights movement is introduced alongside legal
architectures, defining human rights in different ways. Contemporary debates around issues such
as humanitarian intervention, deportation and torture reveal tensions within human rights and
between national and international interests. The Spring Term moves on to consider the role that
human rights could play in issues that are set to define the 21 st century: climate change, food
security, and the emergence of new, biologically-based, technologies. Three broad themes recur
throughout the module: (1) power versus norms, and politics versus law (the realism-
constructivism debate); (2) international versus national (the debate between cosmopolitanism
and state sovereignty); and (3) law versus practice (the challenge of implementation).

Assessment
One essay of up to 1500 words counting for 40% of the module mark, due in the Winter
assessment period (Monday week 1, Spring Term).
One two hour closed examination counting for 60% of the module mark, taken in the Summer
assessment period (Weeks 5-7).

Key Texts
David Forsythe, Human Rights in International Relations (2006)
Michael Goodhart (ed.), Human Rights: Politics and Practice (2009)
Margaret E. Keck & Kathryn Sikkink, Activists beyond Borders: Advocacy Networks in International
Politics (1998)
Daniel Moeckli, et al. (eds.), International Human Rights Law (2010)
35
Module Title: POLITICS IN THE UK
Credit value: 30
Convenor: Dr Jim Buller
Contact Hours: 32
Lectures: 14 (7 per term, Autumn and Spring) & 2 revision (Summer term)
Seminars: 16 (8 per term, Autumn and Spring)
Module Aims
 An understanding of key concepts and theories associated with the study of UK politics.
 The ability to relate these concepts and theories to past and present empirical
developments in UK politics.
 The ability to present clear and cogent arguments concerning the subject matter of UK
politics, both orally and in writing.

Module Learning Outcomes
 To provide students with a sound theoretical and empirical knowledge of UK politics.
 To further develop students’ organisational, critical and communication skills through oral
and written work.

Further Module Information
The first half of the module introduces students to key concepts and theoretical frameworks
before discussing the trajectory of UK politics from The Attlee Government through to the present
day. The second half of the module investigates a range of contemporary issues with reference to
the various material covered in the first semester. The overall theme driving many (but not all) of
the questions throughout this module is where power lies in UK politics.

Key Texts
M. Flinders, A. Gamble, C. Hay & M. Kenny (eds.) (2009) The Oxford Handbook of British Politics
(Oxford University Press).
36
Module Title: POLITICS OF DEVELOPMENT
Credit value: 30
Convenor: Dr Louise Haagh
Contact Hours: 32
Lectures: 14 (7 per term, Autumn and Spring) & 2 revision (Summer term)
Seminars: 16 (8 per term, Autumn and Spring)
Module Aims
 To provide students with a conceptual and empirical understanding of the comparative
politics of development, including critical enquiry into its political and institutional
elements.
 To enhance students’ ability to identify contested issues in the field, and to organise and
present and substantiate reasoned arguments in oral and written form.

Module Learning Outcomes
- To have a sound knowledge of paradigmatic cases that have shaped debates in the field.
- To have a good empirical and theoretical understanding of the role of the state and other
domestic and international institutions in the development process.
- To evaluate different schools of thought and modes of explanation in relation to the politics of
development, including development policy.
- To organise and synthesize a wide range of empirical material, including quantitative and
historical detail.

Further Module Information
The module has three main parts, of which the first concentrates on theorising, the second on
paradigmatic cases and the third on comparative thematic issues. The first lectures cover the
contested role of the state and markets as constitutive of individual freedom and social
development. This includes presentation of the different liberal paradigms as well as the
comparative institutional tradition. The second part introduces paradigmatic cases, including in
Latin America, East Asia and Africa, with contrasts to Europe, which have given rise to theorising
about different forms of state and politics. This forms a bridge to the third and most substantial,
problem-specific part of the module, covering themes such as the relation between democracy
and development; forms of state as constitutive of development, welfare and freedom; work and
human development; aid and self-reliance; NGOs as governors; and international governance
dimensions of development.
Assessment
One procedural written assignment of up to 500 words during the Autumn Term.
One essay of up to 2000 words counting for 40% of the module mark, due in the Winter
assessment period (Monday week 1, Spring Term).
One two hour closed examination counting for 60% of the module mark, taken in the Summer
assessment period (Weeks 5-7).
Key Texts
Handelman, H (2008), The Challenge of Third World Development. (FT Prentice Hall).
Sen. A. (1999) Development as Freedom, (Oxford University Press).
Leftwich, A. (2000) States of Development (Polity)
37
Module Title: War and Peace
Credit value: 30
Convenor: Dr Audra Mitchell
Contact Hours: 32
Lectures: 14 (7 per term, Autumn and Spring) & 2 revision (Summer term)
Seminars: 16 (8 per term, Autumn and Spring)
Module Aims
 To examine contemporary issues of war, security and peace-making after the Cold War
 To explore these phenomena using a variety of perspectives, theoretical lenses and
empirical examples

Module Learning Outcomes
By the end of the module, students should be able to:
 Examine issues of contemporary war, security and peace-making through a critical lens and
from a range of perspectives.
 Distinguish and critically assess changing patterns of war and peace-making, or the way in
which these issues are understood.
 Employ skills in collecting and analysing information from a variety of sources in
completing their coursework.

Further Module Information
This module will focus on the main debates and controversies surrounding issues of war, security
and peace-making in the post-Cold War period. This module draws on a range of methodological
approaches and sources, including: political and international studies; international political
theory; peace and conflict studies; (critical) security studies and development studies, placing a
strong emphasis on critical approaches. It will draw frequently on examples and case studies, such
as the ‘new wars’, changing patterns of warfare in contexts from Bosnia to Rwanda to Iraq to
Libya.

Assessment
One 500 word procedural assignment in the Autumn Term.
One essay of up to 2000 words counting for 40% of the module mark, due in the Winter
assessment period (Monday week 1, Spring Term).
One two hour closed examination counting for 60% of the module mark, taken in the Summer
assessment period (Weeks 5-7).

Key Texts
Ramsbotham, Oliver, Tom Woodhouse and Hugh Miall, 2011. Contemporary Conflict Resolution:
Third Edition. Cambridge: Polity Press

Mary Kaldor (1999). New and Old Wars: Organized Violence in a Global Era (Cambridge: Polity
Press).

Richmond, Oliver P. and Audra Mitchell, 2011. Hybrid Forms of Peace: From Everyday Agency to
Post-liberalism. Basingstoke: Palgrave.
38
Module Title: CONTEMPORARY POLITICAL SOCIOLOGY
Credit value: 30
Convenor: Mr Brian Loader
Contact Hours: 32
Lectures: 20
Seminars: 16
Module Aims
This module is designed to provide the student with a critical appreciation of contemporary social and
political debates as they examine changing socio-economic relations of power and their consequences for
civil society, policy-making and democratic governance.

Module Learning Outcomes
 An understanding of the main theoretical approaches to contemporary political sociological
inquiry examining the works of such social theorists as Zygmunt Bauman, Ulrich Beck, Pierre
Bourdieu, Judith Butler, Manuel Castells, Noam Chomsky, Mike Davis, Anthony Giddens, David
Harvey, Jurgen Habermass, David Held, Mary Kaldor, Saskia Sasssen; John Urry.
 Knowledge of and an ability to undertake conceptual clarification of the principle theories
under investigation such as power, state, civil society, development, migration, globalisation,
citizenship, participation, identity, security, nationalism, ethnonationalism, gender,
multiculturalism, social welfare, social exclusion.
 A conceptual understanding of the social formation of the state and civil society;
 A critical engagement with contemporary debates about globalisation, social movements, new
media and democratic governance;
 A critical understanding of postmodernization theories of a new cultural politics.
 An appreciation of the role of media (new & old) communication as an increasing source of
social power.

Assessment
One essay of 2500-3000 words counting for 40% of the module mark, due in week 10 of the Spring
Term).
One three hour closed examination counting for 60% of the module mark, taken in the Summer
assessment period (Weeks 5-7).

Key Texts
Parekh, Bhikhu (2008) A New Politics of Identity, Basingstoke:Palgrave
Burgess, Jean & Green, Joshua (2009) YouTube: online video and participatory culture
Castles, Stephen & Miller, Mark (2009) The Age of Migration: international population movements
in the modern world, Basingstoke: Palgrave
Della Porta, Donatella (ed) (2009) Social Movements in a Globalizing World, Basingstoke: Palgrave
Fraser, Nancy, (2008) Scales of Justice: reimagining political space in a globalizing world.
Cambridge: Polity
Hirst, Paul., Thompson, Graeme & Bromley, Simon (3rd Edn) (2009) Globalization in Question,
Cambridge: Polity
Hoffman, Beyond the State: an introductory critique, Cambridge: Polity Press.
Lukes, S. (2005) Power: a radical view (2nd edn) Houndmills: Palgrave Macmillan
39
Lievrouw, Leah (2009) Alternative and Activist New Media, Cambridge: Polity
Lyon, David (2009) Identifying Citizens: ID cards as surveillance, Cambridge: Polity
Mann, Michael. The Sources of Social Power Volume 1.
Mattelart, Armanf (2009) The Globalization of Surveillance, Cambridge: Polity
Negrine, Ralph (2008) The Transformation of Political Communication, Basingstoke: Palgrave
Outhwaite, William (2008) European Society, Cambridge: Polity
Taylor, Graham (2010) The New Political Sociology, Basingstoke: Palgrave
40
SECTION IV
Student Guide to the University’s Rules for Progression and Award in Undergraduate
Programmes (for students entering from 2010/2011)

This guide sets out the University rules relating to assessment, progression and award for students
starting undergraduate programmes from 2010/11 onwards.1 The guide highlights the key rules and
requirements concerning progression through your programme and your award2 at the end of your
programme. Full details of the assessment rules can be found at:

http://www.york.ac.uk/admin/aso/teach/modular/assessandaward.pdf

Details of how your work will be assessed, marked and how you will receive feedback will be
included in your student handbook and departmental web pages. If you are ever in any doubt,
please speak to your academic supervisor.

SUMMARY

To be eligible for an award from the University of York, you must:
* undertake an approved programme of study,
* obtain a specified number of credits at specified levels, and
* meet any other requirements of the award as specified in the Award and programme
specifications and other University regulations (e.g. payment of fees, completion of the Academic
Integrity online tutorial, requirements of professional bodies).

Your programme of study is made up of stages. Each stage is made up of modules covering
different topics. Modules are of different sizes and shapes and credits are awarded if assessment
requirements are met. In each stage you will be registered on 120 credits worth of modules. Each
module will be assessed and you need to pass enough of these assessments to pass the modules,
accumulate the 120 credits and progress to the next stage of your programme.

If you badly fail a module assessment (below 30), you will have to be reassessed but there is a limit
to the amount of reassessment allowed. If you marginally fail a module (39 – 30), you may not
need to be reassessed if your overall performance in the stage is good enough to compensate.
Again, there is a limit to the amount of compensation which is allowed. Higher pass marks apply
to modules at Masters level.

If you are on a Bachelor’s or Integrated Masters programme, your degree classification (1st; 2:1 ;
2:2; 3rd) will be calculated by the overall mark for the modules in Stages 2 and later, taking into
account the size of the modules (through credit weighting) and the stage (through stage weighting
- later stages are weighted more heavily).

1 In addition, these rules apply to students who started in 2008/09 and in 2009 / 2010 in Music, TFTV and Law.
2 By award, we mean Masters, Bachelors or Foundation degrees, Diplomas and Certificates of Higher Education.
41
This summary is explained further through the following questions and answers. These should be
read thoroughly and in the order they are presented to fully understand the progression and
award system.

PROGRESSING THROUGH YOUR PROGRAMME

1. What are stages?
An undergraduate programme of study is divided into a specified number of stages, each of which
is equivalent to a year of full-time study.

Bachelors (e.g. BA / BSc )
Stage 1
Stage 2
Stage 3

Integrated Masters
(e.g. MEng / MChem)
Stage 1
Stage 2
Stage 3
Stage 4

You must satisfy the requirements for one stage of your programme before being able to progress
to the next stage. For a Bachelors degree, you need to get a credit-weighted average mark of 40
for each stage.

In an Integrated Masters, you need to get a credit-weighted average mark of 40 in Stage 1, 55 in
Stage 2, 50 in Stage 3 and 50 in Stage 4.

If, after your marks have been calculated and any necessary compensation and reassessment
procedures have been applied, you still do not reach the mark necessary for progression to the
next stage, there are no other opportunities for continuing your studies. There are no
opportunities for taking modules again.

2. How do modules and module credits relate to stages?
Each stage is made up of modules which you will take. Each of the modules you undertake will
have a credit value3 (e.g. 10 credits – 20 credits – etc.) and a credit level.4 You will achieve the

3 One credit involves a notional workload of 10 hours. So a 10 credit module involves a notional workload of 100 hours,
a 20 credit module a total of 200 hours etc. By, workload we mean all work associated with the module taken,
including teaching (i.e. lectures, seminars, tutorials, workshops, labs, practicals etc), private study, work required during
vacations, the preparation for assessment and assessment task(s).
42
credit for a module by passing the module assessments. Modules are assessed by a range of
methods which will result in a numerical module mark out of 100.

In order to satisfy the requirements for each stage, you must achieve 120 credits.

3. What do module marks mean?
The University applies the following mark scale to undergraduate work:

First-class Honours: 70-100
Upper second-class Honours: 60-69
Lower second-class Honours: 50-59
Third-class Honours: 40-49
Fail: 0-39

A different mark scale is used for masters-level modules, including any taken as part of an
undergraduate programme. The pass mark for masters-level modules is 50. If you are on an
Integrated Masters programme, you will have to undertake some masters-level modules in the
later stages of your programme. Some modules at this level may also be available as options in
some Bachelors programmes. You should be aware of the higher level and pass mark for such
modules when deciding whether to take them as options.

4. What does weighting mean?
During your programme, your module marks will be weighted in two different ways.

Credit-weighting means, in calculating your average stage mark, each module mark will be given
more or less weighting according to the volume of credit (i.e. workload) that is associated with it.
This can be done in two different ways to give the same result.

The first method is to multiply each of your module marks by the credits associated with the
module, total the result and divide by 120 as seen in Column 1 below.

The second method is to take 20 credits as the base number for weighting and multiply higher or
lower credit modules in relation to that base. The total is then divided by the number of 20 credit
modules in 120 which is 6. This calculation can be seen in Column 2 below.

STUDENT X
Column 1 – first method of calculation Column 2 – second method of calculation
Module A (20 credits) Mark 55 x 20 = 1100 Module A (20 credits) Mark 55 = 55

Module B (20 credits ) Mark 62 x 20 = 1240 Module B (20 credits ) Mark 62 = 62

Module C (30 credits) Mark 60 x 30 = 1800 Module C (30 credits) Mark 60 x 1.5 = 90

Module D (30 credits) Mark 42 x 30 = 1260 Module D (30 credits) Mark 42 x 1.5 = 63

4 The credit level indicates the module’s relative intellectual demand, complexity and depth of learning and of learner
autonomy. See http://www.york.ac.uk/admin/aso/teach/modular/creditlevels.pdf
43

Module E (10 credits) Mark 70 x 10 = 700 Module E (10 credits) Mark 70 x 0.5 = 35

Module F (10 credits) Mark 75 x 10 = 750 Module F (10 credits) Mark 75 x 0.5 = 38

Total 6850 ÷ 120 = 57 Total 343 ÷ 6 = 57
57 is the credit-weighted mean mark for the 57 is the credit-weighted mean mark for the
stage stage

Your degree classification will also be subject to Stage-weighting. Later stages of your
programme are given more importance in terms of the final classification than earlier stages. This
is because the later stages of your programme represent higher levels of work and are the
culmination of your achievements and abilities. See Question 6 below for an explanation of stage
weighting.

5. How many credits do I need for a degree? AWARD REQUIREMENTS
A degree is awarded on the basis of credit acquired during your programme of study. In some
circumstances, you may be eligible for an early exit award if you do not achieve the full
requirements for the award for which you registered. The type of award you receive will be
dependent on the number of credits you have achieved and at what level.

Award Number Including…….
of credits
Integrated Masters 480 At least 120 Masters-level credits over stages 3
degree and 4
Bachelors Honours 360 At least 100 Honours-level credits
degree
Ordinary degree 300 At least 60 Honours-level credits over stages 2
and 3
Foundation degree * 240 At least 90 credits at Intermediate-level (Stage
2)
Diploma of Higher 240 At least 90 credits at Intermediate-level (Stage
Education 2)
Certificate of Higher 120 At least 90 credits at Certificate-level (Stage 1)
Education
*Not available as an early exit award.

In some programmes you may be required to achieve more than the number of credits above (for
example, where there is an additional year abroad or placement) or you will have achieved an
additional 120 credits if you undertook a Foundation Year before stage 1.

6. How is my degree class calculated? DEGREE CLASSIFICATION
The Bachelors Honours and Integrated Masters awards are classified degrees (see Question 3 for
the different classes available for a Bachelors Honours degree and an Integrated Masters degree).
44
Your degree classification is based on the overall average of marks from modules in Stages 2 and
above, (weighted to take account of the number of credits in each module). When combining the
marks for each of the stages, modules from Stage 2 are given a slightly lower weighting than later
stages in a ratio of 2:3 for Bachelors (i.e. 40% of the grade is taken from Stage 2 and 60% from
Stage 3) and 2:3:3 for Integrated Masters (i.e. 25% from Stage 2 and 37.5% each from Stages 3 and
4).

This calculation also applies to all combined (joint) degrees.

Stage 1 (and Foundation Year, if applicable) marks are excluded from the classification calculation,
although you must still achieve 120 credits in Stage 1 (and also in the Foundation Year) to progress
to the second stage of the programme.

Modules which are Pass / Fail do not contribute to the degree classification, although you must
pass them to get the credit.

Ordinary degrees, Certificates and Diplomas of Higher Education are not classified. For these
awards, you will be given either a Pass or a Fail. Foundation degrees are also awarded on a Pass /
Fail basis with the final result being calculated on marks from Stage 2 modules only. If you have
progressed from a Foundation degree to a University of York Bachelors programme, the final
degree classification will be based solely on module marks from Stage 3.

A worked example for each of a Bachelors and an Integrated Masters degree is illustrated below.

Bachelors
Stage 2 Module A (20 credits) Stage 3 Module G (20 credits)
Mark = 57 Mark = 66

Module B (20 credits) Module H (20 credits)
Mark = 69 Mark = 65

Module C (20 credits) Module I (30 credits)
Mark = 56 Mark = 69 x 1.5
= 103.5
Module D (20 credits) Module J (10 credits)
Mark = 62 Mark = 78 x 0.5
= 39
Module E (20 credits) Module K (40 credits)
Mark = 70 Mark = 60 x 25
= 120
Module F (20 credits)
Mark = 51

Credit 365 ÷ 6 = 60.8 393 ÷ 6 = 65.5

5 Credit-weighting – a 40 credit module is worth twice that of a 20 credit module
45
weighted
mean mark
for the stage
Weighting 60.8 x 0.40 = 24.32 65.5 x 0.60 = 39.3
the stages
(2:3)
Final degree
calculation 24.32 + 39.3 = 63.626 = 64 = Upper second-class Honours

For Integrated Masters programmes, your final mark is computed with the credit
weighted total marks from stages 2, 3 and 4 weighted in the ratio 2:3:3.

Stage 2 Module A Stage 3 Module G Stage 4 Module L
(20 credits) (20 credits) (30 credits)
Mark = 51 Mark = 76 Mark = 65

Module B Module H Module M
(20 credits) (20 credits) (30 credits)
Mark = 70 Mark = 68 Mark = 68

Module C Module I Module N
(20 credits) (30 credits) (30 credits)
Mark = 55 Mark =69x 1.57 Mark = 68
=103.5
Module D Module J Module P
(20 credits) (30 credits) (30 credits)
Mark = 75 Mark =68x 1.58 Mark = 71
= 102
Module E Module K
(20 credits) (20 credits)
Mark = 71 Mark = 75

Module F
(20 credits)
Mark = 69

Credit 391 ÷ 6 = 424.5 ÷ 6 = 272 ÷ 4 = 68
weighted 65.1 70.75
mean mark

6 If you have committed academic misconduct, any penalty points will be subtracted at this point and may have a
negative impact on your degree classification

7 Credit-weighting – a 30 credit module is worth 1.5 times that of a 20 credit module
8 Credit-weighting – a 30 credit module is worth 1.5 times that of a 20 credit module
46
for the
stage

Weighting 65.1 x 0.25 70.75 x 0.375 = 68 x 0.375 =
the stages = 16.27 26.53 25.5
(2:3:3)

Final degree
calculation 16.27 + 26.53 + 25.5 = 68.39 = 68= Upper second-class Honours

7. What happens if my marks are just below the mark needed for a higher classification?

BORDERLINE CASES

In cases where you miss the classification above by 2 or fewer marks, using the weighting of stages
described in Question 6, we look to see if you would have a higher classification if the weighting of
the stages was in a different ratio. The next higher classification will be awarded if, and only if,
- for Bachelor’s programmes - the credit-weighted total marks for stages 2 and above weighted in
the ratios of 1:1 or 1:2 produce a final degree classification in a higher classification band.
- for Integrated Masters programmes the credit-weighted total marks for stages 2 and above
weighted in the ratios 1:1:1 or 1:2:2 produce a final degree classification in a higher classification
band.

For example, in the Integrated Masters example given above, the student’s final classification
mark is 68 (i.e. a borderline 2:1 degree but only 2 marks below the marks for a 1 st). If the stage
weighting is re-calculated using a ratio of 1:1:1 OR 1:2:2, the following numbers result.

Weighting 65.1 x 0.33 70.7 x 0.33 68 x 0.33
the stages = 21.4 = 23.3 = 22.4
(1:1:1)

Final degree
calculation 21.4 + 23.3 + 22.4 = 67.1 = 67 = Upper second-class honours

Weighting 65.1 x 0.20 70.75 x 0.40 = 68 x 0.40 =
the stages = 13.02 28.3 27.2
(1:2:2)

9 If you have committed academic misconduct, any penalty points will be subtracted at this point and may have a
negative impact on your degree classification
47
Final degree
calculation 13.02 + 28.3 + 27.2 = 68.52 = 69 = Upper second-class honours

In this case, the recalculation does not raise the mark above the 70 boundary, therefore this
student will still be awarded an Upper second class honours degree.

No other conditions will be applied or assessments undertaken to determine the final calculation.

8. What happens if I fail one or more modules? COMPENSATION AND REASSESSMENT.

If you fail a module, don’t panic! In most cases there will still be an opportunity to achieve the
credit required for progression or an award either through compensation or reassessment.
Before reading the following section it should be noted that in some programmes due to
the nature of the programme or module (e.g. where professional / vocational requirements
have to be met) the following compensation and reassessment opportunities may not be
available. This should be clear in the regulations for your programme but if you are not sure,
speak to your academic supervisor.

COMPENSATION
For modules in levels 1, 2 and 3, the pass mark for module assessments is 40. However, if your
mark for a module is in the 30 – 39 range, you may still be able to get the credits for the module if
your performance in other modules is good enough to compensate. In other words, ‘marginal’
failure in one module may be compensated by achievement in others10. There is, however, a
limit to the amount of credit for which you can be compensated.

To be eligible for compensation, you must meet the University’s compensation criteria, which are
based on the module marks achieved and your credit-weighted mean for the stage. The
University’s compensation criteria vary depending on your intended award (Bachelors, Integrated
Masters etc). For full details, see the Guide to the assessment rules (link given at the beginning of
these notes). The following are provided purely as examples; - please consult the full guide and
your programme’s regulations for the exact rules that will apply to you.

In this example from a Bachelors programme, assuming no modules have been designated as non-
compensatable, a maximum of 40 credits-worth of modules can be compensated if there are no
modules with marks below 30 (after reassessment) and the credit-weighted mean over all
modules taken in the stage is at least 40.

A student has the following profile of module marks:

Module A (20 credits): 38 (Fail)

10 Some modules in your programme may be designated as Pass / Fail. Marginal failure in these modules cannot be
compensated for.
48
In this example, none of the modules
Module B (20 credits): 38 (Fail) has been designated as non-
compensatable, none of the module
Module C (20 credits): 50 (Pass) marks is below 30 and the credit-
weighted mean over all modules in
Module D (20 credits): 50 (Pass) the stage is 46. Therefore, the
marginal failure in Modules A and B
Module E (20 credits): 50 (Pass) can be compensated by the
Module F (10 credits): 50 (Pass) achievement in Modules C-G.

Module G (10 credits): 50 (Pass)

In Stage 2 of an Integrated Masters programme, assuming no modules have been designated as
non-compensatable, 40 credits-worth of modules can be compensated provided that no module
marks are lower than 30 and the credit-weighted mean over all modules taken in the stage is at
least 55.

For example, a student has the following profile of module marks:

Module A (20 credits): 39 (Fail)
In this example, none of the modules has
Module B (20 credits): 38 (Fail) been designated as non-compensatable,
none of the module marks is below 30 and
Module C (20 credits): 60 (Pass) the credit-weighted mean over all modules
in the stage is 56. Therefore, the marginal
Module D (20 credits): 65 (Pass) failure in Modules A and B can be
compensated by the achievement in
Modules C-G.
Module E (20 credits): 70 (Pass)

Module F (10 credits): 70 (Pass)

Module G (10 credits): 60 (Pass)

REASSESSMENT

 If you get a module mark below 30 (or 40 for Masters-level modules) this cannot be
compensated and you will have to be reassessed. However, there is a limit to the number
of credits failed below 30 (or 40 for Masters level) in which you can be reassessed.

 If you get a mark between 30 and 39 (or 40 and 49 for Masters-level modules) and you are
not eligible for compensation, you may also need to be reassessed in those modules. The
amount of credit in which you can be reassessed is lower in stage 3 (and Stage 4 for
Integrated Masters) than in the earlier stages. For details see the full guide to the
assessment rules.
49
 Please note that not all modules can be reassessed – your department will give you this
information.

 You can only be reassessed in a module once. If you fail a module and fail reassessment,
you will not be able to progress and will fail the programme. You may, however, be eligible
to receive a lower award.

 If you fail a module that cannot be reassessed or compensated, you will not be able to
progress and will fail the programme. You may, however, be eligible to receive a lower
award.

 Students who fail and are reassessed in a module will not be allowed to gain an advantage
over those who passed the module first time. We do this by “capping” the stage mark (not
the module mark) after reassessment, which therefore affects the degree classification
calculation.

 The marks for all modules are included on student’s final transcripts.

The following are provided as examples.

In Stage 1 of a Bachelors programme, reassessment opportunities are available in modules up to a
total of 90 credits, providing that no more than 50 credits have a module mark of less than 30.

For example, a student has the following profile of module marks:

Module A (20 credits): 29 (F) This student must be reassessed on
Modules A and B (marks below 30) and
Module B (20 credits): 28 (F) has the option to be reassessed in
modules C and D because there are less
Module C (20 credits): 38 (F) than 50 credits with a mark below 30
and the total reassessment required is
Module D (20 credits): 38 (F) for 80 credits. In such cases, students
should discuss their decision with their
Module E (20 credits): 65 (P) academic supervisor. It is possible that,
if Modules A & B are passed on
Module F (10 credits): 65 (P) reassessment, then Modules C & D
could be compensated for.
Module G (10 credits): 60 (P)

In Stage 3 of a Bachelors programme, reassessment opportunities are available in modules up to a
total of 40 credits. For example, a student has the following profile of marks:

Module A (20 credits): 29 (F)
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Module B (20 credits): 46 (P) This student must be reassessed in
Module A because the mark is below 30
Module C (20 credits): 60 (P) and therefore cannot be compensated.

Module D (20 credits): 60 (P)

Module E (20 credits): 65 (P)

If you have a marginal fail in a module (a mark between 30 - 39) and it can be compensated (see
above), you can choose to be reassessed in that module (as long as it does not take you over the
number of reassessment opportunities permitted in the stage). Please see your academic
supervisor for guidance on this matter.

9. What if something happens that disrupts my studies and affects my ability to complete
my modules? MITIGATING CIRCUMSTANCES

You may encounter circumstances which hinder your academic progress. For example, you have a
serious illness, a family member dies, you have your laptop stolen, etc. It is vital that, should such
circumstances arise, you consult your academic supervisor as soon as possible. It is important that
any application for mitigating circumstances is submitted to the department before any
assessment takes place or assessment deadlines occur.

Such circumstances are considered by the appropriate departmental committee (e.g. the Board of
Studies) and the University Special Cases Committee. Further general guidance can be found in the
Guide to Assessment Policies and Procedures, and see below on Mitigating Circumstance Policy
Guidance for Students, Point 12.

10. What if I have a year away for STUDY ABROAD OR AN INDUSTRIAL PLACEMENT?
Some programmes include study abroad and placements or years in an employment setting.
These may be additional years which will lengthen the normal period of study (e.g. resulting in a
four year Bachelors programme) or years which replace time at York (replacement years). Details
of how marks from study abroad and work placements will feed into your degree classification and
details of any reassessment opportunities will be set out in the regulations for your programme.
Further details are available in the Guide to Assessment Policies and Procedures.

11. What if I don’t meet the progression or award requirements?

FAILURE AND EARLY EXIT

If you do not meet the requirements for a stage, you will not be able to progress, and if in the final
stage of your programme you do not achieve the required credits you will not be able to graduate
with your intended award (Bachelors, Honours, Integrated Masters etc). However, you may be
eligible for an alternative award based on the credits that you have achieved. Similarly, if, for
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whatever reason, you choose to leave the University part way through your programme, you may
be eligible for an early exit award based on credits achieved.

For example, if you do not meet the progression requirement from Stage 2 to 3 you may be
eligible for a Certificate of Higher Education (based on the 120 credits you achieved in Stage 1). In
Stage 3 of a Bachelors programme, if you do not achieve all 120 credits for the stage you may still
be eligible for an Ordinary degree (300 credits) or a Diploma of Higher Education (240 credits).

12) Mitigating Circumstances Policy Guidance for Students

What counts as a mitigating circumstance?
The University defines a mitigating circumstance as a problem that you have encountered which
goes beyond the normal difficulties experienced in life and that has affected your academic
performance adversely during the assessment period for which you are claiming.

The following guidance outlines the policy, procedure and evidence you need to submit if you
want to make a claim for mitigating circumstances.

How and when do I make a claim?
You must notify your department of mitigating circumstances by submitting the Mitigating
Circumstances Claim Form by the department’s deadline (see your department’s website for
details). If you are requesting an extension you must submit your claim before the submission
deadline. The form is available from your department and online. You should contact the
Department’s examination’s officer, Dr Adam White and the Department’s Second Year
Administrator, Ms Sue Leatt (sue.leatt@york.ac.uk).

In the unlikely event that your mitigating circumstances prevent you from submitting your claim at
the appropriate time, you should submit your claim as soon as you are able to do so. The
evidence should show clearly why you were unable to submit the claim before the date of the
assessment or the deadline for submission of the assessment.

The claim form
You should use the University Mitigating Circumstances Form to inform your department about
circumstances that have arisen and/or problems you have encountered that you believe may or
have affected your academic performance in assessments. The form is available from your
department or at http://www.york.ac.uk/depts/poli/current/ug/guide.html and form
Departmental office in hardcopy.
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Information to assist you to complete the mitigating circumstances form:

PART A:
Name, Student Number, Programme Title and Department - You must complete all these sections.

Brief details of your mitigating circumstances
You must describe briefly and clearly the relevant circumstances involved, and how you feel that these
affected you in relation to any assessment, for example having taken an exam whilst ill or completed
coursework whilst experiencing exceptional personal difficulties (see below for more details).

List supporting evidence submitted
Enter details here of the documentary evidence you are submitting. These details should show the
mitigating circumstances involved, relevant dates and evidence source, for example your doctor.
Securely attach your evidence to the form. Without relevant supporting evidence it is likely that your
claim will be rejected (see below for details).

Details of assessments affected
You must list each assessment that you believe will be or has been affected by the mitigating circumstances
you are claiming and complete all sections.

Student Declaration:
You must read and sign the declaration and insert the date you signed the declaration.

PART B: This is for official use and must NOT be completed by you.

Additional Information:

How is my claim considered?
Your circumstances will normally be considered by a Mitigating Circumstances Committee (MCC),
which will meet when necessary. Students cannot attend these meetings.
The MCC can consider your claim only if you have both completed the Mitigating Circumstances
Claim form and submitted relevant evidence supporting your claim. Your claim will remain
confidential and will be disclosed only to the MCC and those administering the Committee. For
this reason your claim cannot be anonymous. If, however, you appeal against the decision of the
MCC, members of the University’s Special Cases Committee and its administrator will see your
claim and the associated evidence.

What are the possible outcomes of my claim?
If your claim is ACCEPTED, it is usual that either you will be permitted to attempt the assessment
again, or you will be granted an extension to the submission deadline.

If you are permitted a new attempt and you accept this option, and you received a mark for your
original attempt, the original mark becomes void and is replaced with the mark for the new
attempt.

If your claim is NOT ACCEPTED, the original mark for the assessment will stand. This mark could
be a mark of zero if you have not taken the original assessment.
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How will I be notified of the MCC’s decision?
You will receive written/email notification of the MCC’s decision. You will be informed of the
reason if your claim is rejected.

What evidence do I need to provide if I am ill?
If you fall ill and can go to the University’s Health Centre, you can be seen by a Medical Advisor
there. They will complete the ‘Confirmation of lllness Affecting Assessment’ form which you can
use as evidence for your mitigating circumstances claim. This service is available for all students
even if they are registered with another doctor.

If you cannot go to the University’s Health Centre you can obtain evidence from another doctor.
Please take a copy of the ‘Confirmation of Illness Affecting Assessment’ form found at
http://www.york.ac.uk/media/studenthome/supportwelfareandhealth/academicprogress/documents/conf
irmation%20of%20illness%20form.pdf
address with you.

Other third party medical evidence can also be considered, such as evidence of emergency
treatment (e.g. from a dentist, Accident and Emergency doctor and others). This evidence should
state the nature of your illness/injury and the length of time you will not be able to engage with
academic work effectively.

If you have suffered from long-term illness you should provide a medical certificate or letter from
your usual doctor or hospital consultant. Letters from the Open Door Team regarding medical
conditions should specifically state that “the Open Door team is in possession of documentary
medical evidence to support this request” and state who has provided the evidence. (Letters from
the Open Door Team regarding non-medical conditions are discussed below.)

What other circumstances are normally accepted and what evidence do I need to provide?

For all students:

Circumstances normally accepted Examples of evidence that would support a
claim based on this circumstance
Compassionate grounds A letter from the Open Door Team, a counsellor
or a relevant independent third-party
explaining that, in their professional opinion,
the circumstances have had a serious impact on
your ability to engage with academic work
effectively during the assessment period in
question
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Exceptional personal circumstances11 A letter from the Open Door Team, a counsellor
or a relevant independent third-party
explaining that, in their professional opinion,
the circumstances have had a serious impact on
your ability to engage with academic work
effectively during the assessment period in
question
Close bereavement12 A death certificate
Victim of a serious crime A crime report and number
Disabilities for which reasonable adjustments A letter from the Disability Services
are not yet in place and where the delay is not
due to the student
Serious and unforeseeable transport difficulties A letter from the relevant transport company or
evidence of a major road incident
Interviews for placements or for employment Evidence showing that the interview date
cannot be rearranged
Legal proceedings requiring attendance A letter from a solicitor or a court

For part-time students and research students in their writing-up period:

Paid work commitments or constraints arising Evidence of employment explaining that the
from paid employment circumstances have had a serious impact on
your ability to engage with academic work
effectively during the assessment period in
question

Note: The timing and nature of the above circumstances should have adversely affected your
performance on the assessment(s) for which you are claiming mitigating circumstances.
What does not count as a mitigating circumstance?
1. Paid work commitments or constraints arising from paid employment for full-time
students;
2. Minor illnesses, for example, those for which only self-certification under the University
scheme is available;
3. Disabilities for which reasonable adjustments have been made or where you have
experience or time to manage the situation;
4. Long-standing minor medical conditions such as hay fever;
5. Over-sleeping
6. Holidays

11 For example, the illness of a dependent or the repossession of your accommodation.
12 The following relatives are accepted as ‘close’ without further evidence: spouse, child, parent, sibling,
grandparent, and grandchild. For other bereavements, evidence of closeness in the form of a statement from
a third party should also be provided. Additional evidence should be provided where mitigation is claimed for
an extended period where the bereavement is not close, for example, for more than a fortnight following the
death of the relevant person.
55
7. Minor everyday surmountable obstacles, for example, cancelled train services or disruption to
normal domestic routine
8. English being a second language;
9. Moving house;
10. Deadlines for work being set close together;
11. Planned health appointments;
12. Financial difficulties;
13. Breakdown of personal relationships unless leading to compassionate circumstances as
described above;
14. Weddings;
15. Unavailability of course books/resources;
16. Submission of work in the department after the published deadline.
17. Attending or taking part in sporting or social events;
18. Voluntary work;
19. Unreasonable refusal to return to York for assessments scheduled in the vacation ‘re-sit’
period.
20. Mitigating circumstances that affect an individual in relation to group assessed work
cannot be claimed by other members of the group

Why might my claim be rejected?
1. The form is incomplete;
2. No independent documentary evidence has been supplied to support the request (letters
from family, fellow students or academic supervisors are not normally sufficient on their
own).
3. The timing of the circumstances cited would not have adversely affected the
assessment(s);
4. The evidence submitted does not support the claim that the nature of the circumstances
was over and above the normal difficulties.
5. The form was not submitted by the department deadline and the mitigating circumstances
would not have prevented you making a claim by the deadline;
6. Sufficient mitigation has already been made for the same circumstances;
7. The mitigation is a disability for which reasonable adjustments have been made.
8. The circumstances are not, or not normally, accepted under Mitigating Circumstances
Policy

How do you appeal against the decision of the MCC?
If the Board of Studies had not yet received the recommendation of the MCC you can ask the
Board to consider your appeal. You should write to the Chair of the Board of Studies stating why
you think the MCC has reached the wrong decision in your case.

If the Board of Studies has already received and approved the MCC’s recommendation you will
need to appeal to the Special Cases Committee. You should write to the Special Cases
administrator stating why you think the MCC has reached the wrong decision in your case. You
should do this within four weeks of receiving notice of the MCC’s decision.

Information and advice on appeals is available from:
56
the administrator to Special Cases Committee: student-support@york.ac.uk and YUSU/GSA –
academic@yusu.org or advice@yorkgsa.org

The University’s Academic Appeals Regulations can be found at:
http://www.york.ac.uk/admin/aso/ordreg/r6.htm#6.4 (undergraduate students)
http://www.york.ac.uk/admin/aso/ordreg/r2.htm#2.9 (postgraduate students)
57

SECTION V

REGISTERING FOR MODULES

What kind of factors should you bear in mind in choosing your modules?

The Handbook repays careful reading. The module descriptions give details of the module content.
In addition to the information in this Handbook, tutors and supervisors will be available for advice
and consultation. Please note that numbers on some modules may be capped, or if too few
students subscribe the module may be withdrawn. If you are unable to be given a place on a First
Choice Option, either because it is oversubscribed or because the module has been withdrawn,
you will be allocated to your Second Choice. Every effort is made to allocate students to their first
choice, but no guarantee can be given that this will always be possible.

REGISTRATION SCHEDULE FOR STAGE TWO MODULES

TIMETABLE

Week 1 - Spring Term 2012
Stage 2 Handbook 2012-13 made available to students.

Week 4 Friday 3rd February 2012, 4.00 p.m.
Deadline for Submission of Forms for Stage Two Second Year Modules. Late return will jeopardize
your chances of entering your First Choice modules.

Week 1 - Summer Term 2012

If you have been balloted off any of your first choice Option Modules, you will be informed by e-
mail. If you are not contacted, you may assume you have been allocated your first choices.

REGISTRATION INSTRUCTIONS

You may wish to consult your supervisor before completing the Registration Form. You are not
required to list alternatives for Core Modules. You must list alternatives for Option Modules. You
should consult your degree programme requirements carefully before completing the form.
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REGISTRATION FORM FOR POLITICS MODULES 2012
This completed form should be returned to the Politics General Office before 4.00 pm on FRIDAY
3rd FEBRUARY 2012. Late return will jeopardize your chances of entering your first choice
modules.
NAME __________________________________________________________________

Politics Single Subject:

Module
First Choice Second Choice Third Choice

Political Enquiry
Core Module

Political Text
Module

Political Process
Module

Additional Political
Text, Process, or
Option Module

Politics with International Relations:

Module
First Choice Second Choice Third Choice

Political Enquiry
Core Module

Core Module Theories and Perspectives
in International Relations
Political Text
Module

Political Process
Module

YOU MUST COMPLETE SECOND AND THIRD CHOICES FOR OPTION MODULES
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REGISTRATION FORM FOR POLITICS MODULES 2012
This completed form should be returned to the Politics General Office before 4.00 pm on FRIDAY
3RD FEBRUARY 2012. Late return will jeopardize your chances of entering your first choice
modules.
NAME __________________________________________________________________
DEGREE PROGRAMME______________________________________________________

English and Politics/History and Politics

Module
First Choice Second Choice Third Choice

Political Text
Module

Political Process
Module

YOU MUST COMPLETE SECOND AND THIRD CHOICES FOR OPTION MODULES
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