On our BSc Sociology course, you'll study large-scale social trends, the significance of key social institutions and the subtleties of everyday behaviour, lifestyles and identities. We'll challenge the way you think about how society is organised and how it influences the way we live.Our course will prepare you for a wide range of jobs which require the ability to analyse complex issues and reach policy conclusions.
Study with us, and you’ll join one of the most prestigious sociology disciplines in the UK, which is also well known for its friendly and supportive nature.
You’ll gain a thorough grounding in theoretical and empirical debates within sociology and be trained to apply this understanding to current issues. You will also be equipped with an understanding of social divisions and social inequalities. Through research methods training from your first year onwards, you will gain an understanding of qualitative and quantitative methods which is valued by many employers.
You’ll have the option to take one of our award-winning Professional Training placements that will prepare you for work in industry.
The BSc Sociology at University of Surrey aims to provide you with a comprehensive knowledge of how people shape, but are also shaped, by the world around them.
Studying sociology at Surrey involves building a detailed and critical understanding of societies and the social processes and relations that link individuals, groups and institutions, such as the family, education, the economy, criminal justice, the media, health, community and the welfare state. Your studies will help you to develop your sociological imagination, question common assumptions and see current issues in a new light.
In an increasingly unstable and rapidly changing world, you will focus your thinking on big questions concerning inequalities and social justice, such as those relating to social class, gender, ethnicity, age, disability, religion and sexuality, and social challenges at both the local and global level, including major issues like the effects of international migration, the impact of artificial intelligence, the abuse of human rights, and responses to the environmental crisis.
The programme also provides opportunities for you to reflect on how sociological approaches can help to better address contemporary problems in society, to facilitate and enact positive, sustainable improvements and be one of the change-makers of tomorrow.
Foundation year
If you don’t meet our entry requirements, you might still be able to apply for this degree with a Social Sciences Foundation Year. This is an extra year of study to develop your skills and make it easier for you to get started at university. On successful completion of your foundation year, you’ll be ready to progress to the first year of your degree.
To see what modules you’ll be studying, refer to the foundation tab in the 'Course structure' section.
The academic year is divided into two semesters of 15 weeks each. Each semester consists of a period of teaching, revision/directed learning and assessment.
The structure of our programmes follow clear educational aims that are tailored to each programme. These are all outlined in the programme specifications which include further details such as the learning outcomes.
Please note: Thefull module listing for the optional Professional Training placement part of your course is available in the relevant programme specification.
Modules
Modules listed are indicative, reflecting the information available at the time of publication. Modules are subject to teaching availability, student demand and/or class size caps.
The University operates a credit framework for all taught programmes based on a 15-credit tariff.
This module introduces students to the history and origins of the discipline of Sociology. Students gain an in-depth understanding of the historical conditions that allowed key theorists to start questioning and conceptualising the social world around them. Students will learn about these key theorists by exploring how they comprehensively attempted to explain how social order was maintained within the social world. We explore the work of Durkheim, Marx and Weber who, collectively, are often assigned the title of the ‘founding fathers’ of the discipline. Students learn about the differing conceptions of the social world so that, by the end of the module, they can employ three differing perspectives to understand the organisation and complexity of the social world. The overall aim is for students to understand three different approaches to conceptualising the social world and to appreciate the legacy in thought each approach has instilled in us as sociologists.
The module will introduce students to the practical elements of sociology through the sociological imagination, urban sociology and reflexivity. Students will apply their sociological imagination to the local area, volunteering and careers, enhancing their digital capabilities, resourcefulness and resilience and employability skills. The module will critically engage with diverse contemporary cultural issues through the sociological imagination.
Within this module we will begin to explore 20th century sociological thinkers and how they offer key micro perspectives that inform our understanding of everyday life (Cf. Scott 2009). This involves exploring ideas of social order (Parsons and his critics) and rituals and routines (Chicago school, Strauss Goffman, ethnomethodology). We conclude the module with a discussion of the methodological implications of exploring sociologically the significance of everyday life.
This module introduces students to the role and significance that popular culture plays in everyday society. Students explore how mediated societies have placed popular culture at the centre of our lives as we engage with it in its various forms in every aspect of our lives. The course covers the everyday significance of contemporary popular culture in an ever increasingly mediated society, including visual/screen media; music, and celebrity/tabloid culture. It also focuses upon the analysis of consumer culture, the social significance of phenomena such as music and fashion and the distinction between popular and high forms of culture. Students learn a wide range of perspectives and theories to understand the impact and significance that popular culture plays within our lives.
This module provides students with a broad introduction to the changing nature of contemporary societies through a focus on key substantive topics in sociology. Students will learn about the core social divisions and social identities that are so important to sociological analysis, including social class, gender, race/ethnicity, age, disability, sexuality and religion. We will also examine significant social contexts and institutions within which social processes take place, including family, education, economy/work, health/medicine, community, government/ state, science/technology, media, environment and globalisation. By considering the ways in which sociologists have conceptualised and researched these topics, students will explore their continued significance for twenty first century societies as well as individual lives. The overall aim is to provide students with a clear understanding of social inequalities and differences, alongside the social contexts and institutions that shape and are shaped by them.
This module introduces students to qualitative and quantitative approaches to research design, methodology and data analysis. Part A focuses on qualitative field methods, including in-depth interviews, focus groups, and ethnographic observation, and their place within the wider research process. Students will explore the insights and possibilities generated by qualitative research as well as some of the challenges that qualitative researchers may encounter. Students will gain experience in designing, collecting, producing, and analysing their own data. Part B is designed to introduce students to the statistical techniques necessary for implementing and critically evaluating quantitative social research. Emphasis will be put on when and how data is collected, how to use basic statistical techniques to analyse the data appropriately, and how to interpret results. Students will also acquire a familiarity with R, a software environment for statistical computing and graphics.
A number of key global challenges are introduced in this module, focusing on the valuable contribution social research can make to addressing issues such as climate emergency and sustainable living, food insecurity, precarious work and resilience, energy crisis and health inequalities. We examine the role of research in developing, evaluating and improving policy at local, national and global levels. The process of policy making is studied at its different stages, how researchers can contribute and the types of interventions that are possible and effective. Only by understanding this process can research be designed and communicated in appropriate ways to inform policy and change behaviour, so increasing the value of the research, of the work of the researcher and the impact the research has. The concept of research impact is explored as part of the module, in terms of making a positive contribution to improve practices, as well as in terms of academic agendas for impactful research and its relationship to funding. In particular, we employ the latest Research Evaluation Framework (REF) Impact Case Studies to explore good examples of impactful research. This also serves to reinforce an understanding of the relationship between good project design and research outcomes, and provides an opportunity to showcase the impactful work of Surrey University staff. Students will have the opportunity to study a series of specific social challenges, with access to academic experts sharing the challenges, recommendations and impacts of the research they have contributed to address these. Not only does this enable research-led teaching, but students will build up an understanding of the specific global challenges and policy areas, as well as what the research, policy making and evaluation career pathways can involve.
This module builds upon the research methods training which students received in their first year to provide students with a more robust understanding of some of the main quantitative analysis approaches in the social sciences. Students will learn about multivariate quantitative analyses with the help of R, a software environment for statistical computing and graphics. They will investigate a range of topics in sociology and criminology by accessing suitable secondary data from the UK Data Service, analysing data using R, and interpreting and presenting the results of quantitative analyses.
International migration has increasingly become a focus of attention across a range of academic disciplines as well as for politicians, policy makers and the media. Various factors - and combinations of factors - global political and economic restructuring, mobilities, conflicts, ambitions – mean more people move across international boundaries. With the increasing movement of people governments in Britain and Europe have been tightening control on the entry of migrants and making entry ever more conditional. As countries in the Global North recognise the need to recruit migrants to fill labour shortages a ‘managed migration’ approach has driven national government’s migration policy. Managed migration means an increasingly selectivity about who is allowed to cross borders. This creates highly differentiated status and rights given to the different categories of migrant. The arrival and settlement of migrant populations in countries of destination like the UK and other European nations has meant an increasingly preoccupied with social exclusion, social cohesion and integration. The policy approaches that have developed out of these concerns are often controversial and seen a rise in the numbers of residents with insecure statuses, and emphasised divisions between migrants and citizens, and between migrants with different legal statuses. These issues, debates and policies have profound and on-going implications for processes of identity, belonging and multiculture.
This module introduces students to the origins of the internet and its development over time. Students will explore internet-mediated communication and social media platforms, and gain the critical and analytical skills needed to understand their social, political and economic implications. Students will be introduced to a variety of academic approaches to the internet, as well as encouraged to bring key academic scholars to bear on internet issues. The module provides a theoretical and scholarly basis to think about a range of internet-specific phenomenon, such as online communities, social media identity, hashtag activism and more.
Within this module students will explore the relationship between drugs and wider society. Students will delve into what constitutes a ‘drug’ and will consider the boundaries between health and illness, licit and illicit drugs. Students will be equipped to bring a critical lens to topics such as drug markets and recovery; and will develop a sociological understanding of why people take drugs and the ‘effects’ they have. Throughout the module students will be encouraged to take a global perspective and consider how the relationship between drugs and society is historically and socio-culturally variable. Students will also increase their employability through working in groups to produce a digital deliverable.
This module focuses on social need and how societies organise to provide for those in need. We examine how poverty is defined and policies formulated in response to this, at local, national and global levels. Exploring how the political context changes overtime and diversity in cultural experiences, allows us to take a global perspective but to interrogate this by looking at particular welfare systems. We consider the relative position of social classes, generations, ethnicities, and men and women in respect to poverty, inequality and welfare. We explore the changing boundaries between the roles of the state, the market, the family and the voluntary sector in the mixed economy of welfare. Diverse topics are covered to facilitate this, such as: education, health, housing, criminal justice, arts and culture, and work and pensions ¿ which also encourages students to consider their own employability plans. As an urgent global challenge, which can significantly impact individual life chances, a sociological framework is utilised to understand poverty, incorporating both historical developments, such as workhouses and development of the NHS, and contemporary issues, such as food banks and the cost of living crisis.
This innovative, interdisciplinary and university-wide module explores multiple aspects of popular culture in the contemporary world. The module considers how and why some works acquire the status of popular culture and how these works permeate everyday life. Through an overview of contemporary issues and approaches to popular culture in social, literary, filmic, musical and sociological contexts, you will consider the values inherent in some cultural works, and how these transform to reflect societal preoccupations. You will examine case studies from Dickens through Disney to the Diva, considering the creative choices and the critical reception. This module will equip you with a sophisticated understanding of the academic approaches to culture which will inform and illuminate your work in other disciplines. In particular the module embeds the University Pillars of Resourcefulness & Resilience, Digital Capabilities, Global and Cultural Capabilities. This original module is delivered by staff specialising in diverse forms of popular culture across the university, including from the Department of Music and Media, School of Literature and Languages and GSA.
This second-year module builds upon the knowledge of sociological theory and classical sociological thinkers that students have developed in their first year of studies. However, the focus shifts to forms of sociological thinking with an ostensibly critical intent. It examines critical sociological perspectives within their socio-historical context, a global context, and in relation to such broad issues as the nature of social organisation, the workings of power and capitalism, modes of everyday behaviour, inequalities, culture, social change and environmental degradation. It also considers the contemporary value and applicability of each critical sociological perspective and of the critical sociological enterprise more generally. Some themes and issues recur and are developed throughout the module: the conceptualisation of power in social theory the relationship between culture, economy and nature in conceptualisations of power the types of sociologically significant hierarchies the critical understanding of the influence of sociological factors on the construction of knowledge the relation between different critical approaches
This module builds upon the research methods training which students receive in their first year in order to provide students with a more detailed understanding of qualitative methods. While recognising interplay between the different stages, this module is structured around the general stages of conducting qualitative research - planning, conducting, analysing and writing about qualitative research. Students will learn about new developments in qualitative research including creative and visual methods, different types of ethnographies and mobile methodologies. They will also enhance their skill set by learning different methods of analysing qualitative data including computer assisted qualitative data analysis.
Consumption is not only essential for survival but is an integral part of everyday life important for individual and group identity, relationships and the performance of social practices. However, the environmental and social consequences of the scale of contemporary consumption cannot be ignored. This module introduces students to a range of theoretical approaches which they apply to understand everyday consumption (of food, clothes, household objects, technology and energy) sociologically. It encourages them to locate their own consumption within its global environmental and social consequences, and to think critically about pathways to more sustainable modes of consumption.
Gender is a major consideration in sociological work as a key social division. This module deconstructs societal understandings of gender and explores cultural and social divisions in contemporary society. It also supports students in constructing new models of understanding gender based on contemporary sociological literature. This take account for the complex multi gendered world in which we live. Drawing upon feminist theory throughout, the module contextualize shifts in thinking about gender and student’s gain particular knowledge of intersectionality. Students demonstrate how they can apply such sociological theory to other social divisions that gender intersects with, including race and class. Otherconsiderations include how sex, bodies, and masculinities/femininities impact the ways in which people become gendered. At its core this module is an inclusive and contextually aware meaning student gain particular global and cultural capabilities, as well as the recognition of the importance of sustainability in terms of gender quality.
This module introduces students to an understanding of how culture is communicated through the fine arts and popular culture across a range of media and genres (including, but not restricted to, painting, theatre, film, television, classical and popular music and literature). Students will explore key theoretical approaches, concepts and frameworks relevant to understanding how culture is communicated in contemporary society, and how culture is produced and consumed. The module is particularly interested in how power structures and social, cultural and economic inequalities shape our experience, production, understanding and valuing of different cultural objects and media. Students will develop their own critical and creative communication skills (including digital) by discussing a range of contemporary and changing case studies.
Work is important for individuals, for identity and survival, and for society, for stability and productiveness. This module focuses on the changing role of work, what impacts how it is experienced, and how theoretical approaches both inform and are informed by the study of working life. Students will explore the concept of work and its representation through different media, including film, music, fiction, art, photography, and virtual, augmented and mixed realities. The module offers a global perspective at its core, appreciating the importance of rooted historical accounts and diversity of cultural experience, but recognising the interconnectivity of issues of work and employment (as well as the lack of it) in the global economy. Students will also consider the future of work, its sustainability and connect this to employability, equipping students to evaluate their own work experience, resilience and career aspirations from a sociological perspective.
Communication is a key skill in the information society, from making sense of the world around you to making yourself heard in different settings, including university, work, with friends and family, and in society. This module will introduce students to key concepts in communication as they are relevant to communicating in 21st century society. Accounting for the fact that most of our communication is mediated in some way, the module will give students a strong contextual understanding in mediated communication. This is followed by an interdisciplinary approach to communication in which students will learn about the way we communicate and understand communication in a range of areas, including business, medical settings, science, language, and psychology.
Choose 4 from the listed optional modules (choose 2 modules for each semester). At least 2 of the optional modules must be chosen from the following group; SOC2046, SOC2107, SOC2095, SOC2068, SOC2097.
As part of your optional module selection, you are able to choose up to 15 credits from our range of interdisciplinary modules (subject to availability). For more information please refer to the website (https://www.surrey.ac.uk/personalising-your-degree-university-surrey)
Year 3 - BSc (Hons)
Semester 1
Optional
This module focuses on family life and family diversity. A range of empirical data and theoretical perspectives on the family and its relationship to society will be drawn upon to explore topics such as marriage and partnerships, housework, parenting, and the intersection of families with the state and other social institutions. We will pay particular attention to the relationship between production and reproduction, specifically, examining the household division of labour and how this has varied over time and in relation to external pressures, especially the demands of paid work. The module will consider how family life is mediated by gender, class, ethnicity, and sexuality, and use contemporary, historical and cross-cultural material to highlight processes of change and development in contemporary family life. This optional module builds upon core and optional material taught in year 1 and year 2 about family change and gender inequalities in domestic life and beyond, consolidating and furthering existing learning by providing a detailed and nuanced discussion of key issue related to families.
In this compulsory module in the BSc in Media and Communications degree, students will research, investigate and communicate knowledge about the societal implications of new and emerging digital technologies. Students will delve into theories and practical case studies around Big Data, platforms, wearable technologies, artificial intelligence, automated decision-making, data justice, platform responsibility and people’s skills, critical capabilities and literacies with data and platform technologies. Students will develop significant digital capabilities and be equipped to engage with practical and theoretical lenses from communications studies as they analyse the societal impact of datafication in global contexts, as one of the grand challenges of contemporary times. Students will use their digital, global and cultural capabilities to synthesize and communicate knowledge to a variety of sectors and stakeholders both within and outside academia, as they are equipped to engage with these sectors through written, oral and audiovisual means.
The module explores human sexuality from diverse perspectives and across different topic areas, but central to the module is a sociological approach that regards sexuality as primarily a social construction. The module provides a global perspective on sexuality, drawing on studies and theories from many different societies, whilst paying attention to the historical and scientific roots of sexuality. Topics cover issues related to the diversity of experience related to sexuality and sexual identity, recognizing too the interconnectivity of sexuality with other social identities and sources of social division e.g gender, ethnicity, age, amongst others. The module covers several specific areas of sexuality, which allows students to connect academic topics with ‘real-world’ examples and write critically, analytically and logically thereby increasing employability. The module requires students to undertake individual and group level formative work, thereby enhancing skills of resourcefulness and resilience.
This module introduces students to the role that travel and tourism plays within the sociological sphere of leisure. Students explore touristic motivations and desires through theory to understand how and why people choose the destination they travel to. In addition, students explore the wide range of experiences tourists have at these destinations using theory to explain their significance. The module also explores how the construction of touristic spaces and resorts impacts both the motivations and experiences of tourists. The module then examines weekly case studies of different forms of travel and tourism, for example, sex tourism, dark tourism, party-island travel, and gap years to implement the theoretical ideas developed in the first half of the module. By the end of the module, students are equipped with the skills to understand the construction of experiences from the touristic industries as well as how travel and tourism can create social and cultural inequalities.
This module examines the significance of popular music in mediated societies, focusing on music industries, content, technologies and audiences. A range of topics are explored, including authenticities, standardisation, global music flows, new digital technologies and a range of issues regarding music consumers and communities. The module also addresses the connections of popular music with social divisions/identities, including those relating to ethnicity, gender and class.
This module centers around the core concepts of race, ethnicity, racism and intersectionality. It explores how modern society emerged and developed in tandem with the concept of race and strategies of racism. The module will examine the historical construction of race in the eighteenth and nineteenth centuries before considering theoretical approaches to the study of race and gender, race and class, whiteness, multiculturalism and cultural racism, space and segregation, mixed-race studies and decolonisation. We will consider whether we are moving towards a 'post-race' society, and whether this is possible and indeed desirable. The module relates to the degree programme more broadly by discussing ethnicity, racism, social justice, and notions of identity and diversity. As such it builds upon previous learning that students will have undertaken in prior modules throughout the first two years of their degree programme.
In the preface to the third edition of their textbook, Rogers and Pilgrim (2005) emphasize that their book is ‘A sociology of mental health and illness’ and not ‘The sociology of mental health and illness’. They make this point because any book (or indeed course) on mental health and illness will have to be selective and will not be able to cover everything. They also highlight how the word ‘sociology’ in the title is a little troublesome as “sociological analyses of our topic are not offered only by sociologists”. In this module students will encounter a range of sociological perspectives on mental health and illness and will delve into critical debates surrounding definitions, concepts and the ways in which mental health has been ‘organized’ and responded to. Through focusing on topics such as inequalities, and mental health in prisons, students will be equipped to think critically about current, global, mental health care policy and practice. At points in the course, students will have the opportunity to meet professionals working in related fields and connect this to their own employability.
Whilst the problem of hate crime has been, until relatively recently, largely neglected as a distinct area of criminological research in the UK and around the world, changes to political, criminal and social justice agendas have given hate crime much greater significance over the past 30 years or so. This module is therefore designed to provide students with a broad historical, theoretical, and contemporary understanding of the key issues relating to hate crime. Particular focus is placed on examining the different forms that hate crime can take and the impact it can have on victims and wider communities, whilst the motivations behind hate crime perpetration are also explored, as are the various legal and wider criminal justice and other relevant responses to it, all within an international context. Students are also encouraged to think critically about issues relating to identity politics, diversity, and the broader social construction of contemporary crime problems. The module relates to the degree programme more broadly by discussing policing, victimisation, legislation, the criminal justice system, offending, social justice, and notions of identity and diversity, within the hate crime context. As such it builds upon previous learning that students will have undertaken in prior modules throughout the first two years of their degree programme.
This module focuses upon the development, characteristics and contemporary significance of a range of different aspects of youth culture in the context of mediated societies. Topics covered include the construction and development of understandings of adolescence as a distinct life course period, the relationship between youth and both traditional and digital forms of media, questions of class, ethnicity and gender, the significance of on and offline spaces, and debates relating to youth communities and subcultures.
This module offers students an in-depth exploration of the relationship between education and wider society. Students will learn about different theoretical approaches used to understand this relationship, developments in education policy and practice over time and between different national contexts, and the significance of social characteristics such as class, gender, ethnicity, disability, sexuality, and religion on educational patterns and processes. We will examine themes such as attainment inequalities, curriculum knowledge, teaching and learning, discipline and citizenship, voice and identity, accommodating difference, family engagement with institutions, and the globalisation and internationalisation of education. The overall aim is to provide students with a clear knowledge and understanding of contemporary debates in education and the skills to critically evaluate these through a sociological lens
This module enables students to focus on and research a topic of significance of their own choice. It enables them to build on, bring together and demonstrate the range of analytic, knowledge based and digital skills they have developed throughout their degree and equips them with new transferable skills of designing and developing an independent project and reporting this professionally. Students will use their digital, global and cultural capabilities to synthesize and communicate knowledge within their chosen project. Students work on their project with the guidance of an individual supervisor and participate in a series of workshops designed to provide guidance for key stages of the project. Within the 45 credit individual work module we offer a choice of two formats: Research-based dissertation project - Project approaches are diverse and include collection of primary data (e.g through interviews or surveys); secondary analysis of existing data sets; analysis of documentary or media sources or a systematic review of existing literature. A final project report of 10-12,00 words is prepared. Topic based portfolio focused on a chosen social issue, comprising:An academic literature review offering the rationale for the choice of issue A public-facing component (e.g. podcast, video, website, set of blog posts) explaining some aspect of the issue to a non-specialist audiencePolicy briefing notes giving advice to a chosen public body or institution on how to tackle the issue The choice of format allows students to demonstrate their achievements in the skillset they see as best suited for their next steps.
Choose 5 from the listed optional modules (choose 3 modules for Semester 1 and 2 modules for Semester 2). At least 3 of the optional modules must be chosen from following group; SOC3034, SOC3089, SOC3084, SOC3033, SOC3040, SOC3083.
Year 1 - BSc (Hons) with placement
Semester 1
Compulsory
This module introduces students to the history and origins of the discipline of Sociology. Students gain an in-depth understanding of the historical conditions that allowed key theorists to start questioning and conceptualising the social world around them. Students will learn about these key theorists by exploring how they comprehensively attempted to explain how social order was maintained within the social world. We explore the work of Durkheim, Marx and Weber who, collectively, are often assigned the title of the ‘founding fathers’ of the discipline. Students learn about the differing conceptions of the social world so that, by the end of the module, they can employ three differing perspectives to understand the organisation and complexity of the social world. The overall aim is for students to understand three different approaches to conceptualising the social world and to appreciate the legacy in thought each approach has instilled in us as sociologists.
The module will introduce students to the practical elements of sociology through the sociological imagination, urban sociology and reflexivity. Students will apply their sociological imagination to the local area, volunteering and careers, enhancing their digital capabilities, resourcefulness and resilience and employability skills. The module will critically engage with diverse contemporary cultural issues through the sociological imagination.
Within this module we will begin to explore 20th century sociological thinkers and how they offer key micro perspectives that inform our understanding of everyday life (Cf. Scott 2009). This involves exploring ideas of social order (Parsons and his critics) and rituals and routines (Chicago school, Strauss Goffman, ethnomethodology). We conclude the module with a discussion of the methodological implications of exploring sociologically the significance of everyday life.
This module introduces students to the role and significance that popular culture plays in everyday society. Students explore how mediated societies have placed popular culture at the centre of our lives as we engage with it in its various forms in every aspect of our lives. The course covers the everyday significance of contemporary popular culture in an ever increasingly mediated society, including visual/screen media; music, and celebrity/tabloid culture. It also focuses upon the analysis of consumer culture, the social significance of phenomena such as music and fashion and the distinction between popular and high forms of culture. Students learn a wide range of perspectives and theories to understand the impact and significance that popular culture plays within our lives.
This module provides students with a broad introduction to the changing nature of contemporary societies through a focus on key substantive topics in sociology. Students will learn about the core social divisions and social identities that are so important to sociological analysis, including social class, gender, race/ethnicity, age, disability, sexuality and religion. We will also examine significant social contexts and institutions within which social processes take place, including family, education, economy/work, health/medicine, community, government/ state, science/technology, media, environment and globalisation. By considering the ways in which sociologists have conceptualised and researched these topics, students will explore their continued significance for twenty first century societies as well as individual lives. The overall aim is to provide students with a clear understanding of social inequalities and differences, alongside the social contexts and institutions that shape and are shaped by them.
This module introduces students to qualitative and quantitative approaches to research design, methodology and data analysis. Part A focuses on qualitative field methods, including in-depth interviews, focus groups, and ethnographic observation, and their place within the wider research process. Students will explore the insights and possibilities generated by qualitative research as well as some of the challenges that qualitative researchers may encounter. Students will gain experience in designing, collecting, producing, and analysing their own data. Part B is designed to introduce students to the statistical techniques necessary for implementing and critically evaluating quantitative social research. Emphasis will be put on when and how data is collected, how to use basic statistical techniques to analyse the data appropriately, and how to interpret results. Students will also acquire a familiarity with R, a software environment for statistical computing and graphics.
A number of key global challenges are introduced in this module, focusing on the valuable contribution social research can make to addressing issues such as climate emergency and sustainable living, food insecurity, precarious work and resilience, energy crisis and health inequalities. We examine the role of research in developing, evaluating and improving policy at local, national and global levels. The process of policy making is studied at its different stages, how researchers can contribute and the types of interventions that are possible and effective. Only by understanding this process can research be designed and communicated in appropriate ways to inform policy and change behaviour, so increasing the value of the research, of the work of the researcher and the impact the research has. The concept of research impact is explored as part of the module, in terms of making a positive contribution to improve practices, as well as in terms of academic agendas for impactful research and its relationship to funding. In particular, we employ the latest Research Evaluation Framework (REF) Impact Case Studies to explore good examples of impactful research. This also serves to reinforce an understanding of the relationship between good project design and research outcomes, and provides an opportunity to showcase the impactful work of Surrey University staff. Students will have the opportunity to study a series of specific social challenges, with access to academic experts sharing the challenges, recommendations and impacts of the research they have contributed to address these. Not only does this enable research-led teaching, but students will build up an understanding of the specific global challenges and policy areas, as well as what the research, policy making and evaluation career pathways can involve.
This module builds upon the research methods training which students received in their first year to provide students with a more robust understanding of some of the main quantitative analysis approaches in the social sciences. Students will learn about multivariate quantitative analyses with the help of R, a software environment for statistical computing and graphics. They will investigate a range of topics in sociology and criminology by accessing suitable secondary data from the UK Data Service, analysing data using R, and interpreting and presenting the results of quantitative analyses.
International migration has increasingly become a focus of attention across a range of academic disciplines as well as for politicians, policy makers and the media. Various factors - and combinations of factors - global political and economic restructuring, mobilities, conflicts, ambitions – mean more people move across international boundaries. With the increasing movement of people governments in Britain and Europe have been tightening control on the entry of migrants and making entry ever more conditional. As countries in the Global North recognise the need to recruit migrants to fill labour shortages a ‘managed migration’ approach has driven national government’s migration policy. Managed migration means an increasingly selectivity about who is allowed to cross borders. This creates highly differentiated status and rights given to the different categories of migrant. The arrival and settlement of migrant populations in countries of destination like the UK and other European nations has meant an increasingly preoccupied with social exclusion, social cohesion and integration. The policy approaches that have developed out of these concerns are often controversial and seen a rise in the numbers of residents with insecure statuses, and emphasised divisions between migrants and citizens, and between migrants with different legal statuses. These issues, debates and policies have profound and on-going implications for processes of identity, belonging and multiculture.
This module introduces students to the origins of the internet and its development over time. Students will explore internet-mediated communication and social media platforms, and gain the critical and analytical skills needed to understand their social, political and economic implications. Students will be introduced to a variety of academic approaches to the internet, as well as encouraged to bring key academic scholars to bear on internet issues. The module provides a theoretical and scholarly basis to think about a range of internet-specific phenomenon, such as online communities, social media identity, hashtag activism and more.
Within this module students will explore the relationship between drugs and wider society. Students will delve into what constitutes a ‘drug’ and will consider the boundaries between health and illness, licit and illicit drugs. Students will be equipped to bring a critical lens to topics such as drug markets and recovery; and will develop a sociological understanding of why people take drugs and the ‘effects’ they have. Throughout the module students will be encouraged to take a global perspective and consider how the relationship between drugs and society is historically and socio-culturally variable. Students will also increase their employability through working in groups to produce a digital deliverable.
This module focuses on social need and how societies organise to provide for those in need. We examine how poverty is defined and policies formulated in response to this, at local, national and global levels. Exploring how the political context changes overtime and diversity in cultural experiences, allows us to take a global perspective but to interrogate this by looking at particular welfare systems. We consider the relative position of social classes, generations, ethnicities, and men and women in respect to poverty, inequality and welfare. We explore the changing boundaries between the roles of the state, the market, the family and the voluntary sector in the mixed economy of welfare. Diverse topics are covered to facilitate this, such as: education, health, housing, criminal justice, arts and culture, and work and pensions ¿ which also encourages students to consider their own employability plans. As an urgent global challenge, which can significantly impact individual life chances, a sociological framework is utilised to understand poverty, incorporating both historical developments, such as workhouses and development of the NHS, and contemporary issues, such as food banks and the cost of living crisis.
This innovative, interdisciplinary and university-wide module explores multiple aspects of popular culture in the contemporary world. The module considers how and why some works acquire the status of popular culture and how these works permeate everyday life. Through an overview of contemporary issues and approaches to popular culture in social, literary, filmic, musical and sociological contexts, you will consider the values inherent in some cultural works, and how these transform to reflect societal preoccupations. You will examine case studies from Dickens through Disney to the Diva, considering the creative choices and the critical reception. This module will equip you with a sophisticated understanding of the academic approaches to culture which will inform and illuminate your work in other disciplines. In particular the module embeds the University Pillars of Resourcefulness & Resilience, Digital Capabilities, Global and Cultural Capabilities. This original module is delivered by staff specialising in diverse forms of popular culture across the university, including from the Department of Music and Media, School of Literature and Languages and GSA.
This second-year module builds upon the knowledge of sociological theory and classical sociological thinkers that students have developed in their first year of studies. However, the focus shifts to forms of sociological thinking with an ostensibly critical intent. It examines critical sociological perspectives within their socio-historical context, a global context, and in relation to such broad issues as the nature of social organisation, the workings of power and capitalism, modes of everyday behaviour, inequalities, culture, social change and environmental degradation. It also considers the contemporary value and applicability of each critical sociological perspective and of the critical sociological enterprise more generally. Some themes and issues recur and are developed throughout the module: the conceptualisation of power in social theory the relationship between culture, economy and nature in conceptualisations of power the types of sociologically significant hierarchies the critical understanding of the influence of sociological factors on the construction of knowledge the relation between different critical approaches
This module builds upon the research methods training which students receive in their first year in order to provide students with a more detailed understanding of qualitative methods. While recognising interplay between the different stages, this module is structured around the general stages of conducting qualitative research - planning, conducting, analysing and writing about qualitative research. Students will learn about new developments in qualitative research including creative and visual methods, different types of ethnographies and mobile methodologies. They will also enhance their skill set by learning different methods of analysing qualitative data including computer assisted qualitative data analysis.
Consumption is not only essential for survival but is an integral part of everyday life important for individual and group identity, relationships and the performance of social practices. However, the environmental and social consequences of the scale of contemporary consumption cannot be ignored. This module introduces students to a range of theoretical approaches which they apply to understand everyday consumption (of food, clothes, household objects, technology and energy) sociologically. It encourages them to locate their own consumption within its global environmental and social consequences, and to think critically about pathways to more sustainable modes of consumption.
Gender is a major consideration in sociological work as a key social division. This module deconstructs societal understandings of gender and explores cultural and social divisions in contemporary society. It also supports students in constructing new models of understanding gender based on contemporary sociological literature. This take account for the complex multi gendered world in which we live. Drawing upon feminist theory throughout, the module contextualize shifts in thinking about gender and student’s gain particular knowledge of intersectionality. Students demonstrate how they can apply such sociological theory to other social divisions that gender intersects with, including race and class. Otherconsiderations include how sex, bodies, and masculinities/femininities impact the ways in which people become gendered. At its core this module is an inclusive and contextually aware meaning student gain particular global and cultural capabilities, as well as the recognition of the importance of sustainability in terms of gender quality.
This module introduces students to an understanding of how culture is communicated through the fine arts and popular culture across a range of media and genres (including, but not restricted to, painting, theatre, film, television, classical and popular music and literature). Students will explore key theoretical approaches, concepts and frameworks relevant to understanding how culture is communicated in contemporary society, and how culture is produced and consumed. The module is particularly interested in how power structures and social, cultural and economic inequalities shape our experience, production, understanding and valuing of different cultural objects and media. Students will develop their own critical and creative communication skills (including digital) by discussing a range of contemporary and changing case studies.
Work is important for individuals, for identity and survival, and for society, for stability and productiveness. This module focuses on the changing role of work, what impacts how it is experienced, and how theoretical approaches both inform and are informed by the study of working life. Students will explore the concept of work and its representation through different media, including film, music, fiction, art, photography, and virtual, augmented and mixed realities. The module offers a global perspective at its core, appreciating the importance of rooted historical accounts and diversity of cultural experience, but recognising the interconnectivity of issues of work and employment (as well as the lack of it) in the global economy. Students will also consider the future of work, its sustainability and connect this to employability, equipping students to evaluate their own work experience, resilience and career aspirations from a sociological perspective.
Communication is a key skill in the information society, from making sense of the world around you to making yourself heard in different settings, including university, work, with friends and family, and in society. This module will introduce students to key concepts in communication as they are relevant to communicating in 21st century society. Accounting for the fact that most of our communication is mediated in some way, the module will give students a strong contextual understanding in mediated communication. This is followed by an interdisciplinary approach to communication in which students will learn about the way we communicate and understand communication in a range of areas, including business, medical settings, science, language, and psychology.
Optional modules for Year 2 (with PTY) - FHEQ Level 5
Choose 4 from the listed optional modules (choose 2 modules for each semester). At least 2 of the optional modules must be chosen from the following group; SOC2046, SOC2107, SOC2095, SOC2068, SOC2097.
As part of your optional module selection, you are able to choose up to 15 credits from our range of interdisciplinary modules (subject to availability). For more information please refer to the website (https://www.surrey.ac.uk/personalising-your-degree-university-surrey)
Year 3 - BSc (Hons) with placement
Semester 1
Optional
This module focuses on family life and family diversity. A range of empirical data and theoretical perspectives on the family and its relationship to society will be drawn upon to explore topics such as marriage and partnerships, housework, parenting, and the intersection of families with the state and other social institutions. We will pay particular attention to the relationship between production and reproduction, specifically, examining the household division of labour and how this has varied over time and in relation to external pressures, especially the demands of paid work. The module will consider how family life is mediated by gender, class, ethnicity, and sexuality, and use contemporary, historical and cross-cultural material to highlight processes of change and development in contemporary family life. This optional module builds upon core and optional material taught in year 1 and year 2 about family change and gender inequalities in domestic life and beyond, consolidating and furthering existing learning by providing a detailed and nuanced discussion of key issue related to families.
In this compulsory module in the BSc in Media and Communications degree, students will research, investigate and communicate knowledge about the societal implications of new and emerging digital technologies. Students will delve into theories and practical case studies around Big Data, platforms, wearable technologies, artificial intelligence, automated decision-making, data justice, platform responsibility and people’s skills, critical capabilities and literacies with data and platform technologies. Students will develop significant digital capabilities and be equipped to engage with practical and theoretical lenses from communications studies as they analyse the societal impact of datafication in global contexts, as one of the grand challenges of contemporary times. Students will use their digital, global and cultural capabilities to synthesize and communicate knowledge to a variety of sectors and stakeholders both within and outside academia, as they are equipped to engage with these sectors through written, oral and audiovisual means.
The module explores human sexuality from diverse perspectives and across different topic areas, but central to the module is a sociological approach that regards sexuality as primarily a social construction. The module provides a global perspective on sexuality, drawing on studies and theories from many different societies, whilst paying attention to the historical and scientific roots of sexuality. Topics cover issues related to the diversity of experience related to sexuality and sexual identity, recognizing too the interconnectivity of sexuality with other social identities and sources of social division e.g gender, ethnicity, age, amongst others. The module covers several specific areas of sexuality, which allows students to connect academic topics with ‘real-world’ examples and write critically, analytically and logically thereby increasing employability. The module requires students to undertake individual and group level formative work, thereby enhancing skills of resourcefulness and resilience.
This module introduces students to the role that travel and tourism plays within the sociological sphere of leisure. Students explore touristic motivations and desires through theory to understand how and why people choose the destination they travel to. In addition, students explore the wide range of experiences tourists have at these destinations using theory to explain their significance. The module also explores how the construction of touristic spaces and resorts impacts both the motivations and experiences of tourists. The module then examines weekly case studies of different forms of travel and tourism, for example, sex tourism, dark tourism, party-island travel, and gap years to implement the theoretical ideas developed in the first half of the module. By the end of the module, students are equipped with the skills to understand the construction of experiences from the touristic industries as well as how travel and tourism can create social and cultural inequalities.
This module examines the significance of popular music in mediated societies, focusing on music industries, content, technologies and audiences. A range of topics are explored, including authenticities, standardisation, global music flows, new digital technologies and a range of issues regarding music consumers and communities. The module also addresses the connections of popular music with social divisions/identities, including those relating to ethnicity, gender and class.
This module centers around the core concepts of race, ethnicity, racism and intersectionality. It explores how modern society emerged and developed in tandem with the concept of race and strategies of racism. The module will examine the historical construction of race in the eighteenth and nineteenth centuries before considering theoretical approaches to the study of race and gender, race and class, whiteness, multiculturalism and cultural racism, space and segregation, mixed-race studies and decolonisation. We will consider whether we are moving towards a 'post-race' society, and whether this is possible and indeed desirable. The module relates to the degree programme more broadly by discussing ethnicity, racism, social justice, and notions of identity and diversity. As such it builds upon previous learning that students will have undertaken in prior modules throughout the first two years of their degree programme.
In the preface to the third edition of their textbook, Rogers and Pilgrim (2005) emphasize that their book is ‘A sociology of mental health and illness’ and not ‘The sociology of mental health and illness’. They make this point because any book (or indeed course) on mental health and illness will have to be selective and will not be able to cover everything. They also highlight how the word ‘sociology’ in the title is a little troublesome as “sociological analyses of our topic are not offered only by sociologists”. In this module students will encounter a range of sociological perspectives on mental health and illness and will delve into critical debates surrounding definitions, concepts and the ways in which mental health has been ‘organized’ and responded to. Through focusing on topics such as inequalities, and mental health in prisons, students will be equipped to think critically about current, global, mental health care policy and practice. At points in the course, students will have the opportunity to meet professionals working in related fields and connect this to their own employability.
Whilst the problem of hate crime has been, until relatively recently, largely neglected as a distinct area of criminological research in the UK and around the world, changes to political, criminal and social justice agendas have given hate crime much greater significance over the past 30 years or so. This module is therefore designed to provide students with a broad historical, theoretical, and contemporary understanding of the key issues relating to hate crime. Particular focus is placed on examining the different forms that hate crime can take and the impact it can have on victims and wider communities, whilst the motivations behind hate crime perpetration are also explored, as are the various legal and wider criminal justice and other relevant responses to it, all within an international context. Students are also encouraged to think critically about issues relating to identity politics, diversity, and the broader social construction of contemporary crime problems. The module relates to the degree programme more broadly by discussing policing, victimisation, legislation, the criminal justice system, offending, social justice, and notions of identity and diversity, within the hate crime context. As such it builds upon previous learning that students will have undertaken in prior modules throughout the first two years of their degree programme.
This module focuses upon the development, characteristics and contemporary significance of a range of different aspects of youth culture in the context of mediated societies. Topics covered include the construction and development of understandings of adolescence as a distinct life course period, the relationship between youth and both traditional and digital forms of media, questions of class, ethnicity and gender, the significance of on and offline spaces, and debates relating to youth communities and subcultures.
This module offers students an in-depth exploration of the relationship between education and wider society. Students will learn about different theoretical approaches used to understand this relationship, developments in education policy and practice over time and between different national contexts, and the significance of social characteristics such as class, gender, ethnicity, disability, sexuality, and religion on educational patterns and processes. We will examine themes such as attainment inequalities, curriculum knowledge, teaching and learning, discipline and citizenship, voice and identity, accommodating difference, family engagement with institutions, and the globalisation and internationalisation of education. The overall aim is to provide students with a clear knowledge and understanding of contemporary debates in education and the skills to critically evaluate these through a sociological lens
This module enables students to focus on and research a topic of significance of their own choice. It enables them to build on, bring together and demonstrate the range of analytic, knowledge based and digital skills they have developed throughout their degree and equips them with new transferable skills of designing and developing an independent project and reporting this professionally. Students will use their digital, global and cultural capabilities to synthesize and communicate knowledge within their chosen project. Students work on their project with the guidance of an individual supervisor and participate in a series of workshops designed to provide guidance for key stages of the project. Within the 45 credit individual work module we offer a choice of two formats: Research-based dissertation project - Project approaches are diverse and include collection of primary data (e.g through interviews or surveys); secondary analysis of existing data sets; analysis of documentary or media sources or a systematic review of existing literature. A final project report of 10-12,00 words is prepared. Topic based portfolio focused on a chosen social issue, comprising:An academic literature review offering the rationale for the choice of issue A public-facing component (e.g. podcast, video, website, set of blog posts) explaining some aspect of the issue to a non-specialist audiencePolicy briefing notes giving advice to a chosen public body or institution on how to tackle the issue The choice of format allows students to demonstrate their achievements in the skillset they see as best suited for their next steps.
Optional modules for Year 3 (with PTY) - FHEQ Level 6
Choose 5 from the listed optional modules (choose 3 modules for Semester 1 and 2 modules for Semester 2). At least 3 of the optional modules must be chosen from following group; SOC3034, SOC3089, SOC3084, SOC3033, SOC3040, SOC3083.
Professional Training Year (PTY)
Semester 1 & 2
Core
s module supports students’ development of personal and professional attitudes and abilities appropriate to a Professional Training placement. It supports and facilitates self-reflection and transfer of learning from their Professional Training placement experiences to their final year of study and their future employment. The PTY module is concerned with Personal and Professional Development towards holistic academic and non-academic learning, and is a process that involves self-reflection, documented via the creation of a personal record, planning and monitoring progress towards the achievement of personal objectives. Development and learning may occur before and during the placement, and this is reflected in the assessment model as a progressive process. However, the graded assessment takes place primarily towards the end of the placement. Additionally, the module aims to enable students to evidence and evaluate their placement experiences and transfer that learning to other situations through written and presentation skills.
This module supports students’ development of personal and professional attitudes and abilities appropriate to a Professional Training placement. It supports and facilitates self-reflection and transfer of learning from their Professional Training placement experiences to their final year of study and their future employment. The PTY module is concerned with Personal and Professional Development towards holistic academic and non-academic learning, and is a process that involves self-reflection, documented via the creation of a personal record, planning and monitoring progress towards the achievement of personal objectives. Development and learning may occur before and during the placement, and this is reflected in the assessment model as a progressive process. However, the graded assessment takes place primarily towards the end of the placement. Additionally, the module aims to enable students to evidence and evaluate their placement experiences and transfer that learning to other situations through written skills.
This module supports students’ development of personal and professional attitudes and abilities appropriate to a Professional Training placement. It supports and facilitates self-reflection and transfer of learning from their Professional Training placement experiences to their final year of study and their future employment. The PTY module is concerned with Personal and Professional Development towards holistic academic and non-academic learning and is a process that involves self-reflection. Development and learning may occur before and during the placement, and this is reflected in the assessment model as a progressive process. However, the graded assessment takes place primarily towards the end of the placement. Additionally, the module aims to enable students to evidence and evaluate their placement experiences and transfer that learning to other situations through written skills.
Optional modules for Professional Training Year (PTY) -
Students taking the PTY Year must choose one of the following modules; SOCP010, SOCP011 or SOCP012
BSc (Hons) with foundation year
Semester 1
Compulsory
The module examines law in a social, ethical, political, historical, and international context. Students will be introduced to the English Legal System and analyse how laws in England and Wales are implemented. The focus will be on contemporary issues, to illustrate how academic studies relate to law in practice and the impact it has on society. It requires students to examine how public opinion, politics and the media influence lawmakers and provides students with a variety of transferable employability skills including group work and self-reflection.
This module introduces students to key contemporary issues in sociology, media and communication, and criminology. Students will build foundational knowledge across these three disciplines by exploring a range of core concepts, themes, and approaches. In sociology, students will engage in topics such as social inequality, globalization, and identity. In media and communication, key debates around the impact of digital media, representation, and media ownership will be explored. Criminology will introduce students to issues such as criminal justice, deviance, and the role of the state in maintaining social order. The focus of the module is to encourage students to think critically about the social world and the structures they reside in, applying interdisciplinary perspectives to understand and address contemporary issues. Through examining real-world case studies, students will learn how research in these fields can offer valuable insights into the functioning of society and contribute to solving pressing social challenges, such as inequality, crime, and media influence.
The module: Provides an overview of the core characteristics of contemporary political issues Introduces distinctions between and demonstrate interactivity between empirical and conceptual frameworks for understanding those issues Introduces key domestic and international political institutions Introduces students to key research and concepts on domestic and international politics Introduces problem areas such as Ideology, Brexit, Populism, Representation, Security.
This module will involve students collaborating on a week-long group project, with a primary emphasis on addressing issues within their respective subject areas that serve the public interest and promote the common good. After participating in a series of preparatory workshops, student groups will actively engage in identifying a societal need, scoping out the problem, defining a solution, executing the plan, and measuring its impact. Subsequently, they will present their solution to an academic panel and then the relevant social stakeholders. In addition to their group efforts, each student will compose a reflective project report to encapsulate their individual learning and growth throughout this experience.
This module will be based around an innovative assignment: a student-led broadcast - The Weekly Social - devised, researched, delivered and reviewed by groups of students who will take on the roles of producers, researchers and presenters on a rolling basis. Underpinned by specialist lectures in the relationship between the law, politics and sociology with the media, and supported by media theory and broadcast practice, the module will allow students to apply key learnings across real-world situations in the social sciences through innovative learning practices that will build skills in social science research, written and oral communication, team working and presentation.
The module creates opportunities for students to draw on their learning from other modules and apply them to social issues, enabling them to recognize the interplay between social science subjects. The module will ensure topical social issues are raised and analysed from the political, sociological, and legal perspectives. Learners will develop knowledge and understanding of how the policy landscape and other interventions may tackle social issues. They will also complete activities that help them to understand their own aptitudes and learning preferences.
For further information on FHEQ levels 4, 5 and 6 please view the programme specification for the full-time BSc (Hons) Sociology programme.
BSc (Hons) with foundation year and placement
Semester 1
Compulsory
The module examines law in a social, ethical, political, historical, and international context. Students will be introduced to the English Legal System and analyse how laws in England and Wales are implemented. The focus will be on contemporary issues, to illustrate how academic studies relate to law in practice and the impact it has on society. It requires students to examine how public opinion, politics and the media influence lawmakers and provides students with a variety of transferable employability skills including group work and self-reflection.
This module introduces students to key contemporary issues in sociology, media and communication, and criminology. Students will build foundational knowledge across these three disciplines by exploring a range of core concepts, themes, and approaches. In sociology, students will engage in topics such as social inequality, globalization, and identity. In media and communication, key debates around the impact of digital media, representation, and media ownership will be explored. Criminology will introduce students to issues such as criminal justice, deviance, and the role of the state in maintaining social order. The focus of the module is to encourage students to think critically about the social world and the structures they reside in, applying interdisciplinary perspectives to understand and address contemporary issues. Through examining real-world case studies, students will learn how research in these fields can offer valuable insights into the functioning of society and contribute to solving pressing social challenges, such as inequality, crime, and media influence.
The module: Provides an overview of the core characteristics of contemporary political issues Introduces distinctions between and demonstrate interactivity between empirical and conceptual frameworks for understanding those issues Introduces key domestic and international political institutions Introduces students to key research and concepts on domestic and international politics Introduces problem areas such as Ideology, Brexit, Populism, Representation, Security.
This module will involve students collaborating on a week-long group project, with a primary emphasis on addressing issues within their respective subject areas that serve the public interest and promote the common good. After participating in a series of preparatory workshops, student groups will actively engage in identifying a societal need, scoping out the problem, defining a solution, executing the plan, and measuring its impact. Subsequently, they will present their solution to an academic panel and then the relevant social stakeholders. In addition to their group efforts, each student will compose a reflective project report to encapsulate their individual learning and growth throughout this experience.
This module will be based around an innovative assignment: a student-led broadcast - The Weekly Social - devised, researched, delivered and reviewed by groups of students who will take on the roles of producers, researchers and presenters on a rolling basis. Underpinned by specialist lectures in the relationship between the law, politics and sociology with the media, and supported by media theory and broadcast practice, the module will allow students to apply key learnings across real-world situations in the social sciences through innovative learning practices that will build skills in social science research, written and oral communication, team working and presentation.
The module creates opportunities for students to draw on their learning from other modules and apply them to social issues, enabling them to recognize the interplay between social science subjects. The module will ensure topical social issues are raised and analysed from the political, sociological, and legal perspectives. Learners will develop knowledge and understanding of how the policy landscape and other interventions may tackle social issues. They will also complete activities that help them to understand their own aptitudes and learning preferences.
Optional modules for Foundation (with PTY) - FHEQ Level 3
For further information on FHEQ levels 4, 5 and 6 and professional training year please view the programme specification for the full-time with PTY BSc (Hons) Sociology programme.
Teaching and learning
Our highly varied BSc Sociology course is taught by world-leading experts who continually keep the content and approach up-to-date.
You’ll benefit from a range of teaching methods, including group tutorials, projects and workshops, as well as lectures and classes. We find that our students learn most effectively in this environment, and projects will contribute to the development of your personal skills in leadership, effective communication and analytical ability.
We are proud of our expertise on topics such as environment and sustainability (e.g. Kate Burningham), ‘race’, ethnicity and migration (e.g. Venetia Evergeti), parenting and families (e.g. Vicki Harman), education and diversity (e.g. Peter Hemming), gender, sex and sexuality (e.g. Katherine Hubbard), ageing and later life (e.g. Andrew King), health and wellbeing (e.g. Robert Meadows), and employment and workers' rights (e.g. Jill Timms).
You will develop sophisticated skills in conducting both quantitative and qualitative research, enabling you to become confident in observation, interviews, statistics and textual analysis. You’ll also gain an understanding of research ethics and develop skills in writing up research. You can take advantage of our excellent facilities including student common room and networked computer suite, all available to aid your studies.
Group work
Independent study
Lectures
Seminars
Tutorials
Workshops
Project work
Assessment
We assess modules individually and award credits for the successful completion of each one. Assessment takes place through a combination of examination and/or coursework, practical examinations, presentations and essays, and other ‘authentic assessments’, mirroring tasks you might undertake in the professional workplace.
General course information
Contact hours
Contact hours can vary across our modules. Full details of the contact hours for each module are available from the University of Surrey's module catalogue. See the modules section for more information.
Timetable
New students will receive their personalised timetable in Welcome Week. In later semesters, two weeks before the start of semester.
Scheduled teaching can take place on any day of the week (Monday – Friday), with part-time classes normally scheduled on one or two days. Wednesday afternoons tend to be for sports and cultural activities.
Stag Hill is the University's main campus and where the majority of our courses are taught.
We offer careers information, advice and guidance to all students whilst studying with us, which is extended to our alumni for three years after leaving the University.
Our sociology graduates span a wide range of occupational areas, with the skills they acquire useful in many different roles.
Many have pursued careers that enable them to directly use aspects of their course studies. This centres on an interest in society and the challenges and demands that members of a society face.
Our course will prepare you for a wide range of jobs which require the ability to analyse complex issues and reach policy conclusions.
Our graduates are in a strong position in the job market because they are analytical, numerate and communicate well.
Depending on which modules you choose, you can use sociology to develop expertise for a range of different occupations. Specifically:
It provides the knowledge and analytical skills needed to pursue a professional degree in the public sector, business, education, health and medicine, social work, or counselling
It offers preparation for fields that involve investigative skills and working with diverse groups of people, such as journalism, politics, marketing, business, human resources or public administration
It provides the strong research skills needed for positions in business, social services, government, and social and market research.
It is a first step for future graduate study in sociology and allied disciplines in order to become a researcher or lecturer.
Given the broad education that a degree in sociology offers, one of its benefits is flexibility in the job market. Recent graduates have entered employment in roles such as:
Civil Service Fast Stream
Police Constable, Metropolitan Police
Community Investment Coordinator, AXIS Europe
Communications Officer, Kent Police
Mental Health Recovery Worker, Creative Support
Research Officer, Surrey County Council
Research Officer, Office for National Statistics.
About a quarter of undergraduate students in the Department of Sociology go on to postgraduate study. On successful completion of this course, you might want to progress to one of our masters courses.
Learn more about the qualifications we typically accept to study this course at Surrey.
Typical offer
BSc (Hons):
BBB
BSc (Hons) with foundation year:
CCC
Please note: A-level General Studies and A-level Critical Thinking are not accepted. Applicants taking an A-level science subject with the Science Practical Endorsement are required to pass the practical element.
GCSE or equivalent: English Language at Grade 4 (C) and Mathematics at Grade 4 (C).
BSc (Hons):
DDM
BSc (Hons) with foundation year:
MMM
GCSE or equivalent: English Language at Grade 4 (C) and Mathematics at Grade 4 (C).
BSc (Hons):
32.
BSc (Hons) with Foundation Year:
29
GCSE or equivalent: English A HL4/SL4 or English B HL5/SL6 and Mathematics (either course) HL4/SL4.
BSc (Hons):
75%.
BSc (Hons) with foundation year:
68%.
GCSE or equivalent: Maths 6 and either English Language (1/2) 6 or English Language (3)7.
BSc (Hons):
QAA recognised Access to Higher Education Diploma with 45 level 3 credits overall including 27 credits at Distinction and 18 at Merit.
BSc (Hons) with foundation year:
QAA recognised Access to Higher Education Diploma with 45 level 3 credits overall including 21 credits at Distinction, 3 at Merit and 21 at Pass.
GCSE or equivalent: English Language and Mathematics at Grade 4 (C).
BSc (Hons):
ABBBB.
BSc (Hons) with foundation year:
BBBCC
GCSE or equivalent: English Language: Scottish National 5 - C Maths - Scottish National 5 - C.
BSc (Hons):
BBB from a combination of the Advanced Skills Baccalaureate Wales and two A-levels.
BSc (Hons) with foundation year:
CCC from a combination of the Advanced Skills Baccalaureate Wales and two A-levels.
Please note: A-level General Studies and A-level Critical Thinking are not accepted. Applicants taking an A-level science subject with the Science Practical Endorsement are expected to pass the practical element.
GCSE or equivalent: Please check the A-level drop down for the required GCSE levels.
BSc (Hons):
Distinction overall, with minimum C in the Core Component.
BSc (Hons) with foundation year:
Pass overall, with minimum D in the Core Component.
GCSE or equivalent: English Language at Grade 4 (C) and Mathematics at Grade 4 (C).
Applicants taking the Extended Project Qualification (EPQ) will receive our standard A-level offer for this programme, plus an alternate offer of one A-level grade lower, subject to achieving an A grade in the EPQ. The one grade reduction will not apply to any required subjects.
Applicants can only receive one grade reduction from the published grades, an EPQ grade reduction can’t be applied in addition to other grade reductions made through other schemes such as Contextual Admissions or In2Surrey.
If you do not currently meet the level required for your programme, we offer intensive pre-sessional English language courses, designed to take you to the level of English ability and skill required for your studies here.
International Foundation Year
If you are an international student and you don’t meet the entry requirements for this degree, we offer the International Foundation Year at the Surrey International Study Centre. Upon successful completion, you can progress to this degree course.
If you are a suitable candidate you will be invited to an offer holder event. During your visit to the University you can find out more about the course and meet staff and students.
Recognition of prior learning
We recognise that many students enter their higher education course with valuable knowledge and skills developed through a range of professional, vocational and community contexts.
If this applies to you, the recognition of prior learning (RPL) process may allow you to join a course without the formal entry requirements or enter your course at a point appropriate to your previous learning and experience.
Explore UKCISA’s website for more information if you are unsure whether you are a UK or overseas student. View the list of fees for all undergraduate courses.
The annual tuition fees for courses starting in September 2025
Please note that the Foundation Year tuition fee for 2025/26 is £5,760. The annual tuition fee amount following the Foundation Year will rise to the standard home fee amount.
Payment schedule
Students with Tuition Fee Loan: the Student Loans Company pay fees in line with their schedule.
Students without a Tuition Fee Loan: pay their fees either in full at the beginning of the programme or in two instalments as follows:
50% payable 10 days after the invoice date (expected to be early October of each academic year)
50% in January of the same academic year.
The exact date(s) will be on invoices. Students on part-time programmes where fees are paid on a modular basis, cannot pay fees by instalment.
Sponsored students: must provide us with valid sponsorship information that covers the period of study.
Professional training placement fees
If you are studying on a programme which contains a Professional Training placement year there will be a reduced fee for the academic year in which you undertake your placement. This is normally confirmed 12 to 18 months in advance, or once Government policy is determined.
Additional costs
There are no associated costs with this course.
Optional expenses
Occasional optional trips to London or within Surrey will be organised by the School which may incur travel costs – £60 approximately.
Scholarships and bursaries
Discover what scholarships and bursaries are available to support your studies.
We have thousands of placement providers to choose from, most of which offer pay. So, become one of our many students who have had their lives and career choices transformed.
Sociology placements
Our Professional Training placement programme gives you the opportunity to apply the knowledge and skills gained during your first two years of study in a work environment, while receiving training and carrying out projects with real responsibilities.
Companies and organisations that have participated in the scheme include:
British Red Cross
Cyprus Green Action Group
Government Social Research
IFF Research
Stonewall Housing
Suffolk County Council
Surrey County Council.
Applying for placements
Students are generally not placed by the University. But we offer support and guidance throughout the process, with access to a vacancy site of placement opportunities.
Find out how students at Surrey developed their skills in industry by undertaking a placement year.
Student
My placement year helped me ultimately decide that I love the office environment and am passionate about sales and marketing. I feel confident that the skills I developed during my placement will assist me in getting a role in the future.
Studying at Surrey opens a world of opportunity. Take advantage of our study and work abroad partnerships, explore the world, and expand your skills for the graduate job market.
The opportunities abroad vary depending on the course, but options include study exchanges, work/research placements, summer programmes, and recent graduate internships. Financial support is available through various grants and bursaries, as well as Student Finance.
Perhaps you would like to volunteer in India or learn about Brazilian business and culture in São Paulo during your summer holidays? With 140+ opportunities in 36+ different countries worldwide, there is something for everyone. Explore your options via our search tool and find out more about our current partner universities and organisations.
Apply for your chosen course online through UCAS, with the following course and institution codes.
We provide these terms and conditions in two stages:
First when we make an offer.
Second when students accept their offer and register to study with us (registration terms and conditions will vary depending on your course and academic year).
This online prospectus has been published in advance of the academic year to which it applies.
Whilst we have done everything possible to ensure this information is accurate, some changes may happen between publishing and the start of the course.
It is important to check this website for any updates before you apply for a course with us. Read our full disclaimer.
