Sociology BSc (Hons) - 2025/6

Other information

Level 4 provides students with a firm foundation in the discipline, developing their sociological imagination through a suite of 6 introductory and compulsory modules, focusing on key concepts and theories, research methods and a range of substantive topics and issues.
Level 5 enables students to further deepen their understanding of sociology through a set of 4 compulsory modules on global challenges and more advanced concepts, theories and methods, as well as a selection of 4 optional modules (from a choice of 8-10), designed to allow students to develop their knowledge in areas of specific interest and relevance for their future aspirations.
The optional Level P offers the chance to spend a full academic year undertaking a work or study-abroad placement (or a mixture of the two), enhancing students¿ professional development and employability skills and enriching their curriculum vitae in preparation for further career pathways.
Level 6 facilitates a more flexible approach where students can specialise in areas of sociology that most align with their individual passions and career plans. This includes a year-long dissertation or independent project module, providing students with the opportunity to research a sociological theme of particular interest, as well as a selection of 5 optional modules (from a choice of 10-12), enabling students to focus in a more in-depth way on topics of their choosing. Students achieving 360 credits will graduate with a BSc (Hons), 300 credits with a BSc (Ord), 240 credits with a Dip HE, and 120 credits with a Cert HE.



The Department of Sociology is committed to developing graduates with strengths in Employability, Digital Capabilities, Global and Cultural Capabilities, Sustainability, and Resourcefulness and Resilience:

i. Global and cultural capabilities

Recognising and understanding the significance and impact of diversity, inequality and the lived experience within institutions, communities, and societies is crucial for students on this programme. Likewise, it is also important that they develop a critical appreciation of the global, cultural, social, political, historical, and comparative contexts within which social processes take place, including in relation to contemporary global social challenges and societal change. As such, the central issues of social justice, inclusivity and fairness permeate the programme, with the purpose of developing students¿ global and cultural awareness and intelligence. This is achieved through, for example, module content and delivery, peer to peer learning, the range of assessment strategies, guest speakers with different backgrounds/experiences/points of view, and the creation of a community of learning in which students are encouraged (and at times modestly rewarded) for supporting one another and to see the benefit of this. Individually and collectively these approaches are intended to encourage critical thinking and discussion in relation to these defining issues (including recognising and understanding different international approaches to comparable social problems).

It is expected that students will be actively encouraged to share experiences and knowledge from their own backgrounds and cultures, respect and value different experiences and perspectives, and come to appreciate the value of recognising and appreciating diverse perspectives. Students are therefore expected to embark on the programme with an open mind and a willingness to learn, to engage in discussion, and to broaden their understanding of these aspects of the subject area, and the lived experiences of others. The development of critical thinking skills, empowering students with the ability to recognise ethnocentrism, giving students the confidence to identify and challenge inequalities and discrimination, and fostering empathy are important aspects of this programme. By the conclusion of the programme, students are expected to have gained specialised and applicable knowledge that will enable them to situate information in relation to their own lives and the lives of others, and will be supported throughout to achieve this, for example, through the range of information sources students will be expected to engage with, decolonisation of the curriculum (see below), and via the inputs associated with meeting the needs of diverse learners, as discussed above.

Other aspects central to the development of global and cultural capabilities are discussed elsewhere in this narrative and include decolonisation of the curriculum and embedded diversity and social justice within modules, learning situated within global contexts, growing a sense of community amongst the cohort, developing ¿open-mindedness¿ and teaching students to evaluate evidence rather than conjecture, collaborative and shared working, and creating safe spaces for open and critical discussion. Finally, students will also have the option to study abroad as part of their PTY year, with all of the active and engaging global and cultural experiences that this inevitably brings to the student experience.

ii. Digital capabilities

Developing a sophisticated level of digital skill and confidence amongst students is a clear output of the programme. Throughout their journey, students will learn to utilise the University¿s Virtual Learning Environment, and a range of other digital resources and online databases. Therefore, programme content will require and cultivate a level of digital skill and ability that is demonstrated through engagement with the content and learning materials, assessments, and online library catalogues. All teaching materials and key content will be made available in multimedia forms through Surrey Learn.

Beyond generic student engagement with the module content, delivery, and learning materials, several modules across the programme will offer opportunities for developing specific digital capabilities. This will occur through the teaching content and assessment methods; discussions of theories of digital environments; practical engagement with digital environments, platforms, and techniques; synchronous and asynchronous online delivery; digital communication (e.g. MS Teams); research software packages, presentational tools, data analysis tools (e.g. NVivo, R Studio); and the use of Virtual Reality technology. By the end of their journey, students will therefore have engaged with multiple opportunities to develop, and think critically about their digital capabilities, their digital presence, identity and wellbeing through online interactions, and their understanding of digital impacts on social processes, social justice and other relevant debates (e.g. the effects of social media and generative AI).

iii. Employability

Employability is at the core of this programme, with the intention of delivering learning and other relevant skills that nurture career-ready graduates that will be sought after by employers. The embedding of employability throughout the programme is detailed within each module descriptor. However, these elements of the course can be identified as:

¿ specialist module content, such as in the modules ¿Living Sociology¿ (which includes volunteering and career opportunities for sociologists as a key focus) and ¿Work, Employment and Society in Global Context¿ (which considers issues in the contemporary workplace from a sociological perspective);
¿ the involvement of expert staff, some with practitioner backgrounds;
¿ the opportunity to engage with professional expertise (such as in the field of social and market research);
¿ employability and transferable skills embedded in varied teaching, learning and assessment strategies (such as communication, organisation and numeracy skills);
¿ authentic learning and assessment activities that mirror professional practice across a range of careers (such as creating teaching materials and policy briefings);
¿ the fostering of both independent and collaborative working (the latter through group work assessments and exercises);
¿ the development of critical thinking and problem-solving skills, for example through class learning activities or assignments;
¿ the ability to link theory with practice, for example concerning issues of inequality and diversity or global social challenges;
¿ the ability to reflect on one¿s own learning and adopt a reflexive approach to social research;
¿ the ability to appraise evidence, including the relationship between arguments/claims and research data;
¿ dissertation specialisation in topics and themes linking directly to possible career pathways;
¿ professional partner engagement, for example through guest speakers or careers/employability events;
¿ Professional Training Year and placements, offering opportunities for students to gain first-hand experience of the workplace.

iv. Resourcefulness and resilience

Students will be fully supported and guided throughout their journey. However, student engagement requires independence, perseverance, and developing of self-efficacy, which underpin becoming a genuinely resourceful student. The range of modules and the need to integrate into various types of classroom settings, practical activities, individual and collaborative tasks, and online environments, will help to facilitate students¿ self-management skills. Specifically, high levels of active and independent learning will be evident throughout the programme.

In contrast, other aspects of the teaching, learning, and assessment across the programme will be collaborative ¿ for example in the collective investigation of sociological issues within the local community and culture - giving students the opportunity to develop skills in leadership, problem-solving, risk-assessment, negotiation, adaptability, and team-working, whilst requiring them to share and articulate experiences and ideas, and to be supportive and empathetic to others. In addition, as part of the authentic learning experience, students may face uncomfortable learning situations but will be supported to develop their capabilities to adapt and manage these difficult scenarios ¿ please see the individual module descriptors for more detail.

Students will initially benefit from a set of Level 4 modules, which are explicitly designed to develop student resourcefulness and resilience through development of their independent and collaborative learning capabilities and confidence: ¿Social Divisions and Contexts¿ (academic writing and referencing skills), ¿Researching the Social World¿ (information literacy and numeracy skills), ¿Living Sociology¿ (group work skills), and ¿Conceptualising the Social World¿ (critical thinking and presentation skills). These will provide the foundations for the ongoing and continuing development of student resourcefulness and resilience that will be embedded progressively throughout the programme, supported by factors including timetabling that encourages agency in planning workloads, formative and summative assessments, and ¿feedforward¿ and ¿feedback¿.

Further opportunities to develop resourcefulness and resilience skills are also available through PTY and other, shorter, placement provision, both in terms of the supported process of acquiring a position, and ensuring successful completion of the PTY, again with the support of a personal tutor. In addition, the final year dissertation or independent project will enable students to gain particular skills in leadership, resourcefulness, and problem solving through the navigation of ethical considerations, and working in a professional and collaborative partnership with their project supervisor. Opportunities to conduct dissertation research within partner agencies will also be available and will necessarily help to develop students¿ resourcefulness and resilience in a professional context.

Upon completion of the programme, students will have benefited from a network of support, and will have become independent and resourceful learners who are able to appropriately apply confidence, reflection, critical thinking and analysis, and problem-solving skills.

v. Sustainability

Social and political inequalities are embedded within the concept of sustainability, and these issues are vital in understanding social structures and processes. As such, sustainability is recognised throughout this programme, from a macro to a micro level, involving embedded understanding of the concept of sustainability in modules, understanding ethical considerations, having the ability to recognise and challenge social inequality, developing a sense of shared responsibility; and understanding globalisation.

As such, the creation of the programme in this regard has been informed in part by the Sustainable Development Goals of the United Nations (https://sdgs.un.org/goals#goals). As the UN state, at the heart of the 2030 Agenda for Sustainable Development ¿are the 17 Sustainable Development Goals (SDGs), which are an urgent call for action by all countries - developed and developing - in a global partnership. They recognize that ending poverty and other deprivations must go hand-in-hand with strategies that improve health and education, reduce inequality, and spur economic growth ¿ all while tackling climate change and working to preserve our oceans and forests¿. The 17 goals have different degrees of relevance for the delivery of this programme, but central to our thinking has been Goal 10 ¿ Reduced Inequalities, along with aspects of Goal 1 - No Poverty, Goal 3 ¿ Good Health and Wellbeing, Goal 4 ¿ Quality Education, Goal 5 ¿ Gender Equality, Goal 8 ¿ Decent Work and Economic Growth, Goal 11 ¿ Sustainable Cities and Communities, Goal 12 ¿ Responsible Consumption and Production, Goal 13 ¿ Climate Action, and Goal 16 ¿ Peace, Justice and Strong Institutions. Throughout the programme, therefore, students¿ awareness of these issues will be enhanced through their learning experiences and, in particular, through the authentic aspects of their activities and assessments.

The Dissertation or independent project also provides a significant opportunity for students to consider ethics in depth, as they individually engage with the respective ethical considerations of their independent research projects. In doing so, they are not only able to demonstrate their own abilities as a future leader but can use such skills and thinking across other areas (for example, to enhance their employability). By the end of the programme, it is expected that students will have developed confidence in their own ability to tackle societal inequalities and promote inclusive and sustainable practice in the future.