BSc Criminology with Policing - University of C

Tuition Fee

GBP 13,950

Per year

Start Date

2025-09-01

Medium of studying

Duration

36 months

Program Facts

About Program

About University

Admission Requirements

Gallery

Easy Apply

Program Facts

Program Details

Degree

Bachelors

Major

Criminology | Criminal Justice

Area of study

Social Sciences

Timing

Full time

Course Language

English

Tuition Fee

Average International Tuition Fee

GBP 13,950

Intakes

Program start date	Application deadline
2024-09-01	-
2025-09-01	-

About Program

Program Overview

The University of Chester's Criminology with Policing degree combines academic rigor with practical experience, providing students with a comprehensive understanding of crime, its causes, and the role of policing in society. Through interactive lectures, case-based learning, and guest speakers, students develop critical thinking, problem-solving, and communication skills, preparing them for a wide range of careers in criminal justice, law enforcement, and beyond. The program also offers optional modules for work-based learning, experiential overseas learning, and a year abroad, enhancing students' employability and global perspectives.

Program Outline

Degree Overview:

Embark on a fascinating journey into the world of Criminology with Policing at the University of Chester, where academic rigour meets real-world application. This innovative undergraduate degree is tailored for those who are passionate about understanding crime, its causes, and the intricacies of the criminal justice system while also gaining a deep insight into the pivotal role of policing in society. Our course is designed to offer a comprehensive understanding of criminology and its intersection with law enforcement. You will delve into critical topics such as criminal behaviour, risk, social justice, punishments, and the impact of crime on individuals and communities. Our curriculum is continually updated to reflect the latest trends and challenges in the field, ensuring you are well-prepared for the complexities of modern crime and policing. Beyond classroom learning, the University of Chester provides experiential opportunities through partnerships with local and national agencies, industry specialists and the third sector. These hands-on experiences are invaluable in developing practical skills and understanding the realities of policing and criminal justice work. Our staff are experts in their respective fields and are committed to guiding you through your academic journey. They bring a wealth of knowledge and real-world experience, enriching your learning with current, relevant insights. Graduating from this course opens doors to a variety of careers including criminal justice, law enforcement, victim advocacy, policy and research, and beyond. Our degree equips you with the knowledge and skills to pursue your passion.

Outline:

Foundation Year:

University Study Skills (Compulsory)
Content: Reading and writing critically, constructing and evaluating an argument, note-taking techniques, understanding plagiarism, introduction to reflective practice, preparing for presentations, referencing, summarizing, paraphrasing, literature searching, report writing, higher education culture, assessment process, research journal publishing.
Aims: Raise awareness of study skills required for higher education, introduce concepts like plagiarism and academic integrity, facilitate transition into higher education, teach literature review skills.
Independent Project (Compulsory)
Content: Research and planning skills, familiarizing with undergraduate degree subject, developing a knowledge base, identifying areas of interest, critical analytical skills, self-directed study, use of learning resources.
Aims: Develop essay writing skills, familiarize with tutor supervision, focus on a topic within the degree subject, broaden knowledge, prepare and deliver an academic poster presentation.
Introduction to the Social Sciences (Compulsory)
Content: Society, social structures, socialisation, social scientific ideas, theories, research methods, digitalisation of society, consumerism, inequalities, social issues, social justice, power, social change movements.
Aims: Examine contemporary society from social science perspectives, introduce research in social sciences, introduce contemporary themes in social sciences.
Introduction to Law (Compulsory)
Content: Fundamental principles of English Legal System, sources of law, legal personnel, concepts of criminal law, Criminal Justice System, principles of tort of negligence, civil court procedures.
Aims: Introduce fundamental principles of English Legal System, develop awareness of key principles, institutions, and areas of law, gain understanding of legal personnel, develop knowledge of criminal law and law of negligence, develop research, evaluation, and legal problem-solving skills.
Introduction to Criminology (Compulsory)
Content: Definition of crime, causes of crime, impact of criminal behaviour, responses to criminal behaviour, meaning and scope of criminology, defining and measuring crime, effects of crime, explanations for crime, responses to crime, role of Criminal Justice System.
Aims: Enable students to understand criminology in a realistic manner, answer key questions about crime, appreciate trends in criminal behaviour, understand criminological theories, analyse social, philosophical, and legal issues related to crime, criminal justice, and social policies.
Critical Thinking (Compulsory)
Content: Creative and critical thinking concepts, credibility, belief, truth, language for persuasion, image for persuasion, media manipulation, advertising and marketing techniques, data representation and misrepresentation, applying critical thinking skills to media and technology.
Aims: Introduce approaches to analytical and critical thinking, develop understanding of critical thinking applied to language, image, traditional and online media.

Year 1:

Decision Making in Policing (Compulsory)
Content: Knowledge, understanding, and skills to manage conflict and make effective decisions in various situations.
Aims: Understand and demonstrate application of National Decision Making Model, examine barriers to effective decision making and strategies to mitigate, understand the importance of ethically recorded rationale, analyse and evaluate the impact of discretion, accountability, ethical behaviour, risk, and bias on decision making, understand and identify theories and models used in managing conflicting situations.
Information and Intelligence (Compulsory)
Content: Principles and application of legislation related to information and intelligence in policing.
Aims: Understand the role of front-line policing in gathering intelligence and information, recognise the importance of data protection legislation, understand how intelligence links to effective law enforcement, develop skills required to manage intelligence in an operational setting.
Foundations in Criminology and Criminal Justice (Compulsory)
Content: Introduction to the breadth of criminological scholarship, key debates and ideas, nature of crime, distribution and patterning of crime, major conceptual paradigms, effects of crime, criminal justice challenges, victimisation, developing academic and transferable skills, independent learning, practical means of getting the most out of higher education, reflecting on how academic skills might transfer into employment.
Aims: Give students a comprehensive introduction to key issues and debates in criminology, consider how crime is constructed, perceived, and responded to in society, explore the interrelationships between crime, social problems, and their context, provide basic understanding of subject knowledge, develop key skills including research, scholarship, and academic practices.
Contemporary Youth Justice (Compulsory)
Content: Historical mapping of youth justice approaches, social construction of children and youth, interrogation of knowledge claims about young people and crime, theories and perspectives on youth crime, young people within the criminal justice system as offenders and victims, contemporary policy and legislation, youth justice work, activities of criminal justice professionals, children's workforce, explanations of youth offending and victimisation, current legislation and policy, measuring youth offending, challenging criminalisation of young people, alternative approaches to youth crime, policing young people, prosecuting young people, custody and young people, community punishments and young people, young people and restorative justice, intervention projects and programmes.
Aims: Provide critical insight into criminal justice and societal responses to children and young people in conflict with the law, engage with relevant theoretical and conceptual underpinnings, assess approaches and responses to youth crime and offending, understand policy and practice implications.
Crime Histories (Compulsory)
Content: Socio-structural debates around the history of crime, harm, and justice in the western world, Roman Britain, Dark Ages, medieval period, western modernity, European empires, liberal democracy, capitalism, relationship between crime, justice, and society, social contract theory, changing forms and nature of crime, obsolescence and emergence of crime forms, connections between crime and social structure, comparisons with other parts of the world, judicial/penal systems development, parallel development of criminological scholarship.
Aims: Aid in developing subject affiliation, explore connections between socio-historical structures and emergence and obsolescence of crime forms, demonstrate understanding of social, political, and economic history, undertake critical evaluation of diverse sources, engage in historical debates, explore the influence of key historical figures.
Forensic Psychology and Criminal Justice (Compulsory)
Content: Introduction to Forensic Psychology & Criminal Justice, how criminologists theorise crime, who commits crimes, how crimes are committed, investigative methods, influence of investigative methods on detection and management of criminality, courtroom procedures and ethics, influence of fear of crime, prisoner mental health, prison-based therapeutic communities, trustworthiness of memory recall in eyewitness testimonies.
Aims: Critically engage in the study of forensic psychology and criminal justice, appreciate custodial and community sanctions, investigate contemporary academic, political, legislative, and policy contexts of criminal behaviour, forensic assessment, psychology of law enforcement and legal system, correctional psychology, victimology, and ethical treatment, scrutinize understanding, investigation, and management of criminality.

Year 2:

Policing Communities and Problem Solving (Compulsory)
Content: Aims of community policing, impact of politics on community policing, role of police officers and other personnel in community policing, key issues relevant to community policing, key aspects of community policing, engaging with individuals, communities, and stakeholders, effective communication, crime and anti-social behaviour in communities, impact of crime and anti-social behaviour, preventing and responding to crime and anti-social behaviour, role of partners in problem-solving, barriers and facilitators to working with partner agencies, aims and benefits of community engagement, typology of community engagement, using community engagement to inform police practice, maximizing community cohesion, role and use of social media, role of the public in problem solving, national and local incidents, methods to deliver effective policing to the community, understanding community problems, impact of policing resources on community policing, effectiveness of early intervention initiatives, adapting policing style for minority groups, historical mistrust of the police, measures to reduce tension and improve trust, impact of community engagement on police legitimacy and confidence, identifying key stakeholders, typology and influences on community partnerships, developing an effective community engagement strategy, potential future challenges and opportunities, future role of community police officers and special constabulary, Herman Goldstein’s model of problem-oriented policing, models used in problem-solving and crime prevention, principles of problem-solving and crime prevention, evidence-based policing examples, partnership working and co-production in problem-solving, role of the public in community problem-solving, traditional versus non-traditional responses to problems, defining a problem, enablers and barriers to effective problem-solving, tools for effective problem-solving, impact of short-term targets versus long-term problem solving, scanning and analysis stages of SARA model, reviewing previous literature, creating a research question, developing a proposal for research, carrying out research, response stage of SARA model, reviewing previous interventions, developing a proposal for an intervention, developing a range of options, selecting the preferred option, justifying interventions, preparing a presentation, developing methods to evaluate the intervention.
Aims: Provide knowledge and understanding of how local community and effective partnership working function in problem-solving, reducing crime, disorder, repeat victimisation, anti-social behaviour, alcohol and drug related issues, understand how media can be used within community engagement, understand crime prevention, intelligence gathering in investigation, processing and disposal of offenders, understand community traffic related concerns and offences.
Policing Investigations (Compulsory)
Content: Relevant legislation, powers applicable to investigations, definitions of key terminology, principles of an investigation, decision making in investigative context, stages of an investigation, specialists involved, what constitutes material, information, intelligence, or evidence, evidence-gathering opportunities, digital technology in evidence capture, information required before responding to an incident, considerations prior to arriving at the scene, initial actions when responding to incidents, taking control at a scene, impact of language barriers, identifying vulnerability, supporting and managing the welfare of victims/witnesses, forensic considerations, dealing with material found during a search, key enablers for digital-facilitated crimes, information to be recorded at the scene, communicating incident details, planning and conducting an initial investigation, using THRIVE, recording a crime, taking an initial account, understanding the role of others, undertaking investigative and evidential evaluation, investigative strategies, record, retain, and review details, identifying and working with victims, witnesses, and suspects, partnership and multi-agency working, processes for searching and seizure, use of identification procedures, attributing digital devices/physical or forensic activity to a suspect, specialist support required, methods of gathering information, intelligence, and evidence to support prosecution of a foreign national.
Aims: Enable students to consider the ethical, professional, and technical skills required when conducting investigations, understand relevant legislation, national policy, and support structures available to investigators, manage complex investigations and support vulnerable victims and witnesses, acknowledge concerns and needs of all interested parties, maintain objectivity, recognise and understand community and business considerations when conducting digital crime investigations, maintain a balanced, professional, and objective approach.
Experiential Overseas Learning (Optional)
Content: Preparation for Experiential Overseas Learning, global citizenship, ethical engagement and practice, cross-cultural issues and sensitivity, intercultural communication, theories, models, and strategies of learning, intercultural competence, integration and multiculturalism, critical thinking skills, models of reflection, experiential learning models, self-directed experiential learning, personal and placement-related skills, enhanced independence, improved command of multicultural behaviour, increased knowledge and confidence in personal identity, effective time management, organisational skills, project management, self-management, personal development, team building, experiential learning activities overseas.
Aims: Enhance students’ prospects of completing an overseas placement, equip participants with knowledge and skills to study or work in a different cultural environment, enhance understanding of ethical issues related to living and working abroad, increase global citizenship skills, provide opportunity for critical reflection on experience of living and learning within an unfamiliar culture, challenge students to learn about themselves as global citizens, enhance life skills, career choices, and academic development outside the classroom.
Year abroad study exchange (Optional)
Content: Preparation for year abroad, cross-cultural issues and sensitivity, host-country orientation, study methods, economic, political, and social reality of the country, orientation specific to exchange, health, education, gender issues, UN Sustainable Development Goals, practical matters relating to living and studying abroad, theories, models, and strategies of learning, critical thinking skills, experiential learning, models of reflection, personal and placement-related transversal skills, effective self-motivation, independent resourcefulness, effective time management, organisational skills, project management, self-management, personal development, study at a partner university.
Aims: Experience academic life in a country outside the EU, enhance cultural and intercultural awareness, increase transversal skills, reflect on the impact of the experience on personal, academic, and professional development, engage with the experience of study at a partner university, gain knowledge and understanding of the relevant society from the perspective of the resident, further develop independent learning techniques, foster critical evaluation.
Research Methods (Compulsory)
Content: Foundations of research, ontology, epistemology, methodology, philosophy of social sciences, methodology of social sciences, ethics of social sciences, research design in social sciences, research methods in social sciences, analysis, writing and dissemination of research.
Aims: Introduce students in social and political sciences to the foundations of social scientific enquiry, enable students to distinguish between and apply various ontological, epistemological, and methodological approaches, enable students to assess the strengths, weaknesses, and 'fitness for purpose' of research methodologies and methods, enable students to understand the significance of and choose between methods, make students aware of the significance of ethical practice, enable students to choose between different forms of research analysis, enable students to critique research and select different forms of research design.
Theories of Crime and Justice (Compulsory)
Content: Classical & Positivist Criminology, Biological Criminology, Chicago School and Environmental Theory, Anomie and Strain Theory, Subcultural Theory, Labelling Theory, Realist Perspectives, Gendered Criminology, Cultural Criminology, Peace-making Criminology, Public Criminology, Zemiology and Social Harm, Contemporary Developments in Criminology.
Aims: Develop discipline-specific abilities in the competent use of criminological theory and concepts, provide a comprehensive grounding in the varieties of criminological theory, familiarize with different assumptions, explanations, and proposed solutions embedded within theories, sensitise students to the importance of the social contexts in which theories are produced, develop learning about crime and criminal justice as complex and shifting processes.
Crime, Harm and Victimisation (Compulsory)
Content: Crime, harm, and victimisation, victimology, victims and zemiology, non-conventional forms of crime and harm, crimes and harms committed by the powerful, regulatory frameworks, criminal justice, social justice and injustice, resistance and redress.
Aims: Explore non-conventional victims and victimisation, examine harm and victimisation beyond traditional frameworks, investigate crime and harm committed by the powerful, introduce students to victimology and zemiology, examine regulatory frameworks, assess the extent to which they deliver criminal and/or social justice, acknowledge and understand resistance and redress.
Enhancing your Employability through Work Based Learning (Optional)
Content: Pre-placement tasks, writing an effective CV, constructing a letter of application, interview skills, induction programme and placement, organisational context, self-assessment of needs, devising a strategy for integrating into the workplace, online assignment tasks, learning effectively in and from the workplace, devising and implementing strategies to improve approach and performance, critical analysis/evaluation of approach to skill development and performance, influencing the placement provider’s appraisal, devising an action plan to develop gaps in transferable skills.
Aims: Enhance students’ prospects of gaining graduate level employment, develop understanding of workplace practice and lifelong learning, enhance work readiness and employability prospects, take responsibility for own learning and acquisition of workplace employability skills, articulate employability skills in writing.

Year 3:

Vulnerability, Risk and Public Protection (Compulsory)
Content: National drivers for dealing professionally and ethically with vulnerable people, legislation, policies, and ‘what works’ in relation to vulnerable people, intrinsic personal characteristics, historical factors that can contribute to vulnerability, personal vulnerabilities, situational/environmental factors that can result in harm, police role in managing factors, impact of early life events, victimisation and perpetration, risk factors associated with multi-victimisation, limitations of risk factors and risk assessments, complexity of risk and protective factor relationships, difference between increased risk and actual vulnerability, professional policing drivers for dealing more effectively with vulnerable people, consequences of perceived lack of support, recent high-profile cases, consequences of not managing or controlling environmental factors, consequences of failure to share information, recent high-profile cases where a positive outcome resulted, impact of personal vulnerabilities and situational/environmental factors on reaction and communication, how situational factors and perceptions may cause a problem to proliferate and escalate, motivations for offending, understanding the age/offending curve, identifying propensity to offending behaviour, early identification and intervention, dealing with potential offenders, strategies to prevent offending, early intervention initiatives, recent high-profile cases, psychology of a vulnerable person as a target for youth gangs, effect on the vulnerable person, situations they may be subject to, strategies and disruption tactics, legislation and guidance associated with public protection policing, terms and offences associated with public protection policing, potential overlaps between public protection offences, potential forms of abuse/harm, Home Office definition of domestic abuse, demand on policing resources, how child abuse differs, signs, symptoms, and common myths, signs and behaviours in grooming incidents, who may perpetrate abuse and why, potential relationships between victims and abusers, cultural considerations, why incidents go under-reported, impact of abuse on victims, link between abuse, depression, self-blame, and behavioural changes, link between abuse and long-term effects on health, education, and social standing, potential effects of rape, poly-victimisation, how perpetrators may exploit victims, advice to prevent victimisation, effects of personal attitudes, stereotyping, values, and bias, strategies for dealing with bias, role of MAPPA in managing offenders, use of community intelligence, serious and organised crime definitions, links between serious crime and public protection, disruption and detection strategies, IPCC Report, psychology of an offender’s use of position of authority, media influences on social perceptions, effect of high-profile cases, link between media spotlighting and changes to police strategy, how communication skills can assist in supporting a vulnerable person, building rapport, reducing tension and conflict, applying an empathetic approach, active listening and believing, using appropriate language and behaviour, engaging with children and young persons, taking an open account, applying the investigative mind-set, using professional curiosity, investigating robustly, using open and closed questions, duty of police to take responsibility, immediate safeguarding considerations, multi-agency referrals, using professional judgement to identify and assess risks, recognising when police are not the most appropriate agency, using a ‘hard empathy’ approach, support agencies, safeguarding considerations for adults, importance of dealing with a person without judgement, using THRIVE, managing and reducing risks at the scene, assessing the situation, ensuring safeguards are in place, importance of ascertaining the full history, consideration that previous incidents may not have involved police, immediate actions/advice for digital-facilitated crimes, assessing resilience, agencies already involved, procedures for referral, procedures for taking children into police protection, consideration of when to intervene under the Mental Capacity Act, agreeing an exit strategy, impact on professionals, strategies for recognising effects of stress and developing personal resilience, support networks available, impact of developing inappropriate attachments, supporting the community through Early Help, appropriate Early Help partners, Early Help referral processes, importance of recognising signs of abuse, identification of risk, initial assessment of victim’s needs, initial actions by first responder, strategies for managing risk, powers to safeguard potential victims, options for helping victims of domestic abuse, use of protective orders, providing support to victims and witnesses, procedures for responding to sudden childhood death, documentation for specific public protection incidents, importance of involving other agencies, implementing a multi-agency approach, agencies who can offer support, importance of intervening positively, partner agency involvement in reports of domestic abuse, MARAC referral process and MAPPA, MASH, key contacts, prevention strategies.
Aims: Acquaint students with key issues and debates regarding vulnerability and risk, multi-agency working in protecting vulnerable children and adults, recognise key issues that prevent effective multi-agency working, outline key processes in criminal justice, including risk assessment, planning and delivery of interventions to tackle dangerous offending, critically review the term ‘safeguarding’, understand how interventions can be put in place to reduce risk and protect the public.
Digital Policing (Compulsory)
Content: Digital technology framework, frequency of use of technology, speed of change, variety of devices, how digital technology may be used, considerations associated with unlawful research/examination of a device, legislation and offences associated with digital-facilitated crimes, common digital-facilitated crimes, individuals vulnerable to digital-facilitated crimes, reporting digital-facilitated crimes, impact of digital-facilitated crimes, how criminals engage in complex digital-related crimes, impact of complex digital-related crimes, force policing strategy, role of special constables, immediate actions to reduce risk of digital-facilitated crimes, support agencies that provide crime prevention advice, powers available to a special constable, recognising digital-related crime, good practice for protection of the crime scene, risks posed by digital devices at a crime scene, actions that can be taken by a police constable, forensic considerations, considerations regarding use of personal devices, when to refer to specialist agencies, role of the investigator, instances when specialists should be involved, good practice when working with victims, support networks available for victims, specialists who can provide support, prevention advice, legislation and policy governing search and seizure of devices, types of devices, indicators of device possession, how to secure/safeguard a device, role of specialists in seizing devices, how to use data from a device as evidence, where data fits in the evidential chain, how to prepare digital evidence, what digital evidential material can be provided by specialists, considerations regarding disclosure of data.
Aims: Enable students to understand and identify legislative, ethical, and professional considerations, demonstrate the application of technical skills when conducting digital crime investigation, evaluate relevant legislation, national policy, and specialist support structures, support vulnerable victims and witnesses, recognise and acknowledge community and business considerations, maintain a balanced, professional, and objective approach.
Social Science for Social Change (Compulsory)
Content: Role of social scientists in communicating and raising awareness of key sociological, criminological, and zemiological issues, role of social science beyond the university, engaging the public, contributing to social change, role of power in framing social issues, differential levels of importance, narratives, debates, and responses to contemporary social issues, challenges associated with public social science, making research more accessible, perspectives on social scientists’ social and political responsibilities, engaging with, co-learning, and educating wider communities, considering own roles and responsibilities as advocates for change, communicating knowledge and alternative ideas to a range of audiences in an accessible way.
Aims: Encourage understanding of public social science and its potential value, develop critical understanding of the role of power, encourage appreciation of the interdisciplinary relationship between sociological and criminological issues, explore the future of public social science, engage with wider audiences to inform and promote social justice narratives.
Dissertation (Compulsory)
Content: Content will vary according to individual dissertation proposals.
Aims: Provide an opportunity for sustained and independent study, develop knowledge and critical insight into a topic of choice, undertake first-hand enquiry, develop an analytical and reflective approach, encourage articulation of a critically informed perspective, enable production of a coherent document of rigorous academic standards.
Punishments and Penology (Compulsory)
Content: Critical analysis and evaluation of theoretical and philosophical justifications of punishment, political ideology that impacts penal policy and practice, consistencies, contradictions, and conflicts related to theoretical discussion, policy formulation, and penal practice, considerations of class, gender, and ethnicity, principles of security, control, and justice, critical assessment of the ethos of incarceration, philosophical and theoretical understandings of punishments, policy developments in penal practice, wider instrumental role of prison in the criminal justice process, determining contexts and punishments, comparative penologies, penal abolitionism.
Aims: Develop critical knowledge of penological research, analyse links between crime and its control, build critical understanding of penal policy formation, implementation, and practice, develop critical knowledge of contemporary penal policy and practice using comparative contexts, locate major perspectives and paradigms in the sociology of punishment, make connections between social theory, critical analysis, and political debates regarding penological knowledge, approach the subject of punishments using skills that appreciate the structural contexts of gender, race, class, age, and disability, including their impact on community and custodial punishments.

Assessment:

The context doesn't explicitly mention assessment methods.

Teaching:

Our approach to learning and teaching is broad and includes:

Interactive Lectures: Engaging students in interactive lectures that include multimedia presentations, case studies, and open-ended questions to stimulate discussions and critical thinking.
Small Group Discussions: Promoting peer learning, collaboration, and the exchange of diverse perspectives.
Case-Based Learning: Presenting real-life criminal cases for analysis.
Research Projects: Research projects that require students to explore specific criminological and policing topics, conducting empirical research, and presenting their findings.
Ethical Dilemmas and Discussions: Engaging students in discussions about ethical considerations, including topics like police ethics, criminal justice policy, digital crimes and victimisation, and research ethics.
Guest Speakers and Practitioners: Invited guest speakers from the field of criminology and policing to share their experiences and insights with students.
Simulation Exercises: Organised simulation exercises where students take on roles in the criminal justice system.

Careers:

Job Prospects Graduates will have knowledge and understanding of crime, its background and consequences, and an understanding of theories about criminality. Capacities for imaginative, rigorous and critical thinking will be developed through the course of study. Subject-specific skills, such as the knowledge of the social process of crime and the criminal justice system and the ability to understand a variety of types of evidence, are complemented by skills of broad applicability beyond the degree, including IT skills, research and problem-solving, communication, and working as part of a team. Graduates will find the subject a valuable grounding for entry to a range of careers where the understanding and contextualisation of crime are regarded as valuable. Some graduates use the study of criminology as a stepping stone to undertake formal legal training and education. Others may choose alternative career pathways based on the organisational and communication skills and analytical abilities acquired through the study of criminology. A degree in criminology with policing provides an understanding of the complexities of crime, the criminal justice system, and the societal responses to them. Such a degree offers graduates a wide range of career opportunities both within and outside of law enforcement. Here are some potential career paths for someone with this background:

Police Officer
Probation Officer
Community Support Officer
Prison Officer
Bailiff
Security Manager
Youth Justice Worker
Victim Advocate
Researcher/Academic
Policy Advisor
Immigration Officer
Intelligence Analyst
Criminal Justice Journalist
Policing, Law Enforcement and Security MSc

Other:

The course includes an optional Work Based Learning module where students can spend five weeks working for a host organisation to gain real work experience. It also offers an optional Experiential Overseas Learning module for a short-term placement abroad and a Year Abroad option to study at a partner university for a full academic year.

Tuition Fees and Payment Information:

Home Students

Our full-time undergraduate tuition fees for Home students entering University in 2024/25 are £9,250 a year, or £1,540 per 20-credit module for part-time study. The University may increase these fees at the start of each subsequent year of your course in line with inflation at that time, as measured by the Retail Price Index. These fee levels and increases are subject to any necessary government, and other regulatory, approvals. Students from the UK, Isle of Man, Guernsey, Jersey and the Republic of Ireland are treated as Home students for tuition fee purposes.

International/EU Students

The tuition fees for international students studying Undergraduate programmes in 2024/25 are £13,950. This fee is set for each year of study. All undergraduate students are eligible for international and merit-based scholarships which are applicable to each year of study. For more information, go to our International Fees, Scholarship and Finance section. Irish Nationals living in the UK or ROI are treated as Home students for Tuition Fee Purposes.

Additional Costs

Your course will involve additional costs not covered by your tuition fees. This may include books, printing, photocopying, educational stationery and related materials, specialist clothing, travel to placements, optional field trips and software. Compulsory field trips are covered by your tuition fees. If you are living away from home during your time at university, you will need to cover costs such as accommodation, food, travel and bills.