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Overview
If you want to help solve crimes, it pays to understand criminality from many different angles. This course gives you much broader skills, knowledge and experience than a more traditional ‘forensic science’ degree. Using facilities shared with a real police force, this degree is always relevant, innovative and up-to-date.
From crime scene to evidence lab to court room, you’ll find out how forensic investigation fits into the history, policy and practice of the criminal justice system. And you’ll study the causes of crime, learning what really makes a criminal.
Course highlights
- Develop specialist forensic skills in simulated crime scene and laboratory practical sessions
- Explore new experimental techniques including the use of Virtual Reality, inspired by innovative VR research at the University of Portsmouth
- Learn from criminology, probation and policing experts who are actively involved in industry, and who shape its future with ground-breaking research in areas like forensic interview techniques and wildlife crime
- Benefit from our strong partnerships and links with the criminal justice and forensic investigation industry
- Hear from guest speakers such as fire investigators, crime scene managers, pathologists, specialist police officers, firearm officers and forensic archaeologists
- Tailor your degree from a wide range of modules, including crime and mental health, hate crime, dangerous offenders and public protection
- Gain pre-entry qualifications for careers in the police or probation service, and develop skills in problem solving and analysis that all kinds of employers value
Recognised by:
The module Economic Crime and Fraud Examination is recognised by ACFE (a global professional body for counter fraud professionals) and undertaking it provides opportunities for full-time students to complete the Certified Fraud Examiner qualification at a subsidised rate.
Entry requirements
BSc (Hons) Criminology and Forensic Studies degree entry requirements
Typical offers
- A levels - ABB-BBB
- UCAS points - 120-128 points from 3 A levels, or equivalent (calculate your UCAS points)
- T-levels - Merit
- BTECs (Extended Diplomas) - DDM
- International Baccalaureate - 29-30
You may need to have studied specific subjects – find full entry requirements and other qualifications we accept at UCAS.
English language requirements
- English language proficiency at a minimum of IELTS band 6.0 with no component score below 5.5.
See alternative English language qualifications
We also accept other standard English tests and qualifications, as long as they meet the minimum requirements of your course.
If you don't meet the English language requirements yet, you can achieve the level you need by successfully completing a pre-sessional English programme before you start your course.
We look at more than just your grades
While we consider your grades when making an offer, we also carefully look at your circumstances and other factors to assess your potential. These include whether you live and work in the region and your personal and family circumstances which we assess using established data.
Criminology Taster Day
Thursday 5 March 2024
Explore the reasons behind criminal behaviour, the effects of crime on people and communities, and tackle society's biggest challenges.
I have loved my time at University. My dissertation supervisor in particular was really helpful and supportive, and I had a great time. I won the dissertation prize for Criminology and Forensic Studies, based on my dissertation on incels' relationships with their female relatives.
Facilities and specialist equipment
Crime scene simulation spaces
Use the latest forensic advances and immersive learning technologies, including virtual reality, to delve into crime scene investigation in our realistic simulation areas.
Forensic facilities in action
Specialist equipment with an impact on professional forensic practice and research
Explore the forensic facilities you might use at Portsmouth, and see the real, professional impact of our close working relationships with the Defence School of Policing and Hants Constabulary Forensic Innovation Partnership.
Dr Kat Brown: The University of Portsmouth has unique, long-standing relationships with many local and national agencies.
We are here today at Southwick Park, which is the Defence School of Policing and Guarding. We're able to have these partnerships through our Forensic Innovation Centre and that allows us to build on their expertise as well as their facilities.
The facility that we have here is particularly useful for complex and serious crimes around body recovery, taphonomy and entomology. We can use our SIM bodies in these situations to accurately mimic crimes and this means that our students can get really involved in the science, but also think critically about why they're doing what they're doing and what the bigger context and the bigger picture is.
Dr Helen McGonigal: As well as the indoor teaching facilities here, we also have this wonderful outdoor space. We're developing a unique aquatic decomposition facility here which allows us to explore the decomposition of insect carcases and associated evidence, for recreating death scenes.
For our postgraduate researchers and also for our undergraduates, it gives them a valuable insight into some of the work that they could be doing after graduation.
We also have training opportunities here for the military, policing and mass fatality incident colleagues for them to be able to use cutting edge research as part of their work.
Dr Katie Jetten: Our undergraduate degree programme, criminology and forensic studies, enables students to get practical experience alongside their classroom based studies. Some of the things we might get students to do are work in crime scene investigation simulation suites in a wide range of environments, but also with our extensive research capabilities in our research facility, which we call The Stables. The purpose of our stables is to facilitate academic research and also student research projects.
Some of the spaces we might have our forensic ecology laboratory spaces. We also have a dedicated fingerprint visualisation room. We have an imaging studio with a wide range of techniques and we also have biological and chemical spaces in order to do work such as DNA work.
Dr Helen Earwaker: Our students have a really broad range of interests that sit right across the spectrum of the criminal justice system. I'm incredibly proud of the work that our students do as part of the course and the programme. The research that they undertake has the potential for huge impact, for practice and for those partner organisations that we work with.
This is really enhanced through the use of the facilities that we have here at the University of Portsmouth.
Careers and opportunities
Because this course blends criminology and forensic studies, you’ll graduate with a particularly broad range of careers open to you. Your lecturers can help you identify the options that excite you most, so you can choose to study modules that fit your ambitions.
You’ll be especially well-prepared for the wide variety of criminal justice careers where forensic awareness plays a key role – from forensic practitioner in the police, probation or prison services, through to rewarding areas of expertise like community safety, crime prevention and criminological research. More broadly, the impressive problem-solving skills you develop could prove valuable in all kinds of careers.
A global survey of 1000 business leaders by the Harvard Business Review [...] found that the skills most in-demand by employers are those in which Social Sciences, Humanities and the Arts graduates specialise – from communication, problem solving and creativity, to research and analysis.
What jobs can you do with a criminology and forensic studies degree?
Our graduates have gone on to roles including:
- crime scene investigator
- investigative data analyst
- police officer
- intelligence researcher
- probation officer
- youth offending support officer
- emergency planning officer
- prison officer
- forensic and other laboratories
- teaching (with further training)
You could also do postgraduate study in areas such as forensic science.
Ongoing career support – up to 5 years after you graduate
Get experience while you study, with support to find part-time jobs, volunteering opportunities, and work experience.
Towards the end of your degree and for up to five years after graduation, you’ll receive one-to-one support from our Graduate Recruitment Consultancy to help you find your perfect role.
Placement year (optional)
After your second or third year of study, you can choose to do a paid work placement year. This lets you put your new skills to work while developing valuable links with employers in the crime and forensic investigation field.
It’s fantastic for your CV and will really help you stand out when applying for jobs.
We’ll help you secure a work placement that fits your aspirations. With mentoring and support throughout your placement, you’ll have our support to get the most from the experience.
Previous placement destinations have included:
- Hampshire Constabulary
- Hampshire Fire and Rescue
- University of Portsmouth Forensic Technician Team
You can also spend this year studying overseas at one of our partner universities in Europe, South Asia or North America. You could also choose to set up your own business, or take a voluntary placement.
Read about Kristie's placementWithout my placement experience, I wouldn’t have considered this aspect of forensic work. I’m looking to complete a Master's in this subject area as a result.
What you'll study on this BSc (Hons) Criminology and Forensic Studies degree
Each module on this course is worth a certain number of credits.
In each year, you need to study modules worth a total of 120 credits. For example, four modules worth 20 credits and one module worth 40 credits.
Modules
Core modules
What you'll learn
The learning outcomes of this module are:
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Articulate the core processes of forensic investigation practice.
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Discuss forensic preservation techniques and how to properly maximise evidence potential.
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Describe and identify different ways in which forensic evidence is uncovered and documented.
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Outline and explain evidence recovery procedures, for evidence taken from the scene and from individuals.
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Demonstrate an understanding of fundamental forensic investigation techniques.
What you'll learn
The learning outcomes of this module are:
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Recognise the historical development of criminal justice.
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Describe the key functions of current criminal justice agencies.
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Obtain knowledge contributing to the ability to make informed career decisions within the sector.
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Discuss philosophies and methods of punishment used within criminal justice.
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Recognise and reflect upon examples of multi-agency working in criminal justice.
What you'll learn
The learning outcomes of this module are:
- Recognise the fundamental aspects of academic scholarship.
- Differentiate between the quality of academic sources.
- Reflect on personal developmental needs and make informed career decisions.
- Understand fundamental elements of research in criminology.
- Understand basic principles of quantitative and qualitative research.
- Demonstrate an understanding of the subject area and interrelationships with other relevant subjects.
What you'll learn
The learning outcomes of this module are:
- Engage creatively across disciplines.
- Locate and access information relevant to the subject area.
- Consider applications of theories to solve problems in society.
- Develop appreciation of ethical practice.
- Communicate ideas effectively in written form.
- Develop a reflective understanding of the subject area.
What you'll learn
The learning outcomes of this module are:
- Outline the historical context and origins of the subject area.
- Describe the key ideas that drove the development of the social sciences.
- Think independently and creatively across discipline boundaries.
- Recognise and apply new and existing knowledge in relation to explaining criminal behaviour.
- Outline and describe the social, cultural, political and economic contexts that influenced the development of criminology and criminological thinking.
Core modules
What you'll learn
The learning outcomes of this module are:
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Describe and discuss the role of forensic science practitioners within the investigative process.
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Examine the current techniques used for forensic science analysis.
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Recognise good practice methodologies for analysing evidence.
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Compare and contrast the application of scientific methodology in the analysis of evidence.
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Critically discuss the broader issues prevalent in analysing forensic evidence and its application to investigations and legal proceedings.
What you'll learn
The learning outcomes of this module are:
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Describe and discuss the core sciences fundamental to the forensic investigation process.
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Demonstrate knowledge of forensic evidence types and the interpretative techniques of these evidence types used in the forensic investigation.
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Critically evaluate methodologies used in the interpretation of forensic evidence.
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Communicate the results of a forensic investigation effectively to key partners within the criminal justice system.
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Explain the importance of the interpretation of forensic evidence and the impact this has on legal proceedings.
What you'll learn
The learning outcomes of this module are:
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Develop knowledge and understanding of the subject area that is reflective and questioning.
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Think independently, analytically and creatively about the subject area.
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Appraise different critical standpoints of social control.
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Locate, access and critically engage with information pertinent to the subject matter.
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Recognise and discuss the importance of social justice.
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Develop and further intellectual curiosity for the subject area.
What you'll learn
The learning outcomes of this module are:
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Develop knowledge and understanding of the subject area in such a way as to be able to apply it to their own research projects.
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Think analytically and critically about research in criminology.
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Provide opportunities for students to develop their skills in research for wider application.
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Identify the ethical issues inherent in research in criminology and to develop responses to these issues.
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Consider how research can generate creative solutions to societal issues.
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Work independently and in groups on research projects, and to deliver the results of these projects in a variety of forms.
Optional modules
What you'll learn
The learning outcomes of this module are:
- Develop critical, reflective knowledge and understanding of state crimes concepts (of commission and omission), examining and critiquing the boundaries of subject knowledge in a disciplinary context.
- Appraise the nature of state crimes of commission, including crimes against humanity and State Crimes Against Democracy.
- Appraise the nature of state crimes of omission, including state-corporate and environmental market-based crimes, contemporary slavery and trafficking of human beings.
- Critically examine by synthesising existing knowledge to generate ideas and creative solutions in the international communities' response to state crimes that is infused with a sense of responsibility allied to a commitment to ethical practice and social justice.
What you'll learn
The learning outcomes of this module are:
- Engage with contemporary debates regarding colonialism, decolonisation and its legacies in Europe and Africa.
- Critically analyse primary and secondary sources.
- Present a reasoned argument in written form, using appropriate terminology.
What you'll do
The learning outcomes of this module are:
- Communicate clearly and effectively about social problems and their consequences.
- Evaluate strategies for addressing forms of inequality and/or sustainability and obstacles to their implementation.
- Demonstrate the ability to be an effective team player able to support others.
What you'll learn
The learning outcomes of this module are:
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Analyse and compare police working practices in the investigation of firearms incidents.
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Reflect upon the challenges faced by police in differing contexts when investigating firearms incidents.
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Examine and apply methods of evidence recovery from firearms.
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Examine and deploy methods of evidence recovery from scenes involving deployment of firearms.
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Critically evaluate the criminological aspects of gun crime with reference to the literature.
What you'll learn
The learning outcomes of this module are:
- Critically examine the language of the law and the discourse of courtrooms in relation to the exercise of power.
- Critically discuss the tools and principles of authorship identification and plagiarism in order to determine the origin of a text and establish its authenticity.
- Recognise and critically analyse different forensic text types in order to be able to establish their veracity.
What you'll learn
The learning outcomes of this module are:
- Demonstrate a detailed knowledge and understanding of theories related to gang crime.
- Explore cross-cultural perspectives of group offending.
- Demonstrate critical awareness of the social constructions of gang crime and deviancy.
- Critically analyse new and existing theoretical principles surrounding gang crime.
- Compare and contrast empirical research methods within the area of gang crime.
What you'll learn
The learning outcomes of this module are:
- Appraise theoretical perspectives on environmental (in)justices.
- Analyse the nature, scale and range of perpetrators and victims of environmental crimes and harms.
- Evaluate approaches to managing environmental harms as applied across a range of settings, countries, contexts and systems.
- Examine the breadth of organisations engaged in the policing and investigation of environmental crime at a national and international level.
What you'll learn
The learning outcomes of this module are:
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Recognise the varying disciplinary perspectives on the concept of security within a criminological framework.
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Critically discuss the drivers of societal risk and insecurity.
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Recognise the nature and impact of economic and political developments.
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Explain and assess the many forms of threat to the security of states, corporations and individuals.
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Identify and assess responses to security threats at the global, national, local, corporate and individual levels.
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Locate, interpret, question and summarise information from a number of different sources.
What you'll learn
The learning outcomes of this module are:
- Develop knowledge and understanding of the subject area that is reflective and questioning.
- Independently, analytically and creatively think about the subject area.
- Analyse and appraise both new and existing knowledge.
- Locate, access and engage with information pertinent to the subject area.
- Recognise and discuss the importance of social justice issues.
- Develop further intellectual curiosity for the subject area.
What you'll learn
The learning outcomes of this module are:
- Assess key theories in intercultural communication research.
- Collect data/information and analyse it from an intercultural perspective.
- Research a certain aspect of culture and communication.
What you'll learn
The learning outcomes of this module are:
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Develop an understanding of the big issues and contemporary debates in education and teaching.
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Apply the fundamental concepts of teaching and learning theory to the planning and evaluation of a lesson plan.
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Understand the importance of safeguarding children.
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Reflect on current developments in teaching and learning.
What you'll learn
The learning outcomes of this module are:
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Critically discuss key marketing concepts.
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Retrieve and analyse appropriate real world marketing information.
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Apply theories of marketing to real world contexts.
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Distinguish between different forms of communication within the marketing context.
What you'll learn
The learning objectives of this module are to be confirmed.
What you'll learn
The learning outcomes of this module are:
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Demonstrate knowledge and understanding of key sources, concepts, ideas, substantive analyses, and contemporary relevance.
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Demonstrate ability to compare and contrast analytical approaches to the study and explanation of themes and issues explored on the module.
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Communicate understanding and knowledge of complex ideas, concepts and themes and issues explored on the module clearly, effectively, and creatively.
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Work effectively, both independently and as a member of a group, to research, prepare and deliver a report.
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Produce an organised, well-structured and concise answer to an essay question demonstrating critical engagement with relevant texts and analyses.
What you'll learn
When you complete this module successfully, you'll be able to:
- Critically and reflectively engage with literature exploring nationalism from various disciplines.
- Analyse current political and economic debates surrounding immigration.
- Evaluate how global inequalities relate to nationalist social and political structures and ideologies.
- Demonstrate an understanding of how the issues discussed are relevant at micro and macro levels globally.
- Understand and critically question how nationalism and national identities are often taken for granted in Western societies, and how this relates to contemporary global power relations.
What you'll learn
The learning outcomes of this module are:
- Examine current issues relative to traditional (i.e. print and/or broadcast) media.
- Empirically analyse media texts in terms of ideological representation.
- Identify and justify the selection of appropriate media texts and appropriate analytical frameworks in the formulation of a short empirical research project.
What you'll learn
The learning outcomes of this module are:
- Develop knowledge of the principles and practices of penology.
- Engage creatively with the multi disciplinary basis of the subject area.
- Apply knowledge for the development of creative solutions to intractable problems.
- Engage in an ethical evaluation of the justifications for punishment.
What you'll learn
The learning outcomes of this module are:
- Evaluate the history and sociology of policing organisations.
- Explain the role, organisation, and governance arrangements of policing in the UK.
- Analyse issues of trust and legitimacy within the police.
- Identify and analyse major challenges confronting policing agencies nationally and internationally.
What you'll learn
When you complete this module successfully, you'll be able to:
- Know and recognize the varying disciplinary perspectives on the concept of the principles of economic crime investigation within criminological, legal, and economic frameworks
- Become familiar with the main types of organisations involved in investigating economic crime including SFO, NCA and FCA etc.
- Identify the different modes of investigative techniques employed in investigating economic crime
- Analyse information on the investigation techniques employed in real economic crime cases
- Gather, retrieve, and analyse information from a variety of sources
What you'll learn
The learning outcomes of this module are:
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Reflect on their learning and experience to date and use this as a basis to plan and organise suitable work experience(s) that will enable the development of their professional profile.
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Propose a programme of learning that enables the development and demonstration of specified professional skills.
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Critically evaluate their learning and experience and relate this to their future career goals.
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Communicate the outcomes of their experience, through the effective use of reflective practice.
What you'll learn
The learning outcomes of this module are:
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To think independently and analytically about psychology and security.
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To be able to locate, access and engage with information pertinent to psychology and security.
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Be creative in the development of a solution that could address a real-world security issue.
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Defend a reasoned position about the ethics of security practices.
What you'll learn
The learning outcomes of this module are:
- Discuss conceptual and thematic aspects of the literature.
- Reflect on the ways that subjectivity is formulated at specific periods and is related to place and/or gender.
- Recognise the materiality and historicity of philosophical and theoretical concepts.
- Comprehend the significance of perception for the subject and in narrative voice.
- Define and critically assess key terms and concepts for theoretically-informed literary analysis.
- Demonstrate critically-informed close reading skills and contextualised literary analysis.
What you'll learn
The learning outcomes of this module are:
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Analyse the mechanisms employed in the pursuit of truth, justice and reparation for human rights abuses in selected countries.
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Analyse the effectiveness of transitional justice mechanisms in selected countries.
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Analyse how political, social, cultural, and legal factors facilitate or hinder transitional justice in selected countries.
What you'll learn
The learning outcomes of this module are:
- Critically evaluate a variety of sources relating and appraise different aspects of the history of crime.
- Assess methods of social control used at different periods of time, and the extent to which these were challenged.
- Differentiate between different historiographical approaches and arguments within the history of crime.
- Review how legal records can be used as a primary source for the understanding of social history.
What you'll learn
The learning outcomes of this module are:
- Develop knowledge and understanding of the subject area that is reflective and questioning.
- Think independently, analytically and creatively about the subject area.
- Analyse and appraise new and existing knowledge.
- Locate, access and engage with information relevant to the subject area.
- Recognise and discuss the importance of social justice.
- Develop and further intellectual curiosity for the subject area.
What you'll learn
When you complete this module successfully, you'll be able to:
- Analyse the different types of wildlife crime and summarise environmental factors
- Recognise and examine the importance of environmental justice and sustainability
- Locate, access and engage with information pertinent to environmental justice and wildlife crime
- Interpret and assess new and existing knowledge
- Demonstrate intellectual curiosity and identify further opportunities within the subject area
What you'll learn
The learning outcomes of this module are:
- Develop knowledge and understanding of the subject area that is reflective and questioning.
- Independently, analytically and creatively think about youth crime and youth justice.
- Analyse and appraise both new and existing knowledge.
- Locate, access and engage with information pertinent to youth crime and youth justice.
- Recognise and discuss the importance of youth justice issues.
- Develop further intellectual curiosity for the subject area.
Core modules
What you'll learn
The learning outcomes of this module are:
- Design a viable dissertation/project proposal.
- Utilise a range of current research or equivalent advanced scholarship in the relevant field.
- Deploy established and relevant techniques of analysis and enquiry in an ethical framework to a specific and focused area relevant to the subject.
- Critically evaluate assumptions, arguments and data (which may be incomplete) to form a judgement, frame further questions and identify potential solutions.
- Manage and reflect on your learning and communicate in writing to a specified audience relevant to either the academic or workplace community.
What you'll learn
The learning outcomes of this module are:
- Develop knowledge and understanding of the subject area that is reflective and questioning.
- Independently, analytically and creatively think about the subject.
- Analyse and evaluate both new and existing knowledge.
- Develop further intellectual curiosity for the subject matter.
- Critically analyse information from a variety of sources and develop an argument.
What you'll learn
The learning outcomes of this module are:
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Contextualise the current landscape of the forensic sciences.
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Critically evaluate key current issues with the forensic sciences.
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Explain the importance of an interdisciplinary approach to forensic investigation, both in terms of practice and a robust evidence base.
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Critically discuss the value of forensic techniques.
Optional modules
What you'll learn
The learning outcomes of this module are:
- Demonstrate detailed knowledge and understanding of the theories related to Black criminology, race and the criminal justice system.
- Explore cross-cultural perspectives of race in the criminal justice system.
- Demonstrate critical awareness of racialised experiences of the criminal justice system.
- Critically analyse historical and contemporary theoretical principles around race and criminology.
- Compare and contrast empirical research methods within the subject area.
What you'll learn
The learning outcomes of this module are:
- Conduct a multidisciplinary theoretical analysis of terrorism studies, terrorism, terrorists and pathways to terrorism and political violence.
- Systematically compare and contrast differing forms of terrorism.
- Critically reflect on differing counter terrorist strategies and tactics, policies and practices.
- Locate, access and critically engage with digital information related to terrorist groups globally.
What you'll learn
The learning outcomes of this module are:
- Collect and organise knowledge and understanding of the subject and assess its practical application.
- Compare and contrast knowledge from several areas of expertise to draw informed conclusions.
- Critically assess and compare ideas related to crime and new technologies.
- Evaluate the impact of new technologies in relation to crime.
What you'll learn
The learning outcomes of this module are:
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Differentiate between serious offending and the application of the dangerous label in criminal justice.
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Think independently and develop knowledge and comprehension of risk assessments, including the metrics of risk of harm and reoffending.
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Critically consider the development and implementation of relevant policies and legislation.
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Critically demonstrate knowledge of the key profile types of behaviour, including the main theoretical explanations, the nature and extent of the behaviour concerning certain populations of offenders.
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Evaluate and apply offender information, demonstrating knowledge and understanding of contributing agency role and function.
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Critically explore the management of dangerous offenders by different agencies within the criminal justice system.
What you'll learn
The learning outcomes of this module are:
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To critically evaluate the drivers of societal risks associated with economic crime drawing on criminological, legal, and sociological perspectives.
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To critically analyse economic crime cases without guidance, using a range of techniques appropriate to the subject.
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Locate, access and critically engage with available digitally based information in relation to economic crime and fraud examination.
What you'll learn
The learning outcomes of this module are:
- Locate and combine information relevant to the subject area.
- Critically consider applications of psychological theory to solve problems in a forensic setting.
- Communicate ideas effectively in written form.
- Develop a critical understanding of the subject area.
What you'll learn
The learning outcomes of this module are:
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Critically appraise the varying methods available to assist investigations of unidentified and decomposed remains.
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Demonstrate critical awareness of synthesising scene and investigative data to formulate appropriate interpretations and conclusions.
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Critically appraise the challenges of death investigation and factors constraining or affecting interpretations.
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Demonstrate knowledge and understanding of the biological, chemical and environmental factors relevant to the decomposition of artefacts and remains.
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Critically compare existing research for the purpose of formulating new ideas and methodologies.
What you'll learn
The learning outcomes of this module are:
- Critically analyse the importance of understanding crime from a gendered perspective.
- Evaluate the influence of gendered perspectives on our understanding of crime and criminology.
- Compare and contrast gendered pathways into crime.
- Critically analyse gendered responses to crime.
- Examine the impact of gender on professionals working in criminal justice agencies.
- Critically analyse the female experiences of the criminal justice system.
What you'll learn
The learning outcomes of this module are:
- Critically appraise environmental criminology and other theoretical perspectives on 'green crime'.
- Critically analyse the nature, scale and range of perpetrators and victims surrounding environmental crime.
- Examine the role of environmental law and regulation.
- Assess the importance of environmental risk assessments.
- Examine the organisations engaged in the policing and investigation of environmental crime at a national and international level.
What you'll learn
The learning outcomes of this module are:
- Develop a critical understanding of security risk analysis and management.
- Design and manage a security policy.
- Evaluate various security solutions and their appropriate deployment in an organisational context.
- Create and critically evaluate a disaster recovery plan for business continuity.
- Assess human, legal, ethical and professional factors in developing security policies.
What you'll learn
The learning outcomes of this module are:
- Analyse the fundamentals of intelligence analysis in terms of the different practices, types and products.
- Develop an understanding of the role of the intelligence analyst and their role in an investigative team.
- Critically examine and demonstrate how strategic intelligence analysis helps inform policy and decision-making in public and private organisations.
- Appraise how intelligence analysis technologies and techniques can support investigations into forms of serious and organised crime.
- Critically examine and demonstrate how social network analysis represents a scientific alternative to conventional intelligence analysis.
What you'll learn
When you complete this module successfully, you'll be able to:
- Develop a critical understanding of the big issues and contemporary debates in education and teaching.
- Analyse and apply the fundamental concepts of teaching and learning theory to the planning and evaluation of a lesson plan.
- Understand the importance of safeguarding children.
- Critically reflect on current developments in teaching and learning.
What you'll learn
The learning outcomes of this module are:
- Critically and reflectively assess the causes of miscarriages of justice.
- Critically analyse miscarriages of justice using a holistic and cross-disciplinary approach.
- Using a range of theoretical approaches, assess the impact that forensic science advances have had on the detection and prevention of miscarriages of justice.
- Critically examine the basic rights of suspects from the initial investigation and first trial to the appeals process and beyond, including the role of the Criminal Cases Review Commission.
What you'll learn
The learning outcomes of this module are:
- Apply your knowledge and understanding of core terms and concepts relating to economic explanation for law, organisation and compliance in the area of anti-money laundering (AML).
- Apply the knowledge and understanding of the main AML legal and regulatory structures to new situations.
- Critically evaluate AML legal and regulatory structures and develop arguments while being aware of the limits of knowledge.
- Apply written communication skills and make use of library-based and community-based research opportunities.
What you'll learn
The learning outcomes of this module are:
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Critically examine national policing models of intelligence and decision-making.
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Articulate the principles of community policing.
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Critically apply approaches to intelligence to policing.
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Evaluate the police role in countering terrorist activities and other serious and organised crimes.
What you'll learn
The learning outcomes of this module are:
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Critically discuss the purpose of the police service.
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Demonstrate a critical understanding of the necessity for maintaining professional standards and values, and how these relate to the concept of policing by consent.
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Apply and evaluate core principles of ethics, equality, diversity and human rights in professional policing.
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Summarise strategies to develop resilience and maintain personal well-being within policing.
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Critically examine the application of law within policing.
What you'll learn
The learning outcomes of this module are:
- Critically appraise key debates from political science on the extreme right.
- Demonstrate detailed knowledge and critical understanding of the historical development and current position(s) of the extreme right.
- Critically analyse and evaluate contemporary criminological arguments on the extreme right.
What you'll learn
The learning outcomes of this module are:
- Critically evaluate personal professional profile and relate this to the development of effective job application strategies.
- Research, compare and contrast and critically evaluate employers expectations in terms of candidates' skills, attributes and competences in different sectors of employment.
- Reflect on and evaluate their scores from a range of Psychometric tests to prepare for an upcoming employment assessment.
- Communicate professionally the outcomes of their experience to potential employers via the production of a CV, statement, video pitch and a mock and formal job interview.
What you'll learn
The learning outcomes of this module are:
- Reflect on their learning and experience to date and use this as a basis to plan and organise suitable work experience(s) that will enable the development of their professional profile.
- Propose a programme of learning that enables the development and demonstration of specified professional skills.
- Critically evaluate their learning and experience and relate this to their future career goals.
- Communicate the outcomes of their experience, through the effective use of reflective practice.
What you'll learn
The learning outcomes of this module are:
- Critically analyse concepts of treatment and rehabilitation towards people in the criminal justice system.
- Evaluate theoretical approaches to treatment and rehabilitation.
- Critically examine and apply theoretical debates around rehabilitation to criminal justice practice.
- Compare and contrast different approaches to rehabilitation.
- Effectively communicate research and theories related to the treatment and rehabilitation of specific offender groups and offending behaviours.
- Critically analyse future directions for the treatment and rehabilitation of those in the criminal justice system.
What you'll learn
The learning outcomes of this module are:
- Demonstrate critical understanding of the construction of media accounts of crime in the True Crime genre.
- Critically evaluate how the media portrays True Crime.
- Critically analyse new and existing knowledge across disciplinary boundaries.
- Critically discuss the importance of social justice issues.
- Critically apply theory to the genre.
Optional modules
What you'll learn
The learning outcomes of this module are:
- Manage and complete tasks in a study relevant to their course, with an appropriate level of skill, initiative, independence and performance.
- Critically reflect on the formal learning experience and student ambassadorial role for the University, and consider the relevance of this learning to future study and employability and personal development.
-
Critically assess how activities relate to disciplinary knowledge and practice covered on the student's undergraduate course, within a global context.
What you'll learn
The learning outcomes of this module are:
- Critically reflect on the competencies required within a placement environment.
- Identify and evaluate the learning experience and the relevance of this learning to future careers and professional development, identifying areas for improvement or further training.
- Self-evaluate their success in meeting the objectives identified in the learning agreement.
Changes to course content
We use the best and most current research and professional practice alongside feedback from our students to make sure course content is relevant to your future career or further studies.
Therefore, some course content may change over time to reflect changes in the discipline or industry. If a module doesn't run, we'll let you know as soon as possible and help you choose an alternative module.
My favourite part of my course is the passionate lecturers who are experts in their field who make the course not only up-to-date, but keep the content exciting!
How you're assessed
You’ll be assessed through:
- coursework
- reports
- presentations
- group projects
- a dissertation
You’ll be able to test your skills and knowledge informally before you do assessments that count towards your final mark.
You can get feedback on all practice and formal assessments so you can improve in the future.
Teaching
Teaching methods on this course include:
- lectures
- seminars
- tutorials
- group discussions
- practical workshops
- forensic crime scene examinations
You can access all teaching resources on Moodle, our virtual learning environment, from anywhere with a Web connection.
For more about the teaching activities for specific modules, see the module list above.
Teaching staff profiles
Dr Helen McGonigal
The reality of CSI
How does the CSI activity we see in films and TV dramas compare to the real world? How do investigations differ around the world? And what are the myths of Crime Scene Investigation?
In this episode of Life Solved, we take a look at the realities of Crime Scene Investigation or CSI with our lecturer, Zoe Cadwell, and Winchester University's Selina Robinson, who both used to be Crime Scene Investigators.
Hello and thanks for watching this Life Solved short.
I'm Robyn Montague, and in these videos we get to meet the University of Portsmouth researchers and their colleagues sharing their work in the latest series of the Life Solved podcast.
This is work that's changing our world for the better in all sorts of ways.
We've all watched CSI thrillers on TV and in the cinema. Screens are full of actors dressed in overalls, finding the tiniest smudge of DNA in the corner of a crime scene and getting the criminals behind bars by the end of the episode. Pretty impressive.
But how does the reality of CSI investigation compare to that told on the screen?
And how do approaches vary around the world?
Well, I'm joined by Zoe Cadwell, senior lecturer in forensic studies at the University of Portsmouth, and Selina Robinson, who's a lecturer in forensic investigation just down the road at the University of Winchester.
So Zoe and Selina, thank you very much for joining me today.
You both used to work in CSI.
So it's not just the academic side of things you guys are involved in.
What drew you to a career in CSI originally, and how did the realities of that actually meet your expectations?
I think I went into crime scene investigation, as we all do, because we have this want to and desire to want to solve a mystery, I suppose.
I think unfortunately suspicious and unsuspicious, deaths are going to be something that continues.
So there's not going to be a lack of that.
And it was really an exciting prospect, a unique career, something physical, something challenging, something that was really cool.
And yeah, I was sadly quite disappointed when I became a crime scene investigator, not because the job wasn't fantastic, not because of the people, but I think the changes that were implemented into the landscape of forensics is is really changing how you do the role.
I think my experience is slightly different because I'm a slightly older than Selina, so I came into the role many, many years ago, over 20 years ago, and at that time it wasn't really well known what this role was and there was no TV shows.
So a lot of people, I think, now see the TV shows and think that's what I want to do.
Where is that?
Exposure wasn't in place.
I'd read books as a child crime books and seen photographs of crime scenes and said, that's what I want to do, even though I didn't know what the job was.
And I actually studied archaeology.
And then, as Selina said, it was about piecing together mysteries.
So as an archaeologist, you excavate pieces of evidence and you look at the surroundings and you pick these tiny little pieces of artefacts
and evidence together and try and interpret what happened for those things to be where they are, where you found them.
And actually that transposes really well into crime scene investigation.
There's actually quite a lot of people who studied archaeology that become crime scene investigators, including Selina.
You did archaeology, didn't you?
Yes.
So it has these transferable skills and it is about that mystery solving and putting jigsaws together with little tiny pieces of evidence.
When I got into the role, it was everything I hoped it would be.
But of course I didn't have all this overexposure and expectation.
And yeah, I got to solve mysteries, not on my own, not Scooby-Do style, but as part of a wider, really important team within policing.
And I really enjoyed it.
And you say they're about the archaeology thing and some people might be listening to that and thinking that's a bit of a stretch.
But actually, you know, Indiana Jones, can I just say, he did a lot of archaeology slash crime scene and running around trying to catch bad guys.
So it's not that much of a jump.
No.
Well, if you think about it as well, we excavate human remains in archaeology.
And that's certainly where I started was excavating human remains, as in undergraduate.
Then I went into postgraduate in forensic archaeology.
So that's my background is forensic archaeology.
So there really it really isn't a leap between archaeology and crime scene investigation at all.
And I suppose, you know, you saying that you've got a fair bit of a difference when you started your career and you started your career.
But I mean, in between that gap you had shows like CSI was huge.
And then you have Bones, I think was another one where again, that was, you know, excavating human remains that were fairly old, all these different shows and programmes.
And what was it about these that you think caught people's attention?
Why were they interested in shows like this?
We saw a massive uptick in applications to crime scene investigation roles once these shows sort of hit the TV.
And I think it is just that I think there's the drama side of it.
Personally, I think they glamorised the role.
CSI, I think was probably the first one, the main one, and it was so glamorous.
They all had perfect hair and perfect nails and heels and a gun, which obviously I've never had.
No one's ever let me.
Have a smoke in the crime scene.
Wear the sunglasses.
Yes.
Yeah.
So I think it was the glamorisation of solving crime.
But for once, it wasn't police officers.
It was people who were using science and some new kind of sexy subjects that perhaps hadn't been explored on TV before.
Yeah.
And when we say CSI, quite often you think of it as just sort of blood and, you know, a murder scene or
a scene where there's a fair amount of stuff going on that's, you know, from a person's body.
But that's not necessarily the case.
Now, you know, in CSI, it's evolved quite significantly, especially with digital advancements.
So how has it changed over the past 20 odd years?
And I think it's such a fast moving field.
So what was advanced five years ago might not actually be as advanced now.
And that's the great thing about forensics, because like there's an appetite for it.
It's always evolving.
It's always advancing, which is great, but it still builds on the foundations of original concepts of recovery.
So fingerprinting hasn't really changed, actually, probably from when you started and when I started.
Even now, what the students are learning is very much the same as what it was,
but there are slightly different techniques, a little bit more advanced about how we analyse it, how we interpret it.
It's it's a holistic approach really that's advancing as opposed to the changes of how we just recover evidence.
I think the major change for me has been DNA.
I started at a time when to recover DNA we had to have a significant, really visible stain so it would be blood or something.
And now, of course, we're down to cellular level of DNA recovery.
So for me, that's the biggest change in technology.
But some of the underlying changes that perhaps we might learn a little bit more about as academics and then hopefully we'll see filter through to practitioners is about how we think as CSI is.
So when I started, there was not much thinking about thinking, and now there's an awful lot of thinking about thinking, how do we do this?
But why do we do it?
Why am I doing this?
And why am I feeling the way I'm feeling?
Am I being biased by anything in this case or in this crime scene that's altering my approach to it?
So for me, that's a really exciting change in development and crime scene investigation
that perhaps people don't talk about so much is definitely the thought processes in the decision making.
As part of your roles as CSI investigators, what were the things you were looking at in particular?
Were there particular crimes that you were focusing on?
I think the biggest myth is that it's all about murder and the TV shows.
I mean, Silent Witness, CSI, other shows that we might mention during this podcast,
they're always predominantly focussed on the most serious crimes, which is murder.
But actually, as crime scene investigators our day to day or bread and butter investigations tend to be what we call volume crimes.
So volume crime is defined as something that happens so frequently.
So it things generally, in a nutshell, is vehicle crime and property crime, say burglaries to houses and burglaries to commercial premises.
So people don't really realise that that's actually what we're kind of doing day in, day out,
what we call the bigger jobs, the major crime jobs are not happening thankfully every day.
And really we're out there talking to members of the public that are victims of crime, and I think that's really the day to day job that that goes unnoticed.
Would you say?
I would agree.
And that actually reminds me of some of the things I've seen in CSI programs where it's if it's a major crime is a team that comes in,
not the local or regional CSI department that covers it.
That's what you tend to find in these dramatised versions of CSI.
Is that the case here?
Would it be another team or would you guys handle because it's your area?
No, not.
So much even area.
I think certainly in Hampshire, if you are sort of you're the lead CSI or the lead crime scene manager, you're the one that controls or manages that scene.
You can probably if as a manager, you could probably say, I want to see a slice to come in and then we can swap after 8 hours just for respite mental health.
But we would never outsource another team to do the job that we'd be doing.
We'd use other teams such as chemical treatment unit, fingerprinting, digital.
So if they want to come and do three sixty cameras or U.V.
lighting or something more specialist that we don't have in our backpack when we're at that crime scene, but they outsource.
Yeah, I think I think the main way to look at it is there's two levels in most police forces.
There's two levels of CSI, a level one and a level two.
They might have slightly different names depending on different forces.
Call their staff different titles.
But essentially you're you're trained initially to do the volume crime work, and then you get trained to be able to do the major crime work.
And then above that, you can be trained to be a crime scene manager.
Say that's the person that's in charge of the staff at that scene.
But it is the the the county employed or the police force employed
CSIs that will come whoever is on duty, whoever's got the required training, come and do that scene.
But as Selina says, we might bring specialists in from what we call forensic science providers.
So they are the laboratories that work externally to the police where we submit our evidence for analysis.
So these might be blood spatter
experts say that forensic biologists, if it's a shooting, they may be a forensic ballistic expert.
And of course, the pathologists that we see in so many of the TV programs is an external person
as well that may come to the scene, but more likely will encounter them at the mortuary.
But the actual people examining that scene are the CSIs that were employed in that area, in that geographical area.
And when you go into a scene, who's in charge? Because again, it can get quite confusing when you watch these shows.
Is it the detective?
Is it the crime scene investigator? Who who's technically responsible for managing that scene at that time?
I don't think anybody would like to use the word in-charge.
But in a volume crime scene, it's the CSI, because there's usually just you there.
You're the only person there with the victim of crime.
So it's up to in a major crime, it's the crime scene manager.
So they work out the strategy with the senior investigating officer.
They work out the forensic strategy, what's priority, what needs to be done in the order things are done.
And the CSI is do follow that strategy.
It's very rare for detectives to be in the scene.
That's another thing that's quite unusual in the TV shows.
In my experience, the CIA certainly is in is very busy in a briefing room at headquarters coordinating lots and lots of investigative leads.
So they are not there walking around the scene.
It tends to just be the forensic team, because with advances in technology now as well, we can get our images out to the briefing room
from the scene really quickly so that that way we can minimise the number of people that are in that scene, which is really important for contamination.
And you said a second ago sometimes you have to change shift if you're there for 8 hours or more.
I mean, how long can crime scene investigations be opened for?
I think how long's piece of string really?
Volume crime of of always going to actually be quicker,
especially if it's just yourself in a two bedroom house, one bedroom flat, you know, that's going to be quicker.
Sometimes they do take longer if it's a lovely affluent property, six bedrooms, but
major crimes, depending on the type of crime, depending on how many resources you need.
Because if we do need to call from forensic specialism within the department, then we need to wait for them to arrive.
We need to wait for them to finish, and then we can go back in and support it.
Yeah, but I think the crime scene managers that I've worked with have been really good at trying to manage the welfare
of the crime scene investigators within the scene of the major crime.
So it's usually, can I go to get a coffee, can I get anyone some lunch?
But usually I feel we're quite the same.
Once you're in there, you just want to just want to do it.
Just want to get as much done.
Do as much as you can do before you absolutely have to clock off.
And then in those circumstances, where may have to go into the next sort of shifts,
they'll seal the property up, have a guard at the door or outside of the area, and then you have to return the next day.
I think I've had scenes that've been open for weeks and go back every day and then it tails off to a point and things get left.
Then you go back because it just gets sealed and
there's certain other things or other specialists that need to come.
So I think you can fully expect sort of long 12, 15 hour days in the initial stages of a murder enquiry,
and then that might tail off in terms of how many times you need to revisit.
But I remember a murder scene where I had to revisit it a number of times over about three or four weeks.
And then you've got after that, usually for contamination reasons, the CSI is at work, at the scene, tend to be the ones that go to the post-mortem
because we only have a finite number of CSIs.
So you can use a new set and they've already been in contact with the body and then a post mortem can last,
I think the quickest forensic post-mortem I've ever been to is about 30 minutes, and the longest was about 10 hours.
Eight or 10 hours, I think.
Yeah.
Yeah.
It sounds like such a challenging environment and I think that's fair, most people would say that sounds like a very challenging environment.
And you mentioned about mindfulness and how they check in on you to make sure that you know you're okay and that you've had a break and, you know, rested a little bit.
Has that always been the case in CSI or was that fairly new?
I was just going to say Selina was saying that that is another huge change.
I haven't been practising as a CSI for nearly nine years.
The only scene I've been on there since then was the Grenfell Tower fire, where I worked as a consultant and I noticed the huge difference in welfare at that scene to where I've worked previously.
Thankfully this does seem to have come a long way.
There's things like, you know, we did have incident support trucks and things like that, but certainly the concept of the impact on your mental health, both from working long hours and the type of work that we do, is much more understood.
But there's an awful lot more research that needs to take place.
But yeah, really, I think thankfully these things have changed because there certainly wasn't.
Unfortunately, when I started in for a long time, you signed up for it.
You knew what you were signing up for.
I was 22.
I did not know what I was signing up for.
So I find that attitude a little bit stale and I still see it on Twitter.
I saw it the other week, someone saying, you're CSI, You knew what you signed up for
and I'm sorry, but I don't think anyone really knows that they're signing up for hours and hours and hours in covered in flies and maggots and blood
and horrible smells with no access to a toilet or refreshment or anything like that.
So I think that's another myth that we do need to bust in that we're actually humans.
And thankfully, police forces are now catching on to the fact that CSIs need the support that perhaps police officers have been getting for a little bit longer.
I feel like we've touched on some of, you know, that scenario sounds like CSI,
Why would you do that job?
But you did do that job.
I mean, Zoe as well, you're looking to go back into it.
So what is it about CSI that you guys love?
It's just every day is different and you're always going to be tested even if you start to think, oh, have just about got that technique.
And then there's going to be another scene that pops up or there's another person you interact with that you think, oh, okay, now I get to do something different.
So it constantly challenges you I think.
It is an exciting job.
It was the best job I've ever had, don't get me wrong.
But, you know, I think at the time for me, I couldn't deal with the the time and the requirements because I had a six month old at the time.
So that was the only reason really that I couldn't I'd like to think, pursue it.
And yet there's a changing landscape of forensics at the moment, but it's such an amazing job, I would think.
I think there's new challenges now, and I'm very interested in those new challenges.
So I'm looking to see what these challenges look like in reality and how that's actually working for practitioners.
I very much, I think I'll always have my research head on now that I've been working in academia, and I think that's a really interesting view to bring into crime scene investigation.
But as Selina says, the fundamental fact is every single day is different.
You meet everybody from every single walk of life you could imagine and some that you couldn't imagine.
You will encounter experiences that you didn't even know you could possibly do.
And then also the thing that I really love about it is it doesn't matter how much experience you have, you are experienced.
So I remember as a ten year experienced CSI,
never having been to a particular type of scene that our newest recruit had been to so I could go to them for advice.
And I think that is fantastic to say,
there is so many infinite number of experiences we can have in this role.
We can all appreciate each other and appreciate each other's experience and learn from each other.
And there's so much to learn.
I've been in forensics for over 20 years and I'm still learning every single day, and that's what excites me about being back
probably on the front line is learning more.
Can't stop learning about it.
It sounds incredibly rewarding.
And we can take a quick break.
If you're enjoying this episode of Life Solved, then why not
check out Who Polices the Police featuring Dr. John Fox.
John looks at the vetting process of police forces across the UK and also who's in charge of holding officers to account.
Search for the episode whether you listen to podcasts.
And so back to the sort of the myths and misconceptions around CSI,
a lot of the stuff that we see, which is dramatised is from the U.S., I think it's fair to say we do have some shows here.
You mentioned Silent Witness.
There are quite a few police, famous police shows now as well.
I used to watch The Bill a lot.
I used to love The Bill.
But is there a difference between countries that people aren't necessarily aware of?
Do you find that when you chat to people about the role of a CSI, they say, oh, I know that this happens, but actually that's not the case in the UK.
But is the case somewhere else?
Yeah, I think our first year students, well the first lecture I have with them, I always do this sort of myth busting.
So what do you know about forensic science?
What do you know about crime scene investigation?
And one of the things that comes up every year is the role of the coroner,
because in the the shows sorry, from the USA, the coroner is essentially what we would call the forensic pathologist.
So the person that does the post-mortem or the autopsy in in America,
and often they come to the scene and no one's allowed to do anything with the body until the coroner has been and they examine the body at the scene, etc..
Here, that's a forensic pathologist.
And our coroner is a very different role and is a completely different person.
So the coroner does not come to the scene in the UK.
The forensic pathologist might and they undertake the post-mortem, not the coroner.
So we have a distinction in terms of wording, I think, and roles there.
That's the main thing that I pick up on the difference between shows in the countries, but there's differences in practice as well.
We know that from the research literature and from speaking to practitioners in other countries as well,
that we do have very different, not always very, but some different approaches to how we undertake these roles.
And also I think it's probably fair to say in other countries, the role of the CSI as a police officer, and I think that's something we need to bust as well.
In the UK.
You do not need to be a police officer first to become a CSI.
You get the job as a CSI and you're trained on the job.
In the US predominantly, you are a police officer, sworn police officer, and then you train to be a CSI.
And that's the case in many other countries.
Australia is the same, but it's moving.
I think there are some police staff CSI now.
I think it's moving towards that.
But yeah, I did a master's degree in forensic science a few years ago and I did a module in forensic biology with an American university
and they taught me about air drying swaps.
So we wet and dry, for example, dry bloodstains is our method for recovery, and then we freeze those swaps.
But in the US, or particularly where I, the state that I was being taught this module, they were teaching us to air dry.
And I spoke to the the lecturer and I said, oh, that's very, very different to what we do if we ever tried them
that would be an issue in terms of contamination and also related to how they were packaging and storing them.
And we had a really, really interesting conversation about it.
Well, thank you both so much for joining me today.
It's been a really interesting conversation and hopefully some people who have listened will walk away
and feel a little bit better informed about what CSI is and what your jobs are.
Because of TV and film dramas we've already got a picture of how CSI works and the terms used in forensics.
Hopefully in this episode we've corrected a few things and given an idea of how it works in reality.
If you'd like to listen to our full episode of Life Solved discussing the world of forensic science,
head to the University of Portsmouth website or download it on your favourite podcast app now.
You can click the link in the comments box below or head to port.ac.uk/research
to find out more about Zoe's work here at the University of Portsmouth.
Next time how seaweed is "kelping" to clean up our oceans.
I didn't write that.
See you then.
How you'll spend your time
One of the main differences between school or college and university is how much control you have over your learning.
We use a blended learning approach to teaching, which means you’ll take part in both face-to-face and online activities during your studies. As well as attending your timetabled classes you'll study independently in your free time, supported by staff and our virtual learning environment, Moodle.
A typical week
We recommend you spend at least 35 hours a week studying for your Criminology and Forensic Studies degree. In your first year, you’ll be in timetabled teaching activities such as lectures, seminars and workshops for about 10 hours a week. The rest of the time you’ll do independent study such as research, reading, coursework and project work, alone or in a group with others from your course. You'll probably do more independent study and have less scheduled teaching in years 2 and 3, but this depends on which modules you choose.
Term dates
The academic year runs from September to June. There are breaks at Christmas and Easter.
Supporting your learning
The amount of timetabled teaching you'll get on your degree might be less than what you're used to at school or college, but you'll also get support via video, phone and face-to-face from teaching and support staff to enhance your learning experience and help you succeed. You can build your personalised network of support from the following people and services:
Types of support
Your personal tutor helps you make the transition to independent study and gives you academic and personal support throughout your time at university.
As well as regular scheduled meetings with your personal tutor, they're also available at set times during the week if you want to chat with them about anything that can't wait until your next meeting.
You'll have help from a team of faculty learning development tutors. They can help you improve and develop your academic skills and support you in any area of your study.
They can help with:
- Improving your academic writing (for example, essays, reports, dissertations)
- Delivering presentations (including observing and filming presentations)
- Understanding and using assignment feedback
- Managing your time and workload
- Revision and exam techniques
As well as support from faculty staff and your personal tutor, you can use the University's Academic Skills Unit (ASK).
ASK provides one-to-one support in areas such as:
- Academic writing
- Note taking
- Time management
- Critical thinking
- Presentation skills
- Referencing
- Working in groups
- Revision, memory and exam techniques
If you have a disability or need extra support, the Additional Support and Disability Centre (ASDAC) will give you help, support and advice.
Our online Learning Well mini-course will help you plan for managing the challenges of learning and student life, so you can fulfil your potential and have a great student experience.
You can get personal, emotional and mental health support from our Student Wellbeing Service, in person and online. This includes 1–2–1 support as well as courses and workshops that help you better manage stress, anxiety or depression.
If you require extra support because of a disability or additional learning need our specialist team can help you.
They'll help you to
- discuss and agree on reasonable adjustments
- liaise with other University services and facilities, such as the library
- access specialist study skills and strategies tutors, and assistive technology tutors, on a 1-to-1 basis or in groups
- liaise with external services
Library staff are available in person or by email, phone, or online chat to help you make the most of the University’s library resources. You can also request one-to-one appointments and get support from a librarian who specialises in your subject area.
The library is open 24 hours a day, every day, in term time.
If English isn't your first language, you can do one of our English language courses to improve your written and spoken English language skills before starting your degree. Once you're here, you can take part in our free In-Sessional English (ISE) programme to improve your English further.
Course costs and funding
Tuition fees
- UK/Channel Islands and Isle of Man students – £9,250 a year (may be subject to annual increase)
- EU students – £9,250 a year, including our Transition Scholarship (may be subject to annual increase)
- International students – £18,100 a year (subject to annual increase)
You won't pay any extra tuition fees to another university for taking part in a study/work abroad activity if you choose to do it for the whole academic year. During a year abroad you'll only have to pay a reduced fee to the University of Portsmouth.
Funding your studies
Find out how to fund your studies, including the scholarships and bursaries you could get. You can also find more about tuition fees and living costs, including what your tuition fees cover.
Applying from outside the UK? Find out about funding options for international students.
Additional course costs
These course-related costs aren’t included in the tuition fees. So you’ll need to budget for them when you plan your spending.
Additional costs
Our accommodation section show your accommodation options and highlight how much it costs to live in Portsmouth.
You’ll study up to 6 modules a year. You may have to read several recommended books or textbooks for each module.
You can borrow most of these from the Library. If you buy these, they may cost up to £60 each.
We recommend that you budget £75 a year for photocopying, memory sticks, DVDs and CDs, printing charges, binding and specialist printing.
If your final year includes a major project, there could be cost for transport or accommodation related to your research activities. The amount will depend on the project you choose.
You’ll need to cover additional costs, such as travel costs, if you take an optional placement or placement abroad.
These costs will vary depending on the location and duration of the placement, and can range from £50–£1000.
During your placement year or study abroad year, you’ll be eligible for a discounted rate on your tuition fees. Currently, this discount amounts to 90% of the year’s fees.
Tuition fees for that year are:
- UK/Channel Islands and Isle of Man students – £925 a year (may be subject to annual increase)
- EU students – £925 a year, including Transition Scholarship (may be subject to annual increase)
- International students – £1,800 a year (subject to annual increase)
The costs associated with your specific destination will be discussed during your second year, as well as possible sources of additional funding.
Apply
How to apply
To start this course in 2024, apply through UCAS. You'll need:
- the UCAS course code – LF34
- our institution code – P80
If you'd prefer to apply directly, use our online application form.
You can also sign up to an Open Day to:
- Tour our campus, facilities and halls of residence
- Speak with lecturers and chat with our students
- Get information about where to live, how to fund your studies and which clubs and societies to join
If you're new to the application process, read our guide on applying for an undergraduate course.
Applying from outside the UK
As an international student you'll apply using the same process as UK students, but you’ll need to consider a few extra things.
You can get an agent to help with your application. Check your country page for details of agents in your region.
Find out what additional information you need in our international students section.
If you don't meet the English language requirements for this course yet, you can achieve the level you need by successfully completing a pre-sessional English programme before you start your course.
Admissions terms and conditions
When you accept an offer to study at the University of Portsmouth, you also agree to abide by our Student Contract (which includes the University's relevant policies, rules and regulations). You should read and consider these before you apply.
Common questions about this subject
Can't find the answer to your questions about this course or anything else about undergraduate life? Contact us.
Common criminology and forensic studies questions
Criminology is the study of crime and criminal justice, including its causes, responses and prevention.
Forensic studies is the study of forensic, crime scene and criminal investigation, including forensic evidence analysis and interpretation.
This Criminology and Forensic Studies degree brings together these topics, providing an integrated understanding of criminal investigation with the application of forensic methods.
Because of ongoing funding pressures, criminal justice roles outside the usual policing and probation networks are expanding. Populations are increasing, crime is not disappearing and society needs more support than ever.
This means the future demand for criminology and forensic studies graduates is likely to be high.
People who work in this area do so because they want to have a significant, positive impact on society.
Careers in this area are hugely rewarding, because you work with vulnerable people, victims of crime, and sometimes perpetrators of crime, helping get them back into society.
Every day is different. Every crime scene is different.
As well as preparing you for employment in areas such as policing, probation, forensic investigation, intelligence or counter-fraud, this degree allows you to gain valuable transferable skills including research skills, written and oral communication skills, attention to detail and social policy knowledge that you can apply to many careers.
Keeping up to date with crime and forensic investigation in the media is good preparation for this course. For example, watching crime, criminal justice and forensic documentaries gives you a realistic perspective of processes involved in this area, which you'll study in more detail on the course.
It's also a good idea to read a range of tabloid and broadsheet articles on crime, and related subjects.
As well as meeting the entry requirements, it's useful if you're inquisitive, hard working and have the ability to pay attention to detail.