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Ensuring the criminological skills of the next generation: a case study on the importance of enhanced quantitative method teaching provision

Ensuring the criminological skills of the next generation: a case study on the importance of enhanced quantitative method teaching provision
Ensuring the criminological skills of the next generation: a case study on the importance of enhanced quantitative method teaching provision
Against the backdrop of contemporary debates surrounding the public role of criminology, this paper argues that a key barrier to ensuring that the next generation of criminologists are equipped with the skills necessary to engage in critical forms of citizenship, is the quantitative ‘skills-gap’ which undergraduate students possess as a consequence of the low curriculum profile afforded to numerically-informed forms of criminological practice. This paper presents new empirical evidence examining students’ statistical anxiety, which reinforces the need to increase their exposure to quantitative method teaching. It concludes that pedagogic change is necessary if we are also to address associated broader concerns about the future direction and rigour of the discipline.
critical pedagogy, quantitative literacy, quantitative methods, public criminology, criminal justice
0309-877X
1-12
Chamberlain, J.M.
6ded5c54-3e2d-4c20-b885-ada38e5bae18
Chamberlain, J.M.
6ded5c54-3e2d-4c20-b885-ada38e5bae18

Chamberlain, J.M. (2016) Ensuring the criminological skills of the next generation: a case study on the importance of enhanced quantitative method teaching provision. Journal of Further and Higher Education, 1-12. (doi:10.1080/0309877X.2015.1117602).

Record type: Article

Abstract

Against the backdrop of contemporary debates surrounding the public role of criminology, this paper argues that a key barrier to ensuring that the next generation of criminologists are equipped with the skills necessary to engage in critical forms of citizenship, is the quantitative ‘skills-gap’ which undergraduate students possess as a consequence of the low curriculum profile afforded to numerically-informed forms of criminological practice. This paper presents new empirical evidence examining students’ statistical anxiety, which reinforces the need to increase their exposure to quantitative method teaching. It concludes that pedagogic change is necessary if we are also to address associated broader concerns about the future direction and rigour of the discipline.

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More information

Accepted/In Press date: 11 June 2015
e-pub ahead of print date: 14 January 2016
Keywords: critical pedagogy, quantitative literacy, quantitative methods, public criminology, criminal justice
Organisations: Sociology, Social Policy & Criminology

Identifiers

Local EPrints ID: 385487
URI: https://eprints.soton.ac.uk/id/eprint/385487
ISSN: 0309-877X
PURE UUID: c498bc37-f4a9-4080-a9e7-f9c6b2667671

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Date deposited: 20 Jan 2016 10:32
Last modified: 18 Jul 2019 13:46

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