Innovation in teaching undergraduate Social Theory: Towards an applied perspective

Abstract

This paper analyses the current offer of contemporary social theory in sociology programmes at the University of Southampton and proposes pathways for innovation. Drawing on module evaluation feedback (3 academic years), group interviews with students (n=12) and interviews with staff (n=3), this research sheds light onto the expectations of studying social theory, evaluations of teaching and learning activities, and avenues for higher alignment. The data analysed suggests that students experience a lack of connection between studying social theory and its applicability, and unawareness of the need for theoretically informed empirical skills. Interviewed members of staff highlight the need for a stronger alignment of assessment methods in the module. These complementing findings lead to proposed changes to the social theory offer by which we seek (i) higher complementarity between core social theory modules, (ii) stronger alignment of assessment methods, (iii) higher content of applied social theory in both teaching and assessment methods.

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Identifiers

ORCID for Maria Villares-Varela: orcid.org/0000-0002-0137-7104

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