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A study of criminality, criminalisation and revolution in Europe, 1871-1939

Faculty of Arts and Humanities

Banditry, Bohemia and Revolt: Outlaws and Drop-Outs in the Insurrectionary

Countercultures of Europe, 1871-1939

Module Handbook 2018/19

Taught sessions are scheduled for:5 Feb. to 5 March 2019

Module Lead: Dr Danny Evans

Email Address: tbc

2018-2019

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FOREWORD

Message from the Dean

Welcome to the Faculty of Arts and Humanities. We are delighted that you have chosen to pursue a Master’s degree at Liverpool Hope University. Postgraduate research is a particularly important part of our Faculty’s focus and builds on the vision of our university. The staff working within the Department of History and Politics publish their work in single and co-authored books and academic journals and present papers at conferences nationally and internationally. Our specialist modules at postgraduate level are research driven and students are encouraged to develop their own research strengths in their chosen areas.

You are now part of a network of postgraduate students working in a vibrant, supportive academic environment with a host of extra-curricular activities available to you. Staff host seminars and guest speaking events through the Archbishop Desmond Tutu Centre for War and Peace Studies, the Irish Studies Research Group and the European Institute, which you are most welcome to attend. Students in the Faculty organise postgraduate conferences and networking events which you may consider presenting your research at. You also have the opportunity of representing your MA group on our Staff-Student Liaison Committee.

On behalf of my colleagues, I wish you an enjoyable, intellectually stimulating and productive time with us.

Professor Ian Vandewalle

Welcome from your Module Lead:

Welcome to my module. I hope you enjoy this five-week course.

Dr Danny Evans

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The Core Course Team:

Pictures and Bios (tbc)

Student Feedback / Student Voice:As part of our commitment to enhancing the experience of students, we regularly seek the views of students about what works well, their experiences on their programme and the areas where we may need to improve. At undergraduate level the University operates a system of Course Representatives, who are elected by their peers to sit on Staff Student Liaison Committees along with Hope staff. At postgraduate level, and particularly for part time programmes, a slightly different system operates. We would ask that any concerns or problems are raised with the Module Lead / Administrator at the earliest opportunity so that we can take appropriate action. In addition, after the second and fourth taught sessions there will be an opportunity for you to feedback to the Module Leader so that we can look at your experiences overall and feed this into our quality enhancement activities.

Module AimsRevolutionaries have historically been divided in their attitudes to illegal and deviant activity. Yet this has not prevented them being criminalised and subject to punitive measures such as imprisonment and deportation. Furthermore, no major revolutionary movement in the period from the Paris Commune to the Second World War was without its illegal element. Smuggling and bank robbery were just two of the more common practices that sustained revolutionary movements from 1871-1939.

But what was the historical relationship between criminality and revolutionary activity in theory and practice? By tracing the European revolutionary movement through three of its major turning points: the Paris Commune, the Russian Revolution and the Spanish Civil War, this five-week series will ask what part marginalised and criminalised people and practices played in the revolutionary movements between and during these upheavals.

The module is based on an interdisciplinary approach combining social history and critical theory. Students will be expected to understand different approaches to illegal activity in the Marxist and anarchist traditions and will be introduced to historiographical debates on the concept of ‘social banditry’ and the social construction of crime, with discussions of these ideas rooted in historical case studies. Classes will also consider the particular ways in which women and migrants were criminalised and discuss the ways in which revolutionary movements resisted or contributed to their stigmatisation.

Learning OutcomesUpon successful completion of the module, students should be able to:

1. To gain a critical understanding of processes of criminalisation.2. To gain advanced knowledge of European revolutionary movements in the

period under study.

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3. To produce well-organised and coherent essays based on original research. 4. To be able to initiate and sustain debate and discussion. 5. To locate and draw relevant evidence from primary as well as secondary

sources.6. To situate the questions being addressed in their historical context.7. To develop the capacity for critical reflection and judgement based on evidence.

Detail about Delivery

Credit Value A course credit (often credit hour, or just credit or "unit") is a unit that gives weight to the value, level or time requirements of an academic course taken at a school or other educational institution. This is an 15 credit module. 1 credit equates to 10 hours of effort on the part of the student so there is an expectation that you will put in at least 150 hours of effort for this module. This may be accrued via face to face teaching time, group work, wider reading and work on your assessment/s.

For more information about academic credit in the UK see http://www.qaa.ac.uk/en/Publications/Documents/Academic-Credit-Framework.pdf

Programme:Banditry, Bohemia and Revolt

Date Time Title Activity Topic/Focus of Session Notes5 Feb.2019

4-7pm Introduction

In class Introduction

An introduction to revolutions and criminality: concepts, themes and theories

12 Feb.2019

4-7pm Bandits

In class BanditsWe will study and discuss revolutionary ‘banditry’, from the Bonnot gang to the bank robbery and smuggling operations of the Russian Bolsheviks and the Spanish anarchist movement.

19 Feb. 2019

4-7pm

OutcastsIn class Outcasts

An examination of the lives, habits and transnational networking of revolutionaries forced into exile by repression.

26Feb.

4-7pm Deviants

In class DeviantsFocuses on gender equality

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http://www.qaa.ac.uk/en/Publications/Documents/Academic-Credit-Framework.pdf


2019 and alternative approaches to love, communal living, education and subsequent mischaracterisations and misunderstandings.

5 March 2019

4-7pm

Incendiaries In class IncendiariesStudies the attempts of the formerly marginalised and criminalised to bring their theories and practices to fruition in revolutionary situations and the difficulties they encountered.

Pre Session Work

Session Reading – please consult the relevant Moodle Page

Assessments

Details of Assessments

DESCRIPTION OF ASSESSMENTS

Title of Assessment

% of X credit unit

Submission date

Assessment Guidance

Submission and Feedback Details

Essays (3,000 words)

100% tbc See MA History Handbook

tbc

Date for submission: tbc

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Essay Questions1

Select one of the following essay titles:

1. ‘We are not bandits. We are revolutionaries’. Why do you think revolutionaries rejected the label of bandits and does the distinction make sense to you?

2. ‘The revolutionary movement provided the best means for women to fight for their liberation.’ Discuss with reference to the Marxist and/or anarchist movement.

3. Is the concept of social banditry useful for thinking about the illegal activities of the revolutionary underground in Europe?

4. ‘The experience of forced displacement enabled revolutionary movements to become more effective.’ Do you agree with this assessment?

5. ‘The opportunities that revolutionary upheavals provided for formerly marginalised people to experiment with new ways of living and/or exercise power were short-lived and doomed to failure.’ Discuss.

Extensions will only be granted if there are mitigating circumstances (for which evidence must be provided in line with the University Regulations).

Reminder

All assessments MUST be submitted via the Assignment Drop box in Moodle. Your course tutor will show you how to do this during the Induction. Each assignment should be accompanied by the relevant Coursework submission sheet/declarationIf you are required to provide a paper copy of your assessed work, please include the cover sheet with your paper copy. These sheets must downloaded from the Student Record Management (SRM) area within MyHope. You will need your University username and password to logon to MyHope. Once you are logged on you will be able to download the relevant module assignment cover sheet. This will already contain your details and a barcode linked to your student record. You must only submit coursework accompanied by your personalised cover sheet.

Suggested Readings

Please remember that there is no set text book for this module. Consequently, students are encouraged to read widely and engage with specific texts when researching for your selected essay and end of semester examination.

1 Essays must be approximately 3,000 words in length, with footnotes/endnotes and attached bibliography.

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The bibliography contains some general books as well as readings relevant to each lecture. For the seminars, specific readings are assigned. Please note that the majority of sources referenced below are available from the Liverpool Hope University Library. This is not an exhaustive list, but rather offered as a guideline.

Ackelsberg, Martha A. Free women of Spain: anarchism and the struggle for the emancipation of womenActon, Edward, Rethinking the Russian Revolution Bakunin, Mikhail, Bakunin on AnarchyBantman, Constance, The French Anarchists in London, 1880-1914Bloxham, Donald and Robert Gerwarth, Political Violence in Twentieth-Century EuropeBrecht, Bertolt, The Days of the CommuneBrenan, Gerald, The Spanish LabyrinthButterworth, Alex, The World That Never Was: A True Story of Dreamers, Schemers, Anarchists, and Secret AgentsChesterton, G. K. The Man Who Was ThursdayConrad, Joseph The Secret AgentEalham, Chris, Anarchism and the CityEvans, Barbara, Bolshevik WomenFitzpatrick, Sheila, The Russian RevolutionFoucault, Michel, Discipline and PunishGraham, Robert, Anarchism: A Documentary History of Libertarian Ideas, Vol. 1, From anarchy to anarchism (300CE to 1939)Harvey, David, Paris Capital of ModernityHobsbawm, Eric, BanditsHobsbawm, Eric, Primitive Rebels: Studies in Archaic Forms of Social Movement in the 19th and 20th centuriesKaplan, Temma, ‘Civic rituals and patterns of resistance in Barcelona, 1890-1930’, in Pat Thane (ed.), The Power of the Past: Essays for Eric HobsbawmMarx, Karl, Manifesto of the Communist PartyMarx, Karl, The Eighteenth Brumaire of Louis BonaparteMarx, Karl, The Civil War in France (in Karl Marx and Frederick Engels Selected Works)McLellan, David, Simone Weil: Utopian PessimistMunro, Bill and Margaret Malloch, Crime, Critique and UtopiaPayne, Stanley, Civil War in EuropePorter, Cathy, Women in Revolutionary RussiaPreston, Paul, The Spanish Civil WarRabinowitch, Alexander, The Bolsheviks Come to PowerRandell, Keith, France: The Third Republic, 1870-1914Serge, Victor, Memoirs of a RevolutionaryThomas, Edith, The Women IncendiariesTurgenev, Ivan, Fathers and Sons

Writing EssaysStudying and reading are essential but you must also learn to express your ideas clearly and correctly in writing. You will fail to communicate them if they are obscured by spelling or bad grammar, so be accurate in both. Remember that errors cost

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marks. Read over your assignments when you have finished them and check for mistakes. Every student should make use of a dictionary. To avoid constant repetition of the same words you are advised to consult a thesaurus as well. Moreover, many books offer guidance on writing English, among them Eric Partridge, Usage and Abusage: A Guide to Good English (Harmondsworth 1973), Robert Mohr, How to Write: Tools for the Craft (Dublin, 1998), R. L. Trask, The Penguin Guide to Punctuation (London, 1997), Martin Manser and Stephen Curtis, The Penguin Writer's Manual (London, 2002) and Lynne Truss, Eats, Shoots and Leaves (London, 2003).

Citation in essaysHistory essays should use the Department’s Citation Style. Please consult the

current MA History Handbook.

Marking CriteriaThe following indicative assessment descriptors are intended to guide students and tutors towards the characteristics of work at Master’s Level and are based on the Academic Regulations, Conventions and Procedures at:

http://www.hope.ac.uk/gateway/supportandwellbeing/studentadministration/understandingyourdegree/assessmentofstudentsregulations/ .

Details of marking scales and assessment descriptors can be found at: (an extract in detail below for information)

http://www.hope.ac.uk/gateway/supportandwellbeing/studentadministration/understandingyourdegree/assessmentofstudentsguidelines/ .

UNIVERSAL CONVENTIONS AND PROCEDURESIndicative Assessment Descriptors

Standard Grade Standard Mark

Interpretation Comments

A++ 92 Pass with Distinction (High)

Module aggregate will appear as PD

A+ 84 Pass with Distinction (Middle)


A- 76 Pass with Distinction (Low)


B+ 68 Pass with Merit (High) Module aggregate will appear as PM B 64 Pass with Merit (Low) Module aggregate will appear as PM C+ 58 Pass (High) Module aggregate will appear as P C 54 Pass (Low) Module aggregate will appear as P

Mark Awarded Grade Descriptor

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http://www.hope.ac.uk/gateway/supportandwellbeing/studentadministration/understandingyourdegree/assessmentofstudentsguidelines/

http://www.hope.ac.uk/gateway/supportandwellbeing/studentadministration/understandingyourdegree/assessmentofstudentsguidelines/

http://www.hope.ac.uk/gateway/supportandwellbeing/studentadministration/understandingyourdegree/assessmentofstudentsregulations/

http://www.hope.ac.uk/gateway/supportandwellbeing/studentadministration/understandingyourdegree/assessmentofstudentsregulations/


A++; Pass with Distinction (High)92

An exceptional standard of performance and achievement overall: Authoritative handling of complex material, demonstrating highly

developed knowledge; understanding and application of theoretical issues and concepts; convincing and well-focused analysis/argument, developed with

depth and precision of thought and evidence; well-structured and lucid presentation; well-developed insight and capacity for individual thought; imagination in approach and application; evidence of extensive and in-depth reading; a high degree of skill in handling quotations, references, footnotes,

bibliographical material; where appropriate: authoritative handling of data (including

appropriate analytical techniques); where appropriate: demonstration of a full appreciation of research

design and the ability to give a comprehensive critique of the methodology used.

Significantly, the work may be close to publishable or of a commercial standard and extends beyond the expectations of a student at Masters level and Liverpool Hope’s Research Degrees SubCommittee will interpret marks as implying that the student has demonstrated potential to succeed in doctoral study.

A+; Pass with Distinction (Middle)84

An excellent standard of performance and achievement overall: Authoritative handling of complex material, demonstrating highly

developed knowledge; understanding and application of theoretical issues and concepts; convincing and well-focused analysis/argument, developed with

depth and precision of thought and evidence; well-structured and lucid presentation; well-developed insight and capacity for individual thought; imagination in approach and application; evidence of extensive and in-depth reading; a high degree of skill in handling quotations, references, footnotes,

bibliographical material; where appropriate: authoritative handling of data (including

appropriate analytical techniques); where appropriate: demonstration of a full appreciation of research

design and the ability to give a comprehensive critique of the methodology used.

Significantly, the work extends beyond the expectations of a student at Masters level in one or more of these aspects and Liverpool Hope’s Research Degrees SubCommittee will interpret marks as implying that the student has demonstrated potential to succeed in doctoral study.

A, Pass with Distinction (Low)76

B+ Pass with Merit (High)68

A very good standard of performance and achievement overall: Skilled handling of material, demonstrating a sound knowledge,

understanding and application of theoretical issues and concepts; the ability to structure material and formulate an argument logically,

along with and effective and mature written style; coherent and soundly structured presentation; evidence of wide and in-depth reading; skill in handling quotations, references, footnotes, bibliographical

material; where appropriate: skilled handling of data, demonstrating sound use

of statistics;

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where appropriate: ability to give detailed criticisms of the methods used and to appreciate research design.

Significantly the work approaches, but does NOT quite meet the requirements for distinction; and Liverpool Hope’s Research Degrees SubCommittee will interpret marks as implying that the student has NOT demonstrated potential to succeed in doctoral study.

B Pass with Merit (Low)64

A very good standard of performance and achievement overall: Skilled handling of material, demonstrating a sound knowledge,

understanding and application of theoretical issues and concepts; the ability to structure material and formulate an argument logically,

along with and effective and mature written style; coherent and soundly structured presentation; evidence of wide and in-depth reading; skill in handling quotations, references, footnotes, bibliographical

material; where appropriate: skilled handling of data, demonstrating sound use

of statistics; where appropriate: ability to give detailed criticisms of the methods

used and to appreciate research design.

C+ Pass (High)58

A very competent standard of performance and achievement overall: Satisfactory handling of material, indicating a general knowledge,

understanding and application of the main theoretical issues and concepts;

the ability to formulate an argument logically, along with a competent written style;

a reasonably lucid and adequately structured presentation; evidence of wide reading; ability to use quotations, references, footnotes, bibliographical

material; where appropriate: satisfactory handling of data demonstrating

awareness of analytical techniques; where appropriate: satisfactory critique of methodology, some

appreciation of research design.

The work is a sound pass, with no significant weaknesses; however, there is an over-reliance on secondary sources and therefore the level of critical analysis is limited.

C Pass (Low)54

A competent standard of performance and achievement overall but with significance weaknesses:

Satisfactory handling of material, indicating a general knowledge, understanding and application of the main theoretical issues and concepts;

the ability to formulate an argument logically, along with a competent written style;

a reasonably lucid and adequately structured presentation; evidence of wide reading; ability to use quotations, references, footnotes, bibliographical

material; where appropriate: satisfactory handling of data demonstrating

awareness of analytical techniques; where appropriate: satisfactory critique of methodology, some

appreciation of research design.

F+ Marginal Fail The student has marginally failed to reach the standard required to Pass.

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47 However, in the judgement of the marker, it would have been feasible for the student, without a lot more work, to have raised the quality to a bare pass, and the work has sufficient strengths to allow the failure to be compensated if the student passed the module overall.

F Clear Fail37

In general, the student has not reached the standard required to Pass at Level M[7], as evidenced by at least some of the characteristics listed below, but the work has sufficient strengths to suggest that the student would be able to pass on reassessment without the need for further tuition.

Typical characteristics: Insufficient knowledge, understanding and application of course

material; failure to meet the objectives of the assignment; a lack of balance and adequately developed arguments; evidence that the student has little understanding of how to structure

arguments, present evidence and use concepts; insufficient critical analysis; insufficient appropriate use of sources and data; poor literacy skills &/or inadequate referencing skills.

F - Comprehensive Fail27

WF Weak Fail12

In general, the student has not reached the standard required to Pass at Level M[7], as evidenced by some or all of the characteristics listed below, and the substantial nature and/or extent of the weaknesses suggests that the student would need further tuition in order to be able to pass.Typical characteristics:

Insufficient knowledge, understanding and application of course material;

failure to meet the objectives of the assignment; a lack of balance and adequately developed arguments; evidence that the student has little understanding of how to structure

arguments, present evidence and use concepts; insufficient critical analysis; insufficient appropriate use of sources and data; poor literacy skills &/or inadequate referencing skills. evidence that the student has little understanding of how to

structure arguments, present evidence and use concepts; insufficient critical analysis.

U Unclassified2

Requesting an Extension

Extensions for coursework are only given for two reasons:1. Medical reasons (where you must have medical evidence i.e. a doctor’s note).2. Exceptional personal circumstances.

The following examples are NOT exceptional circumstances: Having too many other assignments. All students have a lot of work to do and

you are expected to organise your time efficiently from the start of the module to cope with these fluctuating demands.

Computer problems. You are expected to work on your assignment so that it is finished at least the day before the date of submission and thereby avoid last minute problems. You are also advised to back-up your work every time

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you make changes, and are advised to save your work in more than one place i.e. do not just keep your work on a pen drive, because you could lose it, for example.

Having paid work commitments. Again it is your responsibility to organise your time so that this does not become a problem.

If you need an extension for a piece of coursework you must formally apply for one. The form can be downloaded from the main MA Education meta Moodle site. Please complete the form and send to the Programme Administrator. In terms of extensions for pieces of assessment for this module or a number of modules, you must formally apply to the Director of Postgraduate Programmes (please cc to the Programme Administrator, who will ask for the reason, and may require evidence before granting an extension. Please therefore do not leave it until the last minute to seek an extension.

If there is a medical reason why you cannot submit your assignment you MUST get a signed sickness absence form from your doctor (in certain cases self-certification may be accepted).For exceptional personal circumstances you do need to explain these.

For further details, please see Liverpool Hope University Universal Conventions and Procedures on:http://www.hope.ac.uk/media/liverpoolhope/contentassets/documents/studentsupport/studentadministration/studentadministrationrevised2014/media,38673,en.pdf .

You MUST photocopy any evidence (such as the sick note) and also ensure a photocopy is handed as soon as possible to the Programme Administrator.

You are also advised to keep a copy of any sick note for your files.

By ensuring these copies are delivered to the appropriate people, you ensure that no submission is expected from you. This is important to ensure that you are given another opportunity to submit to the assessment at a later date without incurring a non-submission penalty. Please check the university guidelines for the penalty incurred.

Assignments which are submitted late, without an extension, will normally receive a mark of ZERO.

FeedbackLiverpool Hope University has a policy of returning feedback to all students within 4 working weeks (i.e. excluding holiday weeks) of submission of any assessment.

External Examiners Details about the External Examiner for your programme can be found on the Module Moodle.The system of External Examining is a distinctive feature of Higher Education in the UK. All programmes delivered in Higher Education Institutions in the UK will have an

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http://www.hope.ac.uk/media/liverpoolhope/contentassets/documents/studentsupport/studentadministration/studentadministrationrevised2014/media,38673,en.pdf




External Examiner. External Examiners are independent experts appointed from other academic institutions or sometimes from industry or from a professional field.They are suitably qualified to provide advice on the academic standards of the awards, programmes and/or modules to which they have been assigned, and can provide informed guidance on good practice and opportunities to enhance programmes based on comparability of similar awards offered at other higher education institutions of which they have experience.External Examiners review samples of student work across modules to ensure fair and consistent moderation and to ensure that marking standards are comparable with standards in UK Higher Education. If an External Examiner is concerned about accuracy and consistency of marking within a sample of student work, all work within that particular module will be re-marked - External Examiners cannot change individual student marks as this would not be fair on other students whose work the External Examiner has not seen.

The External Examiner also attends the Progression and Award Boards to look at the distribution of marks across modules and identify any issues or aspects of good practice.

Each External Examiner submits an annual written report at the end of the academic year. This report is based on what the examiner has observed of the University’s assessment processes and on samples of student work they have seen. These reports provide invaluable independent feedback to the University at module and/or programme level. The University recognises the importance of the role of students in contributing to the management of standards and quality and with this in mind, External Examiners’ reports are made available to student through Moodle.

You may have an opportunity to meet with the External Examiner in the course of their duties. However students must not contact External Examiners directly, as this is not part of their remit, and therefore they will be unable to respond. The University has appropriate internal mechanisms in place if you wish to raise a concern using the comments, complaints or appeals procedures.

If you’d like to know more, you could look at the University’s Processes for External Examining .

Internal ExaminersThe Internal Examiners (usually the academic team in your Department) are specifically responsible for:

[a] the preparation of coursework assessment requirements and draft examination question papers, and ensuring that they are appropriate to the Level, syllabus content and learning outcomes; [b] the initial assessment, and internal moderation, of coursework assignments and examination scripts; [c] ensuring that the Assessment Co-ordinator is able to make available to External Examiners an agreed range of internally moderated coursework assignments and examination scripts in good time to enable the External Examiners to undertake external moderation before the meeting of the Panel of Examiners or Assessment, Progression & Award Board.

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http://www.hope.ac.uk/aboutus/governance/academicquality/externalexaminers/

http://www.hope.ac.uk/aboutus/governance/academicquality/externalexaminers/


Your Internal Examiners moderate assessments using the following strategy:

Moderators examine a sample of work for each assessment that counts towards your overall result block. The sample will include:· Work within the first class band · Fails;· Work just below a key boundary [eg 34, 39, 69];· A representative sample of other work from across the grade bands, of sufficient size to enable the moderators to form a judgement about the appropriateness of the standards that have been applied.

If, following internal moderation, it is agreed that the standards applied to the sample reviewed have been over-generous or too harsh, the marks proposed for the whole cohort, not just to those students whose work was included in the sample, are reconsidered.

Referencing:Information on ‘Referencing Your Work’ is available via the Library webpages, simply select ‘Student How to Guides’ and look for ‘Referencing Your Work’ http://www.hope.ac.uk/gateway/library/interactiveguides/referencing/

Course Reading Materials:Your full reading list for the course can be found through Moodle. Your tutor may give you additional reading each week.

Library Support:Your reading list can be accessed online via Moodle. This allows you a quick and easy link to the Library Catalogue where you can instantly see the availability of an item. If the item is an online resource or web page you will be able to link directly to the item.If you need any help or support with any library issue including accessing library resources or subject specific information, please contact your Faculty Librarians. Support is also available from the Subject Support Points in the library; pop along to get some advice and help from a librarian.Alternatively you can email [email protected] From within this email address you can also invite us to chat.There are full details of all library services, facilities and support available from the Library Services web pages www.hope.ac.uk/gateway/library/

Moodle:Liverpool Hope’s online learning environment is called ‘Moodle’. This resource is accessible via the Liverpool Hope website by clicking on ‘Student/Staff Gateway’ and logging into ‘My Hope’. Use your network username and password to login. ‘Moodle’ is listed within the Services Menu on the left hand side.

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If you have any difficulties accessing the Moodle for your course please contact [email protected].

Cheating and Academic Misconduct

Guidance to Academic Misconduct for Postgraduate (Taught) Students:http://www.hope.ac.uk/media/liverpoolhope/contentassets/documents/studentsupport/studentadministration/studentadministrationrevised2014/media,38677,en.pdf.

At Liverpool Hope, we take a strong stance against unfair practices which jeopardise the integrity and reputation of the University and its examination and assessment processes. In addition, as a leading provider of professional education we believe in the education and training of professionals who are guided in all matters by strong moral principles and values of professional integrity. We therefore encourage you to abide by our Regulations and refrain from any actions that would breach our code. Academic Misconduct is defined as an act leading to circumstances whereby a student or another may gain unfair or unpermitted advantage in an examination or assessment. Examples of academic misconduct include but are not limited to plagiarism (copying or imitating text or material from another author or source, including the Internet, without proper acknowledgment or referencing); collusion (unauthorised collaboration in assessments); fabrication of data or results from empirical study; impersonation of another person's identity, e.g. in order to undertake an examination on their behalf; academic misconduct which includes acts such as utilising prohibited or unauthorised material in assessments, attempts to influence a Hope official by bribery or other unfair means, purchase of assignments from third party providers/essay mills, untruthful claims of mitigating circumstances, false declarations of word count, failure to observe examination and assessment requirements of timing and principled conduct among others.

All members of Hope staff have a professional obligation to report instances of unfair practice/academic misconduct. Alleged cases are investigated and acted upon by the Module/Programme Leader in conjunction with Faculty Academic Advisers and the University Registrar. Instances of alleged violations are investigated and may result in a range of sanctions. Your employer will also be notified of any offence that may impinge on your fitness to practice.

Penalties imposed for a violation include but are not limited to: a written warning in the student's file; deduction of marks from an assessment to negate any advantage gained by the violation; voiding the assessment/ examination or entire module, or assigning a mark of zero; capping the award classification available to the student; termination of the student's registration, among others. Please refer to

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http://www.hope.ac.uk/media/liverpoolhope/contentassets/documents/studentsupport/studentadministration/studentadministrationrevised2014/media,38677,en.pdf for detailed information and guidance. You are strongly encouraged to familiarise yourself with the University's regulations in relation to academic conduct, as ignorance will not be deemed an acceptable excuse in claims of unintentional offences.

Attendance, Punctuality and Behaviour:The University requires students to attend teaching sessions unless there are significant mitigating circumstances. Please arrive on time to your scheduled sessions (and any other pre-arranged meetings you may arranged with tutors).

If you miss any sessions you should expect to be contacted by your tutor to find out why you have been absent,

If you are unable to attend a session (or pre-arranged meeting) you should contact your tutor as soon as possible to inform them and explain your absence. You must also notify the relevant Faculty Office as soon as possible. If you miss a scheduled session it is your responsibility to catch up on what you have missed.

If you are late arriving to a session please enter the teaching room, please make your apology to the tutor, and quietly take a seat without disturbing any other students. Note that the University may refuse entry to a session / request that you join and an appropriate point.

During taught sessions you must turn off your mobile phone (unless there is a very good reason why you cannot e.g. childcare issues or sick family member). If you do need to leave your phone on please be courteous and inform your tutor before the start of the session. If you do not comply with these courteous requests your tutor may ask you to leave the class as taking calls or texting in class is very disruptive.

If you email your tutors please do so in a courteous fashion which reflects the professional nature of your relationship.

Guidance, Further Information and University PoliciesThe following webpages have a wealth of information for students http://www.hope.ac.uk/gateway/students/

Quality Management and EnhancementThe award is overseen in the first instance by the Programme Lead and the Director of Postgraduate Programmes. Information about the experience and outcomes of students on the programme is reviewed by the teaching team on a regular basis and reported to core committees in the Faculty, which include student representation.

Further accountability is built on through:

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http://www.hope.ac.uk/gateway/students/





Student feedback; Module evaluation questionnaires; Postgraduate Taught Experience Survey (PTES); Award Boards; Annual External Examiner Reports; Faculty and University-wide staff development programme.

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