The module will include a number of historical and contemporary in-depth case studies of domestic organised crime. A range of activities will be explored, including child sexual exploitation (recruitment of vulnerable victims), sexual violence, drug trafficking (county lines), weapons of choice, and use of other serious violence. Exact topics may change periodically in order to ensure that the content remains up to date and reflects contemporary developments in domestic organised crime.

Connecting with the subject content will be an analysis of the growth, development and effectiveness of law enforcement systems in relation to the problem of dealing with both domestic and transnational organised crime, as well as the difficulties in facilitating co-operation among law enforcement bodies both within and beyond national borders. Through close engagement with case studies, students will be supported to develop a realistic assessment of the main domestic organised crime threats, while critically reflecting on the ways in which these have been and could be addressed.

Students will choose one of the following assessment options from a selected list of titles: (i) a pre-recorded e-presentation lasting 20 minutes; (ii) 3x 1,250 word blogs (total of 4,000 words); (iii) a 4,000-word problem-based assignment. Each assignment meets Learning Outcomes 1, 2, 3, 4. Students should also write a total of four response papers, approximately 600 words each, on topics related to the weekly module content (details to be provided in weekly sessions). The response papers cover Learning Outcomes 1, 2 and 3.

This module will be based on flexible learning materials delivered using the Blackboard virtual learning environment and selected readings provided in:
(a) a limited number of course texts
(b) reading packs of selected journal articles, book chapters, reports, and online news coverage.

The Blackboard environment will provide a context for:

Blended learning comprising pre-recorded e-lectures on each of the topics.
Tutors to highlight key issues, problems and debates for discussion.
Students to undertake a range of structured activities which will involve, for example, problem-solving, literature searching, engagement with group discussions, and scenarios.
Tutors to provide guidance and advice.
Students to access guidance on online resources available via the internet and the university’s e-resources pages.

The readings will provide:

An essential knowledge base which will be available to all students.
A resource for coursework and all assessed assignments.
A point of departure for the structured activities set for students. Students will be expected to engage fully and critically with the resources and activities that are provided.

Tutors will arrange to be online once a week for 13 weeks at a designated UK time for virtual discussion with students, and to answer questions relating to the weekly topic. This session will be recorded and available for students to view.

Tutors will give online academic support and guidance to students throughout the module, and will respond in a timely manner.

Students will engage in independent study outside the lectures/discussions – this will include:

Completing required readings that are relevant to each week’s topic. These readings will give students a deeper understanding of each topic under discussion.
Listening to a series of pre-recorded lectures that cover key issues on the topic, and a session on assignment guidance.
Preparing for taught sessions by completing the key reading(s).

1. Develop a critical understanding of the debates surrounding domestic organised crime and their application to a transnational context.

Knowledge and Understanding

2. Analyse the complex dynamics of domestic organised crime groups and the methods utilised to carry out a range of criminal activities that are of a transnational nature.

Analysis

3. Apply an in-depth knowledge of conceptual issues in domestic organised crime to contemporary case studies.

Application

4. Evaluate how effectively law enforcement and other bodies are tackling strategies employed by domestic organised criminal groups.

Reflection

A computer capable of accessing the internet and running applications such as Blackboard, Adobe Acrobat, and Microsoft PowerPoint.

A Word Processor compatible with Microsoft Word.

The Blackboard Virtual Learning Environment will be available to support this module. Details will be supplied in the module handbook.

Albanese, J.S., Reichel, P.L. (eds.) (2013) Transnational Organized Crime – An Overview from Six Continents. Thousand Oaks, CA: SAGE.

Coomber, R., and Moyle, L., (2018) ‘The changing shape of street level heroin and crack supply in England: commuting, holidaying and cuckooing Drug Dealers across “County Lines”.’ British Journal of Criminology 58(6): 1323-1342.

Curry, G.D., Decker, S.H, Pryooz, D.C. (2014) Confronting Gangs: Crime and Community. 3rd edn. Oxford: Oxford University Press.

Hesterman, J.L. (2013) The Terrorist-Criminal Nexus. Boca Raton, FL: CRC Press.

Martellozzo, E., (2012) Online Child Sexual Abuse, Grooming, Policing and Child Protection in a Multi-Media World. London: Routledge.

Williams, G., Alessandra Finlay, F., (2018). ‘County lines: how gang crime is affecting our young people’. Archives of Disease in Childhood 104(8): 730-732.

Students will choose one of the following assessment options from a selected list of titles: (i) a pre-recorded e-presentation lasting 20 minutes; (ii) 3x 1,000 word blogs (total of 3,000 words); (iii) a 3,000-word problem-based assignment. Each assignment meets Learning Outcomes 1, 2, 3, 4. Students should also write a total of four response papers, approximately 250 words each, on topics related to the weekly module content (details to be provided in weekly sessions). The response papers cover Learning Outcomes 1, 2 and 3.