This chapter focuses on reflective learning and how it should be used by the criminology student to make the most of his/her degree. It guides the students on how to: engage with a reflective learning approach for enhancing their higher education; identify methods for independent learning in the different levels of higher education; apply reflective learning to their employability; and consider how their personal learning journey could help future directions of study for the discipline of criminology. The chapter encourages the students to do something with their newly acquired criminological knowledge and understanding. It also suggests how the core elements of reflective learning practice can be applied to the student's independent learning and official identity as an undergraduate.
This chapter describes the skills required to become an effective, engaged, and employable — or E3 — student of criminology in the university, higher education context. More specifically, it introduces a series of learning tips, tricks, and tools that are intended to make the E3 student a successful, capable, and committed individual who is attractive to employers. The chapter presents the criminology student's route to effectiveness, engagement, and employability as a reflective journey that he/she can embark upon in an informed, active, and critical way. Central to this journey is the identification and utilisation of the ‘travel partners’ located at the university and in the student's department, subject area, programme of study, and classroom. This chapter also considers a range of services, facilities, and people that can help students, including international students and those with disability, to meet their health, well-being, domestic, social, and academic needs.
This chapter helps the criminology student think about what comes next by guiding him/her through some of the career options he/she is likely to have after completing his/her degree. It also provides a strategy for achieving the skills and attributes employers expect to see in contemporary undergraduates. The chapter first considers employers' perceptions of graduate employability skills before explaining how students can produce their graduate employability and refine it through a strategy of reflection, assessment, reaction, and evaluation (RARE). It then offers suggestions on how the students can journey into potential careers' opportunities with ‘criminal justice game changers’ by engaging with career development learning and experiences from people in these careers. It also describes an alternative approach that the student can take into account for different careers that require the attributes for self-employability.
This chapter guides the criminology student on how to undertake research and embark on knowledge production, with particular emphasis on the work required for doing a dissertation. It provides an array of practical and creative tips for developing the student's role as a knowledge producer and becoming a person who contributes to what is — and what is not — known about crime and the criminal justice system. The objective is to enhance the student's undergraduate studies by encouraging him/her to think and act as an independent researcher. The chapter explains why research is important and highlights the breadth of opportunities offered by being an undergraduate researcher in criminology. It considers effective ways of choosing one's research topic, the core features of a dissertation or research project, ethical standards for researchers in criminology, and unconventional methods of dissemination for research.