A Level Requirements
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see all requirements
Full time 3 Year(s)
China’s rise presents both opportunities and challenges for global political relations, international management and environmental sustainability. This distinctive three-year degree includes a unique combination of work experience and a year abroad as well as learning Mandarin Chinese for those who are not native speakers. While you can choose the focus that is of most interest to you, the three pathways share a number of common elements.
Chinese and non-Chinese students will study contemporary China together and will discover China’s approaches to foreign relations, international diplomacy, nature, ecological civilisation, economic reform, and cross-cultural communication. The second year is spent overseas with Chinese nationals going to Lancaster’s partner universities in Europe, Australia, Canada or the US, while those learning Chinese will spend the year at a Chinese university where teaching is in English. In the third year you will continue to learn about contemporary China and specialise in the pathway of your choice.
Students who spend the second year in China studying Chinese, are eligible to apply for Confucius Institute bursaries to contribute towards living expenses while at University in China.
You may also be interested our other Contemporary China courses:
A Level ABB
Required Subjects A level grade B in Geography. We may as an alternative to Geography accept a cognate subject from; Anthropology, Classics, Economics, English Literature, History, Philosophy, Psychology, Religious Studies, Sociology, World Development.
GCSE Mathematics grade C or 4, English Language grade C or 4
IELTS 6.5 overall with at least 5.5 in each component. For other English language qualifications we accept, please see our English language requirements webpages.
International Baccalaureate 32 points overall with 16 points from the best 3 Higher Level subjects.
BTEC Distinction, Distinction, Merit
We welcome applications from students with a range of alternative UK and international qualifications, including combinations of qualification. Further guidance on admission to the University, including other qualifications that we accept, frequently asked questions and information on applying, can be found on our general admissions webpages.
Contact Admissions Team + 44 (0) 1524 592028 or via firstname.lastname@example.org
Many of Lancaster's degree programmes are flexible, offering students the opportunity to cover a wide selection of subject areas to complement their main specialism. You will be able to study a range of modules, some examples of which are listed below.
The aim of this course is to introduce students to the fascinating world of management and organisation(s) via a series of lectures and seminars and reading groups.
Over a period of ten weeks, we will attempt to familiarise ourselves with some of the main themes and issues that make up our ‘organised’ world. Our main objective will be to map out the ways in which we understand ourselves in relation to work, management and organisations. In order to so, we will attempt to trace how the meaning we give to these important themes has developed historically. To do so, we will analyse the thought of some of their main critics and contributors.
The course begins by providing a perspective on capitalism (as the social order in which the forms of managing and organising we are interested in takes place), before moving on to look at management more concretely and ends with a focus on people (both managers and workers) in contemporary organisations and society.
This module aims to provide you with a broad introduction to management covering a wide range of topics that are relevant to work, business and organisations.
The module begins by exploring the basis of all management activities – human resource management and development which fundamentally contributes to the development of employee-engaged and productive organisations. The module is constructed to encourage you to think critically and to reflect upon taken-for-granted assumptions about the world of work and management’s role in relation to it.
As a means to achieve this, the second part of the course introduces different metaphors through which we can understand and analyse organisations.
The final part of the module continues this theme of encouraging critical reflection and explores key issues and debates related to technology, globalization, sustainability and ethics that are intimately related to management. Many of these debates and issues will be explored in greater depth in subsequent OWT modules (e.g. OWT.226 Management and Information Technology, OWT.328 Work and Employment Relations).
Would you like to be able to communicate using Mandarin Chinese? Do you want to acquire key elements to become an expert of Chinese culture, society and institutions? We focus on teaching absolute beginners how to speak, listen and read so you can confidently use day-to-day Chinese. You’ll also about Chinese culture, history and contemporary society.
Learning a language so radically different from English offers an incredible insight into linguistics in action. You’ll also find out about Chinese culture and gain experience in Chinese ICT (Information and Communications Technology).
You will learn:
“Being a management student, I believe that having a knowledge of Mandarin will be very useful in dealing with the international business world.” Sofia Guimaraes, BBA Management
Chinese modern culture is profoundly influenced by its historical, commercial and philosophical tradition. This module will provide you with a general knowledge of the key aspects of Chinese socioeconomic expansion and its role in international relations.
From Daoism and Confucian philosophy to political strategy, from dining etiquette to indirect and impersonal communication, Chinese culture has evolved over thousands of years. We’ll concentrate on China’s economic and socio-political developments and intercultural communication. We will dive deep into the Chinese way of thinking and living.
An hour-long lecture and a one-hour seminar each week will present you with (inter-) cultural, political and historical knowledge. This will be invaluable if you’re thinking about a career that will intersect with China and Chinese institutions.
This module includes authentic texts only slightly adapted from the originals, with a special focus on contemporary Chinese society and institutions. You will learn how to communicate comprehensively and systematically using the appropriate expressions and language norms in the right context.
You’ll develop your skills in understanding and joining political, academic and journalistic discussions using advanced Chinese language skills. You’ll be able to translate between English and Chinese and develop an idiomatic style of formal writing.
All of this is supported through four contact hours of teaching a week. You’ll attend a two-hour seminar to practise listening and speaking. A one-hour lecture each week will teach you grammar and language functions. Reading and writing practice is covered in a weekly one-hour seminar.
It’s not necessary to have studied the Part I, Chinese Language 2 or 3 modules before this. However you must have reached a CEFR (Common European Framework of Reference for Languages) B1-B2 level of Chinese proficiency.
This module provides an opportunity for students to choose a topic related to some aspect of Politics and International Relations, Philosophy and Religious Studies which particularly interests them, and to pursue it in depth. The topic may be related to work that is being done on a formally taught course, or it may be less directly linked to course work. The intention is that students will develop their research skills and their ability to work at length under their own direction.
Students are expected to start thinking seriously about the 9,000-10,000 word dissertation towards the end of the Lent term of their second year, and to submit a provisional topic by the end of that term. Work should be well advanced by Christmas in the third year. The completed dissertation must be submitted by the end of the Lent term in the third year.
African states are among the poorest, most artificial in the world. This means their relations with the global system have a critical impact on African politics from the global to the local level.
This module aims to:
This module provides a historical and thematic introduction to the issues facing Africa in the international system today. The module is divided into four sections. The first focuses on the impact of colonialism on shaping the economy, the state and perceptions of race. The second section examines the first four decades of independence. The third and fourth look at key contemporary issues such as HIV/AIDS and actors such as China and South Africa.
With a focus on pre-colonial, colonial and post-colonial history, this module provides a focus on the representations of Africa, such as how the ‘dark continent’ has been portrayed in different cultural settings by the media, art, NGOs, governments and public. These representations will be compared and contrasted with, on the one hand, our own perceptions of Africa and, on the other hand, how Africans see themselves. Students will discover African reactions to racial stereotyping during colonial and post-colonial times, and will be introduced to the work of Frantz Fanon, as well as exploring the challenges, constraints and opportunities of rural communities, such as how they manage their livelihood, welfare, development and survival in response to a changing socio-political, economic and ecological environment.
Students will learn to demonstrate a concise understanding of the topic through examinations and coursework, and will develop practical skills such as debating and group discussion, with the aim to critically engage with current perceptions of Africa in newspapers, film, television, visual art, literature amongst other media. Additionally, the module will address the different approaches towards the subject from a Euro-American versus African perspective and will equip students with the ability to develop a detailed understanding of post-colonial theory as a critical lens to study contemporary challenges in Africa.
This course introduces students to key theoretical perspectives to deepen their understanding of how organisations operate and are managed. Students are encouraged to use these perspectives in different ways to analyse organisations. In particular, the course explores how the perspectives relate to and can be used to analyse management styles and conflict. The course also introduces metaphors, such as cultures and machines, as a method for analysing organisations. The intention of the course is to encourage students to critically reflect upon how they understand organisations and to recognise that the same organisation may be seen by different people in different ways, which impacts on how they in turn understand and attempt to manage them.
The main aim of this module is to provide students with a critical understanding of the ethical dilemmas that are associated with business and management. It will examine the various ways in which we make sense and speak about ethics, how questions of right and wrong occur and what responses they elicit. In simpler terms, if we describe ethics as being about sorting out right from wrong, our interest is on what constitutes ethical conduct, and on who the appropriate agent of this conduct might be. A critical understanding means that this module does not aim at providing answers or tools that would solve the various problems of ethics or that would guarantee the ethical behaviour of managers.
All cities are shaped by the flows and forces that connect them to other places. Whilst these connections enable cities to become vibrant and creative, this module will focus on a number of challenges that might arise from globalisation.
Students undertaking this module will develop spatial thinking whilst exploring a range of features including urban networks and politics, such as poverty, global change and security. The module will explore the cities’ resulting transformations through a combination of readings, lectures, group activities and fieldwork. The module will also present students an opportunity to compare the experiences of cities in different parts of the world.
The aim of this module is to offer students from a wide range of backgrounds the opportunity to engage with the most important debates and issues in the study of the politics of the Middle East and Asia, and to locate and contextualise them within wider debates and scholarship of global politics. The module aims to develop enhance critical understanding of a series of key issues in the politics of the contemporary Middle East and Asia, as well as familiarising students with a wide range of case studies.
The module will typically include the following topics:
This module introduces students to human rights as a political and legal concept. It provides a critical overview of contemporary debates in the field, without losing sight of key theoretical questions. What are human rights? What is their source? In what sense are they universal and inalienable? Following a discussion of philosophical and historical foundations the module will examine the post-World War II international legal regime for the protection of human rights. It will explore the political implications of enshrining human rights at the international level, and engage with questions of culture and diversity, development and globalization, poverty and health.
Students will have the opportunity to research and discuss such issues as gender-based violence, torture in the ‘war on terror’, treatment of refugees and asylum seekers and HIV/AIDS in Sub-Saharan Africa. These empirical case studies of recent human rights struggles and controversies will shed light on the complexity of global human rights politics in the early 21st century.
This module introduces students to key issues in Middle East politics today. It explores the people, society and politics of the region and the role that religion, ethnicity, gender and class have played in shaping contemporary issues. It examines the major internal and external actors in the region; conflict and peace; the geo-strategic importance of the region; issues of political economy; political change and reform; the issue of identities in the Middle East and ideologies around this; the emergence of political Islam; rising anti-Americanism; 9/11 and the fall-out in the region from the 'war on terror', the 'Arab Spring' and the unfolding revolutions.
Through class discussions, completion of coursework and the exam, students should be able to understand the complexities of society in the Middle East, and show an in-depth understanding of key themes and issues in the contemporary Middle East.
This module explores the analysis of the corporation in the global political economy. It will help students develop their knowledge of the character and practices of corporations and place that analysis within the wider context of analyses of International Political Economy.
At the end of the module students will better understand the variance and multi-faceted character of the corporate (global) sector, be able to account for a range of (political) positions about corporations and have some experience of the interaction between political economic and legal analyses. The module overall is intended to demystify the corporation as a political economic actor and support students in developing a nuanced appreciation of their own analyses of the role and practices of (global) corporations.
Introducing cultural geography, this module addresses culture from a geographical perspective while, at the same time, studies space and the spatial from a cultural point of view. Students will explore the importance of variegated representations such as cultural materials, texts, art, landscapes, everyday objects, performances, and will discover how they interact and impact upon race, class, gender and sexuality. The module’s topics will include theories of power and nature, as well as teaching an appreciation of culture, nature, nation, cosmopolitanism, multiculturalism, community, colonialism and post-colonialism.
Students will develop skills such as the critical analysis of the concepts of landscape, place, space, scale and body. They should understand how to evaluate and apply this knowledge in a working environment, as well as gaining the ability to distinguish and criticise different theoretical traditions in cultural geography, and contemporary debates in cultural geography in relation to previous research traditions in the discipline. The module will provide relevant literature in geography and the social sciences and will ask students to apply it selectively to the methodologies at the core of specific assessments.
The relation between theories and practices of development will be explored in the module, as well as how these have changed over time. This evolution will be placed within the context of wider changes in global political economy. The ways in which development interventions have been contested on the ground while the concept of development has been subject to challenge intellectually will also be explored.
This module will explain the different approaches towards addressing development issues and the divergent understandings of the means and goals of development that these reflect. The way in which particular places can or cannot be placed into a geographical categories such as ‘developed countries’ or ‘Global South’ will be discussed.
Students will learn about some key challenges (e.g., poverty, inequality, environmental change) commonly defined as ‘development’ issues, and the ways in which ‘development’ initiatives seek to address these problems. They shall then critically evaluate the differential impacts (e.g., along gender lines, or rural vs. urban areas) these initiatives may have. Finally, they will build on their fieldwork experience by designing a field trip on a similar theme to a new location.
This module aims to allow students to pursue independent in-depth studies of a topic of their choice, within the scope of their scheme of study. The topic may be related to work that is being done on a formally taught course, or it may be less directly linked to course work.
Students will develop their employability and research skills, and their ability to work independently at length under their own direction with input from an academic supervisor.
The external collaboration will enhance students’ ability to reflect on the impact of academic work. One option is to incorporate work done through the Richardson Institute Internship Programme, but students may also discuss other forms of collaboration with their supervisor.
This module aims to allow students to pursue independent in-depth studies of a topic of their choice, within the scope of their scheme of study. The topic may be related to work that is being done on a formally taught course, or it may be less directly linked to course work. Students will develop their employability and research skills, and their ability to work independently at length under their own direction with input from an academic supervisor.
The field work element will enhance students’ ability to reflect on the impact of academic work. One option is to incorporate a study trip organised by the University, such as the LUSU Involve Overseas Programme, but students may also discuss other forms of field studies with their supervisor.
This module introduces students to some of the major issues and debates related to the environment-society relationship through a series of lectures and workshops. The lecture series will provide explanations and insights regarding key ideas, concepts and theories and also provide examples of their practical application. Students will be actively encouraged to think critically about environmentalism and environmental management and to consider the lessons and the implications of the subject matter covered in each lecture. Group work conducted in workshops will include an analysis of how a major environmental controversy is presented to the public.
Students will engage with important historical, contemporary and emerging themes within environmentalism and environmental management, and will develop a broad understanding of the history of environmentalism and the different ways in which environmental concerns and interests are expressed. The module will address how different management approaches and strategies can be used to deal with change, complexity, uncertainty and conflict, and will promote the relevance of environmentalism and environmental management in contemporary society.
Additionally, students will develop practical skills for secondary research using published and web resources. The module will reinforce students’ ability to think critically about the nature of environmentalism and environmental management, as well as the ability to express and defend these thoughts through the medium of essay and examination questions.
This interdisciplinary module draws on perspectives from Geography, Conservation Science, Archaeology and more to explore the past, present and future of Amazonia. You will cover a broad range of topics, including debates around the question of whether the Amazon is a pristine forest or a cultural artefact; deforestation and agricultural transitions; conservation and extractive reserves; mega-dams and environmental justice; rural-urban migration and future resilience of Amazonian socio-ecological systems. By the end you will have learnt to see the world’s largest rainforest and its people through a variety of lenses, and that almost everything you thought previously about the Amazon was wrong!
The objective of this module is to attempt to develop moral sensibility and practical reasoning in the context of managerial everyday action in organisations. It will be concerned with morality in action, as it happens, rather than a removed reflection on codes and principles of ethics.
The module seeks to show that ethics in action is diffused and difficult. Nevertheless, managers and employees have a responsibility to ‘work it out’ for themselves. It is this ‘how to work it out’ that the module will keep as its focus. A number of case studies will be used as a basis for developing a moral sensibility so that managers will be able to act in a morally appropriate manner as part of their ongoing organisational action.
The module aims to help students to gain an in-depth understanding of the main historical events, processes and actors that have shaped and continue to shape political dynamics in the Persian Gulf.
Specific focus will be upon the key challenges to peace and security within the region, but the module will also cover a range of other topics including:
Students on this module will form an academically informed, independent and critical knowledge of the Persian Gulf and the relations that states within the region have with ‘the West’.
Food and Agriculture are part of our everyday life as individuals, have shaped our evolution as a species, and may even have been responsible for the beginning of the human-made epoch - the Anthropocene. This course brings critical social science perspectives to bear on a broad range of themes, including the ways in which famines are more to do with access to food than its scarcity; how our global food system produces both chronic malnourishment and obesity; the crisis caused by increasing meat and dairy consumption as countries develop; alternative agricultures and debates around food security; and the future of agriculture in both the UK and globally. This course includes a fieldtrip where you will visit examples of sustainable food projects in the local area.
This module will provide specific knowledge on the historical, philosophical and conceptual bases of 21st century geographical enquiry, and the tensions, controversies and convergences that characterise it. It will cover conceptual issues relevant across geography - space, time, risk etc. - and link them to the methodological skills for data collection, analysis and interpretation that it will also cover. These are detailed in the syllabus provided, and cover a wide range of field, laboratory and secondary source techniques.
This module will provide a strong general understanding of the shape and nature of the discipline of geography, its various research communities and their inter-relationships. It will provide students with a panorama of conceptual and methodological approaches to geographical enquiry and of specific techniques for the collection, analysis and interpretation of data.
Students will be able to explain the current nature of the discipline of geography and the inter-relationships between its various parts and how they have evolved. In addition, students will gain the level of knowledge required to explain and utilise a variety of conceptual and methodological approaches to geographical enquiry, and select appropriate approaches to given situations. Students will also gain the amount of practical knowledge necessary to apply a variety of techniques for data collection and analysis to geographical enquiry, and use knowledge of their strengths and limitations to interpret their outcomes in a relevant and appropriate manner.
This course is about understanding the sustainability challenges, issues and debates in moving towards a responsible form of global consumption. Through theoretical and practical learning based on both geographic and broader social science literature, we will analyse existing and prospective value chains in a critical fashion. We analyse contemporary debates over the possibilities for consumption to be sustainable. How do companies, government, producers and consumers negotiate consumption’s relationship with the environment, economic growth, justice and labour rights?
Topics investigated in more detail include Fair Trade, commodity chain analysis, the commodification of nature, and corporate social responsibility. In-class debates and learning will draw upon key theories and use a range of case studies and empirical material drawn from ‘real world’ examples and initiatives. These will be supplemented by a fieldtrip to Garstang (the world’s first ‘Fair Trade Town’) in order to see how ethical consumption can permeate across geographical scales and spaces.
This module will provide specific knowledge on the historical, philosophical and conceptual bases of 21st century geographical enquiry, and the tensions, controversies and convergences that characterise it. It will cover conceptual issues relevant across geography - space, time, risk etc. - and link them to the methodological skills for data collection, analysis and interpretation that it will also cover. These are detailed in the syllabus provided, and cover a wide range of field and secondary source techniques.
Students will gain a strong general understanding of the shape and nature of the discipline of geography, its various research communities and their inter-relationships, with particular emphasis on human geography. It will provide students with a wide range of conceptual and methodological approaches to human geographical enquiry and of specific techniques for the collection, analysis and interpretation of data.
This module will equip students with the ability to explain the nature of the discipline of geography and the inter-relationships between its various parts and how they have evolved. Students will also gain the level of knowledge required to explain and utilise a variety of conceptual and methodological approaches to human geographical enquiry, and select appropriate approaches to given situations. Practical experience gained on the module will equip students with the knowledge necessary to apply a variety of techniques for data collection and analysis to human geographical enquiry, and use knowledge of their strengths and limitations to interpret their outcomes in a relevant and appropriate manner.
Human Resource Development (HRD) is a dynamic and evolving area that is part of Human Resource Management (HRM). This module follows on from the Human Resource Management module and assumes the centrality of the self in managerial discourses. Where HRM focuses on a wide range of processes that deal with the needs and activities of people in an organisation, within those processes HRD in the new economy is concerned with the theory and practice related to training, learning and development for both the benefit of individuals and the organisation. In 1989 McLagan proposed that HRD comprises of three main areas: Training and Development; Organisational Development and Career Development.
This module will take McLagan's three themes and offer a contemporary look at the tensions that occur when human resources (people) are exhorted through particular managerial discourses.
The aim of these two modules (223 and 224), which can be taken both separately as well as in combination (which we strongly advise), is to understand how the elementary functions of HRM unfold, and why they do so in certain ways nowadays compared to, say, thirty years ago.
At one level, HRM seems very simple: it is a combination of (a) recruitment and selection, (b) control and motivation, (c) training and development, (d) strategy and planning. It is a function which mediates between organisations and people. How complicated can that be? The answer is that it is as complicated as the central objects of such practices – the human and work – are: namely, extremely complicated.
The reason HRM is endlessly complicated (i.e. there never is an end to the central question to which it has to answer, namely what is work?) lies in the simple fact that the relationship between work as effort and efficiency as the rationality of work is always indeterminate. How much is an hour of work worth? How much should I be paid so that work is ‘fair’, or ‘just’? These essential questions cannot be answered in themselves – they depend on an endless list of other crucial questions – such as, what is it that I have to do? For what should I be paid? What counts as the work that is covered by an employment contract? Where does effort begin and end? What does it mean for instance to be committed to one’s job, company, or team – in terms of effort? How do we account for sentiments in work? What does it mean to be creative, or innovative? Are these part of the employment contract? How much commitment is one contracted to feel?
These and all the other aspects of HRM have become its language and the objects of its practices; human work and human being have become entangled in management in very complicated forms in the last thirty years. You will be the subjects of these practices and will have to understand what is going on in them and how the simple question what is worth doing in the context of contemporary work? is asked and answered today.
This means that HR practices in contemporary organisations (private, public, large or small) can only be understood if you will understand something much more fundamental, much more profound and much more enabling: the cultural conditions and resources that make these practices possible at all. You will need to understand how these practices are structured from a cultural viewpoint, from the point of view of the social imaginaries that make them possible.
The aim of Managing Human Resources is to develop an informed, critical understanding of how the management of Human Resources is undertaken, why and with what effect. What it is not is a prescriptive course providing ‘how to do it’ set of rules and practices. The focus here is on a critical understanding of the employment relationship within the organisational context. Some students are interested in becoming HR practitioners in their future careers and many wish to become a manager of some form. In both cases the course provides a solid foundation to evaluating different approaches to managing human resources and gain a critical understanding of where they would be appropriate.
Initially the course introduces the development and roles of HRM and the ways in which different management styles can be adopted in organisations. The course then examines the nature of the relationship between HRM and performance (including aspects of remuneration). The lectures then present contemporary HRM issues, for example, Equality and Diversity, Flexible working, Careers and Wellbeing.
Economic, social, cultural and political globalization have all contributed to the growth of economic activity that cuts across national borders and to the emergence and proliferation of organizations that transcend national boundaries. Increasingly, organizations are engaged in the employment contract in multiple different national employment systems. The human resources of organizations are located in multiple country locations. Internationalization thereby becomes a key challenge for the practitioners and a dimension that cannot be taken as given or standard for scholars of HRM. In a context of the transformation of a growing number of organizations (and especially the largest ones) into “transnational social spaces”, HRM practices flow across borders. Some strategic scholarship argues that such flows are critical to the success of individual firms, and concentrate their efforts on identifying “best practices” that will yield the greatest leverage to each. Strategic scholarship keen to understand what will work best to increase the efficiency and financial performance of multinational organizations also studies the various “glitches” that might obstruct flows or make the flows of HRM practices everywhere not always desirable.
This module examines the challenges of managing human resources against a backdrop of cross-cultural and institutional work contexts and teams, variation in local socio-political-legal contexts and the necessity for cross-border assignments. The analytical/critical approach to IHRM taken concerns itself with questions of whether employment (and HRM) practices are converging or diverging around the world, how power and politics are implicated in the internal dynamics of multinational corporations, and if the corporate social responsibility pledges for appropriate treatment of workers can possibly suffice to ensure a fair employment relationship in the absence of a transnational regulator, among others.
Globalization remains a buzzword in academic and policy discourses. It is often related to the acceleration of global communication as well as internationalization of the economic, political and social processes. This module addresses some of these changes especially those related to trade, production and investment in the international political economy. There are many approaches in understanding these changes, this module introduces students to both liberal and critical ones (e.g., neo-Gramscianism). Drawing from their insights, it investigates and analyzes the roles of state and non-state actors (e.g., transnational corporations and NGOs) in rebuilding the governance of global production and finance. Finally, it examines the rise of transnational justice movements in offering alternatives to globalization and its uneven development, before and after the financial crisis of 2007.
The principal objective of this module is to provide a relatively comprehensive and integrated foundation to the study of international relations by introducing students to its basic conceptual vocabulary and theoretical concerns and by applying this conceptual knowledge to an understanding of changes and developments in the international system.
The module covers the historical development of the discipline in the 20th century into the 21st century, moving from the orthodoxy that has come to dominate mainstream Anglo-American international relations (Realism and Liberalism) through to the various challenges that have emerged from critical schools of thought. The module examines how different theories of international relations illuminate and interrogate some of the central ethico-political problems of the 'international' in modern history.
Eco-innovation, being the development of new products, processes or services that support business growth with a positive environmental impact, is one of the key enabling instruments identified by the European Union for the transition to a more resource efficient economy. It is embedded in the Europe 2020 strategy for supporting sustainable growth. This module will provide several case studies which outline the way in which businesses have applied eco-innovation in practice Students will gain knowledge of the key approaches to, and models of, eco-innovation in a range of business and policy contexts in addition to a reinforced understanding of how innovative ideas can be turned into practical solutions for complex socio-environmental problems, and how different business models and financing approaches can be used to make the solution commercially viable and potentially profitable.
Students will gain knowledge of eco-innovation and understand how the concept relates to business opportunities for environmental goods and services. In addition, students will gain the knowledge and skillset required to analyse how both small businesses and large global organisations apply eco-innovation into their business planning, whilst
Evaluating business opportunities related to the environment in the context of products and services to address flooding or other complex problems. Students will learn how to create proposals for eco-innovation, and prepare presentations for a panel of experts, and will develop the necessary level of understanding required to analyse technical, financial, and environmental information from a wide range of sources in order to comprehend and evaluate strategies to address complex environment-society problems and challenges.
This module provides amongst a range of other issues: a study of war, its causes and consequences; violence at personal and structural levels within society (especially racism); positive definitions of peace; and misperceptions and enemy images through the media.
The module investigates and examines theoretical and practical issues surrounding peace and violence within modern society. It also examines the conditions of peace and war, assessing the scope for conflict resolution, non-violence and reconciliation. The first term introduces the main approaches within Peace Studies, exploring the development of ideas in the field as they bear on the roots of violence and understandings of peace and peace-making. The second term applies this thinking to contemporary conflicts, focusing on policies of conflict prevention and conflict resolution.
The module is taught in a non-dogmatic and interdisciplinary manner, encouraging students to develop their own perspectives and conclusions following discussions and debates throughout the year.
The aim of this module is to introduce students to the inner dynamics of political Islam and the attendant challenges that comes with it, particularly in contemporary international society.
The module will cover the working of Islam in the governing process; its position in contemporary international order; practical contemporary topics such as governance, violence, terrorism and such; and will deliver an understanding of key concepts and intellectual debates.
The module is designed as much for students with little or no background in Islamic Politics, as it is for students who already have some grounding. It is built around an examination of the principal debates, features, and manifestations of Islamic politics in the twentieth and twenty first centuries.
The module Management and Organisational Behaviour aims to introduce students to fundamental issues and concepts to understand the field of management and organisation studies. Emphasising the need to appreciate what taken-for-granted concepts actually mean, assume and imply, the course offers a diversity of perspectives to examine work, work organisations and what happens within such organisations, notably what individuals and groups do, and how they organise and manage organisational life. The topics of management and organisational behaviour, in fact, need to be explored and understood in relation to the complex socio-economic reality in which such activities take place.
The module is structured around four main themes which provide both a historical overview of the development of ideas that have shaped the meaning of work and management, and an assessment of contemporary developments and challenges in the context of work organisations. These cover the role and place of the individual in the workplace, the meaning of work, the dimensions of power in/and organisations, as well as contemporary debates and challenges facing managers and organisations.
The module focuses upon the relationships between management theory, practice and the natural environment. The first part of the module examines how management have conceptualised the range of environmental issues which have emerged since the rise of industrial society. We then consider different aspects of sustainability focusing upon ecological modernisation, consumerism and waste management. There is a sharp focus throughout the implications for policy making.
On successful completion of this module students should normally have:
A broad but critical understanding of the complex interrelationships between management in contemporary organizations and their social, cultural and physical environments.
Improved their ability to relate key ideas and theoretical frameworks such as those presented in this module to the ongoing social and intellectual controversies concerning management and its place in the modern world.
This module examines several of the transformations that have arisen in contemporary organisations as a result of the introduction and use of information systems. In order to consider how information systems have been implicated in these transformations, this course will focus on three themes:
Each of these themes have been important in the study of the role of information systems within organisations. For each theme, one or more cases and/or readings will be introduced and discussed in detail over the course of ten two-hour interactive lectures. This will enable students to (1) familiarise themselves with key historical and contemporary developments, (2) to explore the challenges that the introduction of different forms of information systems may pose, and (3) to consider the scope for management action in response to these challenges. Students are required to produce an assessed group presentation and to sit an exam in the summer. The aim of both the lectures and these forms of assessment is to enable students to develop techniques, methods of analysis and research expertise relating to the place of information systems in contemporary organisations. By the end of the course, students should have enhanced their understanding of relevant theoretical and practical issues that arise, as well as having developed their critical and analytical skills.
This module outlines how the management of people is approached and understood within different cultural, economic and political contexts. It will review to what extent the meanings, strategies and practices of managing work and workers have changed over the last couple of decades. Particular emphasis is thereby placed on the exploration of the social, temporal and spatial dimensions of managing and regulating work within the organizational context and beyond.
Overall, the module aims to outline the organizational as well as individual challenges, ambiguities and complexities that are concomitant with current modes of managing workers and employees. We will cover topics such as bureaucratic and entrepreneurial forms of work organization, creative knowledge work and workers, employee subjectivity and identity, normative forms of power and control, as well as ethico-political aspects of contemporary management.
This course takes a case study approach to contemporary issues in media, religion and politics from around the globe. Media will be broadly defined to include Twitter, YouTube, Facebook, tabloids, feature films, documentaries, television, radio, newspapers, magazines, evangelical literature, soap operas and more. Topics of study may include: the apocalypse; Boko Haram; Trump’s evangelical council; Brazil’s TV Record; Prophet TB Joshua; the Boston Catholic priest sexual abuse scandal; ISIS on Twitter; the “Thames torso boy”; Ugandan anti-homosexuality campaigns; Billy Graham; secularism debates; and/or other subjects selected by students. Using both primary and secondary sources, we will contextualise each case study and subject it to historical and critical analysis. We will focus on how religion is reported; media as a tool for recruitment and radicalisation; and how various kinds of media can influence, obscure, and subvert relationships between religion and politics.
The aim of this module is to provide a broad grounding in some important aspects of the discipline of politics that are conceived of as both an attempt to understand the nature of politics and to assess the worth of various political arrangements. It involves consideration of notions such as politics, citizenship, democracy, government, state, welfare, individualism, utilitarianism, conservatism, socialism and, social democracy, together with an examination of the various ways in which political studies have been understood as a disciplined investigation of things political. The module covers four broad topics: freedom, markets and the state; citizenship, nationalism and democracy; equality and welfare; and politics and political science.
The module is divided into two sections over two terms. In the first term students will read, examine and discuss thinkers who make a contribution to the understanding of the notions of liberty and the individual (Hobbes, Locke, J S Mill, and Hayek). In the second term students will explore the thought of thinkers who are associated with the ideas of equality and community (Rousseau, Marx, the Fabians, and Rawls).
The aim of this course is to provide students with a critical understanding of organisations and the management of change. Management gurus and media commentators have heralded a break with earlier ways of organizing and managing and yet change is often more difficult than they suggest.
This course introduces different ways in which to understand change. It pays particular attention to management gurus and asks why their prescriptions are so popular? Overall, the course examines some of the problems and obstacles that companies face when attempting to introduce a variety of new change initiatives including teamwork and knowledge management and it draws on case study material to enable students to explore change in different organisational settings.
This course is concerned with major theories in social psychology and related social sciences that have guided the organisation and design of work.
In this module students should develop an understanding of the importance of the role of psychology in the development of people management techniques and practices. They will also develop an understanding of the historical development of psychology, with specific reference to the relevance of psychological expertise to the effective management of organisations.
Technology is widely regarded as an unstoppable engine of change that is driving the advance or progress of the modern world. It would seem that no corner of the planet is left untouched by the transformative power of technology: from computers and telecommunications technology to biotechnology, from genetic engineering to the production of designer drugs to control and reshape human behaviour, the technological (re)ordering of the world would appear to have no limits. Against this background utopian or dystopian depending on your viewpoint OWT.326 aims to explore the (inter)relationship between technology and organisation.
The lectures place a strong emphasis on the examination of accounts and representations, visions of technology, technologically mediated change in organisations and society (including issues of identity, power and surveillance), and the ethical dimensions of technology.
No prior knowledge of technology is assumed.
The contemporary world is full of intriguing political developments. Examples range from questions of national independence in the UK, through geopolitical concern with nuclear arms development, to humanitarian crises brought on by civil war. These political moments and their historical trajectories are united by an engagement with space and power; two themes that largely frame what might be called political geography. Against this background, this course examines the importance of politics to human geography and, indeed, geography to the study of politics. A range of classic ‘staples’ of political geography will be explored including engagements with geopolitics, nationalism and border studies. Additionally, we examine social movement activism and mobilisation, security and what it means to be a ‘superpower’. In all cases, theoretical grounding in these core themes will support empirical engagement with a range of case studies, both historical and contemporary.
This skills-based, CV-enhancing module enables Politics/IR students to develop skills and knowledge that are highly valued in a range of professions, including, but not limited to, those associated with teaching and the public and charity sectors. The core activities, which all take place on campus, are grounded in, and contribute to, the Politics/IR Outreach and Widening Participation programme which engages with A Level pupils in Sixth Forms (see wp.lancs.ac.uk/politics-outreach). Using communication, analytical, mentoring, feedback and writing skills, students will:
1) Work with Careers staff to identify and articulate the transferrable skills and knowledge acquired during the course of undergraduate studies and to communicate those skills to potential employers.
2) Work with successful PPR alumni in positions in Politics, the Civil Service, the Media and NGOs on practical scenarios/case studies which require the application of skills acquired in the sessions in order to identify and enhance capabilities of importance to potential employers in CVs and personal statements.
3) (Assessment 1) Develop a four minute individual presentation filmed in the LUTV studios explaining Politics in lay terms to Sixth Form pupils. This will take place in week 5 and constitute 20% of the overall mark. Selected presentations will, with student consent, appear in Outreach, Widening Participation and Recruitment materials and can be cited by students in CVs.
4) (Assessment 2) Participate in a mentoring programme with Sixth Form pupils from Widening Participation backgrounds completing Extended Project Qualifications (EPQs) in a local school. Students will receive mentoring training from Lancaster University’s UK Student Recruitment and Outreach (UKSRO) service, work one-on-one with pupils in two mentoring sessions and then produce one 1,000 word feedback report to be submitted in week 8, constituting 40% of the overall mark, on outline plans for their respective pupil’s project.
5) (Assessment 3) Develop a 2,500 word coursework role play/simulation outline to be submitted in week 10, constituting 40% of the overall mark. Role plays are practical means of students adopting and pursuing in an educational setting the roles, characteristics, motivations, aims and objectives of actors in political conflicts or processes. The role play outlines are intended for use by Sixth Form students as part of the Politics/IR outreach programme. Selected students will have their outlines added to an online bank of role play outlines for use by schools and will be offered the opportunity to run their role play in schools, interest from schools and logistical considerations permitting.
This module will introduce students to a series of understandings of culture. Culture is first outlined with regard to its shape, scope and purpose, before being examined in relation to debates regarding homogeneity, change and conflict. This problematizes popular understandings of culture as fixed and unchanging, enabling students to grapple with two contrasting accounts of the source of conflict: Samuel Huntington’s The Clash between Civilizations and Dieter Senghaas’ The Clash within Civilizations.
The module then examines normative approaches to culture, beginning with the debate between relativism and universalism, which leads into an approach – value pluralism – which appears, at first sight, to offer a middle ground between the positions. This involves introducing and examining the validity of a range of conceptions of wellbeing. The module then examines toleration and recognition as approaches to diversity, comparing and contrasting them and identifying internal contradictions through engagement with real world cases. The political implications of the module are then consolidated and drawn out in full.
What makes the world dangerous? Is global politics the extension of war by other means? Do security policies inscribe peace with the logic of war? How has the RMA, and the digital and molecular revolutions changed the ways in which we think about security and war? In what ways have these revolutions made the world more rather than less dangerous? What happens to security and war when these take the life of the human species rather than sovereign territoriality as their referent object? How and why does securing life pose a wholly different security problem from that of securing states? Why does securing life appear to increase rather than decrease global danger? In the process of exploring these and related questions this course will introduce students to the ways in which biopolitical dismodules of security and war differ from geostrategic dismodules of security and war. The world is said to be dangerous in many changing and conflicting ways. Dismodules of security and war teach us what to fear and prioritise danger differently. They challenge how we think. Part One introduces students to ways of thinking about the problematisation of security and war, including new approaches to understanding power. Part Two applies these new perspectives to interrogate changes in the practices of security and war; especially those introduced by the informationalisation of weapons and the weaponisation of information.
Organisational change is widely accepted as a defining feature of contemporary life. Most of the topics covered in management courses, for example, structure; technology; people; power; culture; strategy; leadership and learning, to name a few, assume the need for changes of one kind or another. This course of lectures and the associated seminar programme review some key ideas associated with approaches to change. Seminal approaches to the field that can be said to conceptualise change management are introduced and compared, particularly those at the micro - that is the individual and group level.
Material included in the course will help you understand your own and other peoples' reactions to changes. It will help you develop informed opinions about theories of change and will help you to understand how changes might be managed effectively. Expressed more formally, the course will
introduce you to some key management and social, and behavioural science contributions in the field;
help you to compare different orientations and to appreciate their relative strengths and weaknesses;
help you to relate such ideas to actual events in organisations; and,
help you to understand and evaluate your own approaches to the management of change and to evaluate management practices in this area.
Technology is widely regarded as an unstoppable engine of change that is driving the advance or progress of the modern world. It would seem that no corner of the planet is left untouched by the transformative power of technology: from computers and telecommunications technology to biotechnology, from genetic engineering to the production of designer drugs to control and reshape human behaviour, the technological (re)ordering of the world would appear to have no limits. Against this background – utopian or dystopian depending on your viewpoint – the module aims to explore the (inter)relationship between technology and organisation.
In the Michaelmas term the lectures place a strong emphasis on the examination of accounts and representations, visions of technology, technologically mediated change in organisations and society (including issues of identity, power and surveillance), and the ethical dimensions of technology.
In the Lent term, students will also address the literature on the social construction of technology. Not only is technological development managed and subjected to processes of organising but it also has to be understood in relation to the influences of politics, culture and gender, risk and the management of risk in the context of technology, together with an exploration of future technological developments, are also key themes of of the module.
In OWT 228 we look at the changing role and position of management and managers in organisations and society. Much of modern analysis of management emphasises a change in forms of management control from traditional authority through vertical hierarchical forms to ones which are more horizontal and look to incorporate employees into the organisation and its goals in ever closer ways. This happens for example through attempts to align employees identities, emotions and interests with commitment to the organisation: the much discussed capturing of hearts and minds. Another aspect of this is the manipulation of meaning in order to facilitate this identification of employee and organisation, usually discussed as the corporate culture movement. Together these can be taken as two significant aspects of modern management the management of meaning and the management of identity - which feature little in traditional management texts that emphasise management as the co-ordination of tasks and the control and deployment of resources.
However, it is important to see management and managers within the light of organisation analysis. Managers are not the autonomous agents they are often portrayed, first because they are also employees themselves (albeit in the position of formally representing the interests of capital), and second, they are also subject to organisational structures, cultures and power relations. Perhaps especially in the light of managerial control designed around commitment, integration and identification with the organisation, managers are tied in by the very control strategies that they themselves are promoting. However, as we shall see, there are also important tensions between the changing context of management and these forms of control which can lead to unintended consequences such as impression management and various forms of resistance.
Thus this module focuses on how management is a social process, and what this means for the lived experience of doing management. In exploring this we look at topics which are relevant for the day-to-day experience of managers, although rarely are these addressed in conventional management textbooks: issues such as humour, diversity, impression management and emotional management.
This module introduces students to the main approaches to development. It provides students with an overview of the main theoretical approaches, especially modernisation theory, world systems analysis, feminist theories, and post-colonialism. It relates these theories to issues and case studies including the debt question, the impact of globalisation, global governance, corporate social responsibility, poverty and inequality, social movements and the activities of NGOs.
The module comprises two interrelated parts. The first term deals with the main theoretical approaches to development. Topics here include global integration, disengagement, democracy-autocracy, aid-trade, the case of drugs, Islam, southern organisations, and theories of modernisation and dependency.
The second term pursues links between the conceptual issues raised in term one and connects them to global- and national-focused perspectives on the politics of development. The instability of third world states will be examined in terms of competing legacies from the pre-colonial and colonial periods and high social expectations of development. Perspectives and examples will be drawn from Africa and Latin America.
This module will examine the politics of external intervention in violent political conflicts and the attempts made to manage, prevent and transform these wars into more peaceful situations.
The module aims to develop student understanding of how international organisations have attempted to intervene within conflict zones to prevent an escalation in conflict, to enforce UN resolutions or to assist externally mediated peace 'settlements'.
The module also aims to provide students with an in-depth knowledge of how violent conflict has changed since the end of the Cold War and how transnational organisations such as the EU, UN and NATO have attempted to deal with the new challenges and opportunities presented since the beginning of the 1990s until the present day.
Conceptually, the course will examine the principles of the liberal peace; state failure; international conflict prevention; peace keeping; and global governance. Empirically, the course will focus on post-Cold War conflicts such as Afghanistan, Pakistan, India and China.
As the world becomes increasingly urbanised, so too does the power of urban infrastructure to shape the dynamics of cities and the experience of everyday life. Urban infrastructure is key to sustaining much that we take for granted, for example travel, food, water, energy, communications, and waste. It follows that changes to the way infrastructure is managed will impact both the city as a whole and the experience of everyday urban life. This module examines ways of understanding urban infrastructure as a ‘socio-technical assemblage’, a term that will become more familiar throughout the module. Using case studies from around the world you will engage with the changing pressures on infrastructure and the challenges of building resilient futures. You will learn through a combination of lectures, seminars, a workshop and field course activities.
This course involves a brief (and therefore rather packed) review of some of the main theoretical and empirical debates in the study of work and employment relations. Work is among the most defining experiences of individual lives and the particular form the employment relationship takes is among the core tenets that define the uniqueness of societal arrangements over time and space. Exploring various facets of work and employment is an endeavour that cuts across disciplinary boundaries economists, public policy makers, engineers, geographers, historians, among others, all have their views, interests and preferred methods of inquiry and manners of debate. Furthermore, even within disciplinary boundaries, there is no consensus on how to approach the subject matter, which questions to ask, and how to pursue the answers. In this course, the approach is sociological and the content is somewhat eclectic, being drawn from all of the aforementioned disciplines.
Lancaster University offers a range of programmes, some of which follow a structured study programme, and others which offer the chance for you to devise a more flexible programme. We divide academic study into two sections - Part 1 (Year 1) and Part 2 (Year 2, 3 and sometimes 4). For most programmes Part 1 requires you to study 120 credits spread over at least three modules which, depending upon your programme, will be drawn from one, two or three different academic subjects. A higher degree of specialisation then develops in subsequent years. For more information about our teaching methods at Lancaster visit our Teaching and Learning section.
Information contained on the website with respect to modules is correct at the time of publication, but changes may be necessary, for example as a result of student feedback, Professional Statutory and Regulatory Bodies' (PSRB) requirements, staff changes, and new research.
This degree enables graduates to be theoretically, linguistically and culturally ready to undertake a range of careers that relate to China in different ways. At the end of their degree, they will be able to confidently use Chinese language in their work and life. They will also be able to understand, evaluate and respond to a range of cultural, political, environmental and entrepreneurial challenges posed by China’s rise in a globalising world. All students will have the opportunity to enhance and demonstrate their in-depth subject knowledge and interdisciplinary skills gained on the scheme through the mandatory dissertation in the final year. All students on the programme will experience living and studying abroad, work experience, public engagement experience and training to bolster their employability.
Many of our graduates use their skills in research, analysis and communication to follow careers directly related to global relations in commerce, industry, accountancy, law, teaching, academic work or journalism. This course may also be a foundation for careers in the Civil Service, international organisations, public affairs, NGOs and charities. Having a level of proficiency in Chinese language and cultural awareness will add a competitive edge to students who are interested in developing international careers, as China is a growth area for most governments, businesses and NGOs.
Lancaster University is dedicated to ensuring you not only gain a highly reputable degree, you also graduate with the relevant life and work based skills. We are unique in that every student is eligible to participate in The Lancaster Award which offers you the opportunity to complete key activities such as work experience, employability awareness, career development, campus community and social development. Visit our Employability section for full details.
Lancaster Management School has an award winning careers team to provide a dedicated careers and placement service offering a range of innovative services for management school students. Our high reputation means we attract a wide range of leading global employers to campus offering you the opportunity to interact with graduate recruiters from day 1 of your degree.
We set our fees on an annual basis and the 2019/20 entry fees have not yet been set.
Some science and medicine courses have higher fees for students from
the Channel Islands and the Isle of Man. You can find more details here:
For full details of the University's financial support packages including eligibility criteria, please visit our fees and funding page
In the academic year 2018-2019, Lancaster University will support student internationalisation by reducing their fees during the year abroad to 15% of our regular fees. Students do not pay a fee to their host university during their year abroad.
Bursaries to cover maintenance costs while studying abroad are available through the Confucius Institute for students who spend their year abroad in China.
For more information about funding and bursaries, please contact the programme director or the Confucius Institute.
Students may incur travel costs dependant on their placement location.
Students also need to consider further costs which may include books, stationery, printing, photocopying, binding and general subsistence on trips and visits. Following graduation it may be necessary to take out subscriptions to professional bodies and to buy business attire for job interviews.
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Typical time in lectures, seminars and similar per week during term time
Average assessment by coursework