We welcome students from across the United States to join our thriving department and make the application process as easy as possible.
We accept a range of qualifications including APs, Honors/Advanced or College-level classes.
8th for Satisfied with teaching (Philosophy)
The Guardian University Guide (2024)
16th for History
The Complete University Guide (2025)
Study abroad and placement opportunities
Lancaster’s History, Philosophy and Politics degree is a triple major combined degree, taught by experts from our Department of History and the Department of Politics, Philosophy and Religion. Your study of Intellectual History, Philosophy and Politics gives you the opportunity to gain in-depth knowledge of each discipline and understand how they intersect with and influence one another.
In the first year, you will study three compulsory modules giving you a detailed introduction to each discipline. Your modules include From Ancient to Modern: History and Historians; Introduction to Philosophy, and Politics in the Modern World.
In your second and third years, you will move on to a range of optional modules covering the periods, movements and schools of thought that have shaped the world we live in and continue to shape the contemporary world. As the novelist William Faulkner wrote, "The past is never dead. It's not even past.”
A degree in History, Philosophy and Politics provides you with the opportunity to develop interdisciplinary research methodologies, critical analysis, organisational and writing skills relevant to a range of different future careers. As a graduate of History, Philosophy Politics you may be interested in career areas such as business, consultancy, politics, the media, publishing, the civil service and the public sector. You may also choose to continue into postgraduate study with us, progressing into research and teaching.
We will help you determine your direction and aim to support you in getting there. We do this by offering subject-specific support from academic tutors and careers advisers.
A Level AAB
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 35 points overall with 16 points from the best 3 Higher Level subjects.
BTEC Distinction, Distinction, Distinction
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 ugadmissions@lancaster.ac.uk
Delivered in partnership with INTO Lancaster University, our one-year tailored foundation pathways are designed to improve your subject knowledge and English language skills to the level required by a range of Lancaster University degrees. Visit the INTO Lancaster University website for more details and a list of eligible degrees you can progress onto.
Our Contextual Offer Scheme recognises the potential of applicants whose personal circumstances may have impacted their exam results.
Contextual offersLancaster University offers a range of programmes, some of which follow a structured study programme, and some which offer the chance for you to devise a more flexible programme to complement your main specialism.
Information contained on the website with respect to modules is correct at the time of publication, and the University will make every reasonable effort to offer modules as advertised. In some cases changes may be necessary and may result in some combinations being unavailable, for example as a result of student feedback, timetabling, Professional Statutory and Regulatory Bodies' (PSRB) requirements, staff changes and new research. Not all optional modules are available every year.
An introduction to the discipline, Lancaster’s first-year History core course offers a fascinating survey of the last fifteen-hundred years. The course focuses on pivotal trends and events in European history, but it encompasses regions of wider world as distant as California, India, Japan and the South Pacific.
You’ll become familiar with a wide range of primary sources used by historians in the writing of history. You’ll gain insights into how historians conduct research and interpret the past, and will therefore better understand the reasons for changing historical interpretations.
In the process, by undertaking directed reading, by independent research, by attending lectures, by participating in seminar discussions, by working sometimes in a team, and by writing and receiving constructive feedback on what you have written, you will develop your study techniques and other transferable skills.
The long chronological range and types of history covered by the course will extend your intellectual and historical interests and enable you subsequently to make informed choices from among the many historical options available to you in Part 2, either as a History Major student or as a Minor.
This module introduces students to key themes in the study of philosophy. Consciously drawing on a broad range of philosophical traditions -- Continental, Analytic, and non-Western -- it aims to present a comprehensive overview of various theoretical sub-disciplines within philosophy, but also to equip students with the ability to reason and think clearly about the most fundamental questions of human existence. The course, though designed as an introduction to the advanced degree-level study of philosophy, will also function as a self-standing introduction to philosophy suitable for those seeking to broaden their understanding of philosophy as it has been practiced throughout various traditions.
The module will involve the study of European and non-European sources, and areas of study will typically include:
1. Epistemology: the study of the nature of knowledge, belief, and the mind's ability to apprehend the world.
2. Metaphysics: the study of the nature of matter, causation, freedom, and being.
3. Phenomenology: the study of the nature and structure of consciousness.
4. Philosophy of Religion: the study of the nature and existence of God and of religious faith.
5. Philosophy of Mind: the study of the nature of mind and the mental.
You’ll be introduced to some of the key themes in the study of modern politics, and will have the chance to gain critical insight into the nature and use of political power in the contemporary world. You will learn about: the foundations of the modern nation-state, and the ways in which our institutions can reflect or fail to meet the ideals of liberal democracy; the behaviour of individuals and groups in political contexts; the workings of national constitutions and international organisations; the interaction of global events and domestic agendas.
Areas of study typically include:
+ Political Theory: the study of the scope, nature, and justification of state authority, and the history of political thought.
+ British Politics: the study of the theory, and political reality, of British governance in the twenty-first century.
+ Comparative Politics: the study of the various institutions of the nation-state, in a comparative context.
+ Ideologies: the study of political ideologies such as (neo-)liberalism, (neo-)conservatism, socialism, and fascism, their cohesiveness and social/political function.
+ Political Behaviour: the study of the ways in which agents and groups engage with politics in the age of mass and social-media.
+ Politics and Religion: the study of the relevance of religion to politics in contemporary society.
+ Politics in a Global World: the influence of global movements and events on domestic and international politics.
Because of the increasing interdependence of the national and global, domestic politics and international relations can no longer be properly understood in isolation from one another. To ensure the best possible foundation for a degree in Politics, in first year, we strongly recommend you also take International Relations: Theory and Practice.
This module aims to provide you with a solid introduction to the discipline of history at the beginning of your Part-II studies. The module, accordingly, explores the discipline at large, including: its characteristic practices, methods, and traditions; its use of different source materials; and its relation not just to the past, but also to the present and the future. The module includes three thematic blocks. The first section (Contexts of History) provides an overview of different types of historical scholarship, focusing on the methods, theories and intellectual tendencies that characterise them. The second section (Sources and Evidence) examines the use and application of different types of sources as evidence in historical research. The third section (History in Public) considers the public role and function of the discipline, as well as the challenges that historians have faced in the public spotlight, and, finally, the role that the study of history can play in your future.
HIST251 is designed to make you more aware of the processes you have to follow to define a research topic for yourself, whether an essay question or a dissertation; locate it in its field; test its viability; and scope available sources. To help you prepare for your dissertation, you will construct detailed research proposals; conduct a feasibility study; present your preliminary findings; and respond to feedback from professional historians. It is taught through lectures in the Lent Term; a Dissertation Conference early in the Summer Term; consultation sessions in the Lent and Summer Terms; and Moodle-supported independent learning. The lectures introduce you to the variety of geographical and temporal possibilities for your dissertation; support your engagement with primary and secondary sources; emphasise the significance of titles; and discuss how to hone your research proposals and prepare for the months of independent research ahead. The Dissertation Conference (held over two days) enhances the relevant skills you will need to conduct independent research. Staff offer a range of skills sessions and Third Year students share their experiences of writing a dissertation.
This course invites you to explore the history of an object that is of crucial importance to our ideas about both human health, and human identity – the mind. A Global History of the Mind will give you the opportunity to explore how societies across a wide range of time and places have sought to understand, cure, and control the mind. Drawing on materials and case studies from around from world, whether modern-day Polynesia or the medieval Middle East, this offers a truly global perspective on the history of the mind.
At the same time, the course encourages you to explore the connections between changing ideas about mental health and sickness to broader questions about human identity – most notably those concerning race, gender, and the potential loss of human distinctiveness in a world where artificial intelligence is possible. Unlike traditional courses on mental health, which almost invariably focus on the emergence and spread of western psychiatry, this course offers a decentered perspective. We will examine the mind from a wide range of disciplinary perspectives, bringing together philosophy, medicine, religion, race, gender, and social control. In so doing, we will explore questions of urgent relevance to our own society – most notably the ways in which ideas about the mind have featured in the racialization and gendering of people through systems of patriarchy and colonialism. In addition, this course will use case studies from history to give you the resources to consider and question modern ideas about the mind and its role in society.
Finally, this course draws on an innovative series of podcasts entitled Metaphors of the Mind (https://cargocollective.com/mind-metaphors). As well as writing and a research project, this course will help you develop the skills to put together your own podcast on the history of the mind.
Concubines were a specific, easily recognisable group of women who were ubiquitous in empires across the world. But what exactly made a woman a “concubine”? And in what ways did concubinage legitimate imperial rule, colonialism, and gendered hierarchies of power?
This module explores global histories of concubinage, the systems of domestic sexual arrangements that powerfully shaped women’s experiences of slavery and empire, to start answering these crucial questions.Taking a global history approach that draws together a variety of concubinary systems in operation from the medieval to the modern day, this module invites you to consider how sex and slavery were integral to building and consolidating imperial rule. While European overseas expansion and the rise of transatlantic slavery dominate early modern narratives of empire and slavery, this module broadens our perspectives to consider their different concurrent iterations in other parts of the world. It brings together concubinary practices in the Ming (1368-1644) and Qing (1636-1912) dynasties of China, the Ottoman Empire (ca.1300-1922), the Mughal Empire (1526-1857), the Sokoto Caliphate of West Africa (1804-1903) and the Portuguese Empire (1415-1999). We will examine how various domestic sex/labour arrangements labelled ‘concubinage’ developed under these different empires, comparing the legal, religious, social, labour, and familial implications they had for women. Through a deeper exploration of the intersection of slavery and empire in concubinage, we can rethink some of the roots of colonial legacies we hotly debate today, particularly in the context of contemporary social, racial, and sexual inequalities.
Were all concubines slaves? To what extent was concubinage sexual labour and/or slavery? What did it mean to (il)legally be a concubine? How did concubines themselves shape the meaning of concubinage and how it was practiced? How did practices of concubinage change over time, and what significance did such changes hold for women? To what extent is concubinage integral to empire and slavery, or is it a distinct, discrete yet complementary structure of power? Students will address these questions and others exploring how slavery, empire, and concubinage were mutually constitutive in shaping gender norms that powerfully structured the roles and functions of women and reach into the present day.
Indicative topics will typically include:
This module examines Russian history during the period 1825-1914. It focuses in particular on how Russia’s development during this period – cultural, political, economic and social – was affected by the country’s position on the periphery of Europe. The module places particular attention on the way that successive tsarist governments did – and did not – seek to introduce major reforms. It also examines the rise of radical and revolutionary opposition movements (liberal, populist and Marxist). A good deal of attention is also paid to the role of successive tsars in shaping policy both at home and abroad. The module is taught through two weekly lectures and a fortnightly seminar. The seminars will revolve around set readings and (in some cases) documents which are all available via Moodle.
The module gives a broad thematic overview of the history of Britain in the twentieth century. Twentieth-century British history is largely a story of change. The impact of democratisation, war, economic decline, the loss of empire, and internal fragmentation has resulted in a nation seemingly in constant flux, often unsure of its identity and its values.
In this module you will explore the patterns of social, economic, cultural and political change which have most affected the lives of the British since 1900. The overarching themes are the formation and reformation of identities based on class, gender, race, empire, nation, and the dual process by which the British were integrated into the state as citizens, and into the market as consumers. Throughout the module, as well as being introduced to the key historiographical debates, you will be encouraged to explore the subject through an eclectic mix of primary sources, including film, television, cartoons, posters, press reports, and advertisements.
How has disability been experienced in the past? To what extent have different societies and political regimes ‘disabled’ individuals in different ways? Who or what defines the boundaries of bodily normality in any given society?
This module will explore how varying cultural and political understandings of the body have affected the experiences of those living with impairments in the contemporary world, from the influence of eugenicist thought in 1930s-40s Germany, to the rise of disabled activism from the 1960s, and UN imperatives to raise the profile of disability rights from the 1980s. Drawing on cutting edge research from the small but rapidly blossoming field of disability history, this course will explore how individuals of different genders, religions, and social, ethnic, and cultural backgrounds experienced disability differently in recent history. Each week we will explore a different aspect of disability history within a specific geographical and temporal context, which will offer a well-rounded yet targeted perspective on the varying ways in which physical difference has been conceptualised, represented and experienced in recent history. In doing so, the module will offer a lens through which to better understand shifting conceptualisations of citizenship, statehood, and identity in the modern world.
Indicative topics will include:
During the 16th century, Europe witnessed some of the most important developments in the shaping of the modern world. Although you will learn about these events, the module will focus on the broader historical processes through which you can understand them. At the same time, you will engage with the methodologies and debates that historians of the present-day find most interesting, critically appraising their strategies for assessing patterns of historical change and continuity.
You will therefore examine the work of environmental historians, asking whether transformations in society and the economy can be explained by changes in climate. The module will also ask whether colonial expansion led people to develop new ideas about racial and cultural difference, while at the same time trying to understand how newly colonized people tried to navigate their way through new hierarchies and relationships.
In addition, it will ask whether long-standing questions about transformations in religious life, popular culture, and the centralization of government can be enriched by approaching them through the prism of new approaches. When you study the body, health, and disease, for instance, you’ll discuss the unexpected role of medical expertise in the development of a renewed form of Catholicism at the end of the 16th century. Meanwhile, focusing on the history of printed news may enable you to understand why rumours and religious bigotry spread so rapidly during the Reformation and Wars of Religion.
The second half of the 18th Century was a time of fierce debate between the schools of idealism, empiricism, and criticism that extended to the nature of subjectivity and the status of nature itself. This course examines key texts from Hume and Kant, two of the greatest modern philosophers, which all confront the new realities of the modern scientific method. The course will focus on the relationship between knowledge and the natural world and evolution of subjectivity and its grounding of psychology.
HIST215: Introduction to Latin Translation for Undergraduates
This is a special intensive course for students who have little or no previous knowledge of Latin. The course concentrates on the basics of Latin Grammar and vocabulary as used in the Medieval period. However, it will also be very useful for students of the Roman and Renaissance periods. By the end of the course, students should be able to read sources such as title deeds, court rolls, government records, wills, and inscriptions.
Perhaps more formative for the modern British state than any before or since, the years 1660 to 1720 saw Britain’s territorial boundaries and infrastructure forged; with constitutional monarchy, expanding state bureaucracy, and political parties as its principal tenets. During the same period, political power in England changed hands; new political personnel operated within novel political institutions and voiced innovative political economies. Making of Modern Britain will also challenge participants to analyse and debate formative changes to British literature, commerce, art, and architecture, as well as to discuss the changed relationship between Britain and the world during this period. Participants will therefore receive a broad understanding of late seventeenth and early eighteenth century British history; they will also develop expertise in the following subfields: cultural, art, political, parliamentary, global, economic, constitutional, gender, and business history.
Moral philosophy is the systematic theoretical study of morality or ethical life: what we ought to do, what we ought to be, what has value or is good. This module engages in this practice by critical investigation of some of the following topics, debates, and figures: value and valuing; personhood/selfhood; practical reason; moral psychology; freedom, agency, and responsibility; utilitarianism and its critics; virtue ethics and its critics; deontology and its critics; contractarianism and its critics; the nature of the good life; the source and nature of rights; the nature of justice; major recent and contemporary figures such as Bernard Williams, Martha Nussbaum, Peter Railton, Christine Korsgaard, Philippa Foot, Allan Gibbard, Simon Blackburn; major historical figures such as Aristotle, David Hume, Immanuel Kant, John Stuart Mill, G. E. Moore.
The social and cultural consequences of the Norman Conquest of England were deep and enduring. A foreign, Francophone regime displaced the native élites: many of the former rulers, women as well as men, fled the kingdom. Enlisting in the Varangian Guard, some Englishmen even went as far as Byzantium and the Crimea. The new regime was inclusive in so far as it was eager to recruit foreigners of all kinds - Frenchmen, Bretons, Lotharingians, Italians, Spaniards, and even Jews - as long as they were serviceable and loyal; but racist in so far as it strove to deny persons of English descent access to high office. The English were denigrated as barbarians and peasants, but because the Conquest was not followed by sustained settlement from the Continent, many natives clung on in sub-altern positions, just below the foreigners who held the highest offices and the best estates. The English were also far from being the only victims: the regime also continued the later Anglo-Saxon state’s efforts to subjugate Wales and northern Britain. A wide-ranging introduction to the history of Norman England and the debates that it has inspired, this course allows you to consider the history and effects of this transformative event.
After a brief survey of the main events leading to the declaration of war and the invasion of Poland, this module allows you to explore resistance and collaboration in countries that were first occupied in 1940, namely, Norway, Denmark, Belgium, Holland and the Netherlands. The transition between active collaboration to increasing resistance is next traced through Vichy France. The module then moves to the Eastern and Mediterranean fronts where the resistance was more effectively organized. The countries studied in this segment include Yugoslavia, Greece, and the USSR (Belarus, Russia, Baltics and Ukraine).
Lastly, you’ll examine countries that were first part of the Axis and eventually switched sides from 1943 onwards (Italy, Hungary, Bulgaria and Romania). Special attention will be given to the treatment of Jews, the Holocaust and the difficulties of coming to terms with what remains a contested past. Besides political documents, you will engage with photography, posters, films, documentaries and personal memoirs.
This module examines some theoretical issues involved in gaining knowledge about human societies. We will look at the role of theories and models in economics and political science, the special nature of "social institutions," and whether economic and political knowledge can be separated from value-judgments:
In this module we will be looking at a variety of views about the nature of mind and mental phenomena and how they fit into the natural world. We begin with the classic Cartesian account of mind: substance dualism. We then turn to current behaviourist, materialist, and functionalist theories of mind. Some of the larger questions we will be considering are: How are behaviour and mental states related to each other? Are minds really just brains? Or are minds more like computers? Next we consider some of the most perplexing problems about the nature of mind, currently occupying philosophers. How do our thoughts manage to reach out to reality and be about anything, especially when many of the things we think about don’t exist? Do mental states have causal powers of their own or do they somehow inherit them from the causal powers of brains? And finally, can we explain the mystery of consciousness?
This course considers philosophical issues that arise in connection with the sciences. It will consider what scientific method is, how science relates to the rest of knowledge, whether it provides an ideal model for rational inquiry in general, and whether we should think of science as describing reality.
In the first few weeks we will consider traditional accounts of scientific method and theory-testing, and then examine philosophical challenges to the status of science as a rational form of enquiry. We give particular consideration to three of the most important twentieth-century philosophers of science: Popper, Kuhn, and Feyerabend. Next we will consider whether and in what sense we should be confident that our best current scientific theories are accurate descriptions of reality.
It is not assumed that students have an extensive knowledge of science: the relevant scientific concepts will be presented in a simple and accessible way, and there will be no maths.
In the few years that have passed, the Middle East has experienced momentous changes. Most notable of these changes are the so-called ‘‘Arab Spring’’ uprisings, which started in late 2010, and the following consequences of these uprisings on the international relations of the region. Topics include the early emergence of Arab states, origins and sustainability of authoritarian regimes, state types and personality cult, masculinity and constructions of identity and belonging, women’s movements, social mobilization and the Arab uprisings. The course offers students from a variety of backgrounds the opportunity to engage with the most important themes in the study of the politics of the Middle East and to locate and contextualise them within wider debates and scholarship of international politics.
This course explores British politics by focusing on the role of its central figure – the Prime Minister. Judging by media coverage, it would seem that the Prime Minister dominates the decision-making process, dwarfing other institutions such as the Cabinet, Parliament and the judiciary. But does this impression reflect reality? Does Britain really have a system of ‘Prime Ministerial’ – or, as some commentators have claimed – even ‘Presidential’ government? The course attempts to answer these crucial questions through case-studies of recent Prime Ministers and an examination of the sources of Prime Ministerial power, such as the ability to appoint ministers, to influence public opinion and to shape Britain’s foreign policy.
This module gives a broad thematic overview of the history of Germany in the twentieth century. Few country’s histories have been more tumultuous over the past two centuries than that of Germany. Rapid industrialisation, varied federal traditions, revolutions, the launching of and defeat in two world wars, responsibility for war crimes and genocide on an unparalleled scale, foreign occupation and re-education, and political division for four decades have made German history, and the ways in which Germans have remembered it, contentious and of broad public concern. In few countries have visions of the nation's history been so varied and contested, and few peoples have created and faced such challenges when confronting their 'transient' or 'shattered' past.
In order to provide a thematic focus, this module will examine in particular the reasons for the rise of National Socialism, the character of National Socialism, and the difficulties of the Federal Republic of Germany to deal with its difficult and contentious past, that is the attempt at 'coming to terms with the past' (Vergangenheitsbewltigung).
The course will allow you to study the Cold War in Europe, from its emergence in the immediate post-war period to the fall of the Berlin Wall and the disintegration of the Soviet Union. You will be encouraged to question the rapid breakdown of the alliance between the victorious powers of the Second World War and how this could lead to the division of Europe into two blocs; to understand and put the role of the superpowers into perspective by studying also the role of medium and small European powers, and thereby show the room for manoeuvre that existed within the blocs; to analyse how the nuclearisation of the Cold War eventually led to a ‘long peace’ in Europe; and to assess how the East-West struggle was eventually overcome. During the lectures and seminars, you will have the opportunity to engage with the vast and diverse historiography of the Cold War in Europe; study the conflict at the political, diplomatic, military, economic, and cultural levels; and focus on themes ranging from the Origins of the East-West struggle in Europe to the challenges to authority in the Eastern bloc and the end of the Cold War.
This course serves as an introduction to the government of the United States and its historical foundations, ideologies, institutions, and political processes. Students will develop a detailed understanding of how the American government works, its development, and its challenges. The course will examine the founding ideologies of the United States, how the United States developed from a small colony into a global superpower, the three branches of the federal government, state governments, the influence of parties and interest groups, and the United States’ contemporary challenges. The course encourages students to think critically about the underlying assumptions about American politics.
HIST282: The Historian in the Digital Age
This course will provide an introduction to the rapidly developing field of Digital History. It starts from the assumption that the student has only basic IT skills. It introduces them to a range of software tools and approaches, and the issues and challenges of using them properly in historical research. These will be applied to a wide range of historical sources and topics. The course is taught using a combination of lectures and workshop sessions held in an IT lab. By the end of the course the students will have a range of practical skills in topics such as spreadsheets, databases, and managing texts. As well as providing the student with an understanding of new ways in which historians are researching their discipline, these skills can be applied to other courses taken by the student, such as their dissertation, and provide transferrable skills that will help with their employability.
This module combines a lecture series that offers an overview of the history of the United States in the 19th century with a closely linked set of seminars that focus on the construction of race, class and gender difference over the same period. This combination allows students to explore an important thematic aspect of world history (the construction of race, class and gender difference) while simultaneously providing grounding for further study and research into the history of the United States in the 19th and/or 20th centuries.
The module builds upon skills that you gained in Part I and, in particular, will explore the history of the United States, from the passage and implementation of the US Constitution (1789) to the conclusion of the Civil War (1865). The module is particularly focused on the culture and politics of race, class and gender in the rapidly industrialising and expanding nation.
Seminars meet fortnightly and are structured around primary readings and recommended secondary texts that offer critical and historical insight into the topics under consideration.
This module combines a lecture series that offers an overview of the history of the United States in the 20th century with a closely linked set of seminars that focus on the construction of race, class and gender difference in over the same period. This combination allows students to explore an important thematic aspect of world history (the construction of race, class and gender difference) while simultaneously providing grounding for further study and research into the history of the United States.
The module builds upon skills that you gained in Part I and, in particular, will explore the history of the United States from the end of the Civil War (1865) to the fall of the Berlin Wall (1989). The module is particularly focused on the culture and politics of race, class and gender.
This module allows you to explore the story of the German Kingdom from the mid-ninth century until the early twelfth. Formed amid the collapse of the Carolingian Empire, it came close to collapse in the early tenth century, yet it was saved by the Magyar crisis, emerging triumphant under the leadership of a new and charismatic dynasty, the Liudolfings. They refounded the kingdom, turning it into the most dynamic state in tenth-century Europe. The vast empire they created - the so-called ‘Holy Roman Empire’ - would endure until 1804 when it was finally suppressed by Napoleon Buonaparte; but in the mid-eleventh century the power of its monarchs was hollowed out by a savage crisis from which the realm would never entirely recover - a devastating civil war that lasted five decades, from the mid-1070s until 1122. This stunning narrative raises many questions. Why did it all go ‘right’? Why did it then go so ‘wrong’? This dramatic story provides fundamental insights into the nature of the medieval kingdom, its capacities and its limitations.
Race has played a central role in shaping the political agendas of many nations around the world – and has acted both as a mechanism of political exclusion and as a form of politicised identity. In this module, we critically examine the notion of race, and its connection to other identities like gender, ethnicity and class. We examine the role race has played, and continues to play, in the determination of domestic policies and in the relations between states. We look at the way in which race is politicised and de-politicised and consider the nature of various forms of racism in politics and society. Taking a broad narrative arch from “race” to “post-race,” this course pursues three interconnected approaches to the subject: 1.intersectionality in that we analyse not only the multiple and shifting functions of racial classifications, but connect them to other forms of differentiation such as gender, class, sexuality, geography, the environment, and more; 2.interdisciplinarity in that the problem of race takes us directly to historical and ongoing processes of defining the human being and, as such, if we are to take race and its politics seriously, we need approaches from philosophical, historical, sociological, international relations literatures; and 3.the topics of each week together constitute an extensive toolkit of lenses through which to think about race, racism and the contexts of slavery, colonialism, exploitation, rebellion, expression, resistance and much more.
The Vietnam War remains the only war that the United States has definitively lost in its 240-year history. This course explores the political, social, and cultural effects that the fighting in Southeast Asia triggered back home on American soil, specifically between the years 1964 and 1975. Utilising a range of sources from memoirs to music, films to television coverage, you will gain a greater understanding of the forces that shaped ‘the Sixties’ and why the Vietnam War deeply affected American society for decades to come. We will engage with the presidencies of Lyndon Johnson and Richard Nixon, while exploring the anti-war movement, female and Black American involvement in the war, and how veterans fared when they came home to the United States. The module, of course, will not eschew the war itself, and the first lectures will ground you in the key figures, decisions, battles, and massacres that led to a conflict which killed an estimated two million Vietnamese civilians, and 58,000 American soldiers.
The Roman Empire stretched from Britain to modern-day Syria, from Morocco to Romania. How did Rome control an empire which ranged from the societies of the Mediterranean basin to those of Arabia and temperate northern Europe? How did the peoples of these regions adapt to, or indeed resist, ‘becoming Roman’? This module will give you a thorough foundation in the history of the Roman Empire from the first emperor Augustus in the first century BCE to late antiquity and the rise of Christianity in the 4th century CE. You will study the immense social, economic, and religious changes that occurred across Europe and the Near East in this period, as well as the political and military history of the Empire. You will confront the challenges of writing Roman history from textual sources that are often fragmentary, or have political and rhetorical agenda which are alien to us today. You will also learn to integrate material evidence, from coins and inscriptions to archaeology, into your understanding of the Roman Empire.
Between 1500 and 1865, Europeans embarked twelve and a half million captive Africans on slave ships for transportation to the Americas, the largest forced trans-oceanic migration in human history. In this module, you will study the slave trade in the context of broader trends in Atlantic history. You will first see how slavery diminished in Europe during the late Middle Ages, just as Europeans began to systematically explore the Atlantic basin. You will then study the rapid expansion of the trade after Columbus’ voyages, as Europeans enslaved increasing numbers of Africans to work in the fields, mines, and ports of the Americas. Focusing on the seventeenth and eighteenth centuries, you will look closely at how the trade operated, and how Africans experienced their enslavement. You will also study north-west England’s connections to the slave trade by investigating how Liverpool and Lancaster merchants outfitted slave ships and profited by the trade, and the slave trade’ influence on industrialization in Lancashire. In the concluding section of the module, you will see how the slave trade was abolished in the early nineteenth century, and the persistence of a clandestine trade until the end of the American Civil War.
This module explores a range of ideas which are central to any understanding of politics. In this module we will focus on the relationship between negative and positive accounts of liberty. We will examine and discuss the distinction between the two accounts, and apply those accounts to the analysis of the work of Hayek and Mill, as well as advancing the capacity for essay writing skills. This module aims to develop an understanding of some of the key ideas of the thinkers under review, and the ability to assess the contribution that these thinkers have made to our wider understanding of politics. We also aim to enable you to recognise the relevance of these thinkers to our current political debates and the ability to employ their ideas within them. You will also have the opportunity to build on your ability to evaluate the key features of an argument, the confidence to express your own views and evaluate the response of others.
This course explores the problems of founding a new society in the Americas during the earliest years of English adventurism. Virginia was the founding point of the presence of English people in North America; and the first Africans in English-speaking America. The course begins, chronologically, with the earliest voyages to the North American mainland, the adventurism of Sir Walter Raleigh and the settlements on Roanoke Island and Chesapeake, the relationship with the Powhatan Confederacy, and the Lost Colony. It then moves its attention to the Virginia Company and the settlement of Jamestown, and explores the different experiments by successive governors - John Smith and Sir Thomas Dale in particular - to build a stable and workable community. It looks at the introduction of tobacco, the switch towards a plantation economy and society using slave labour, and the fall of the Company. Finally, it explores the problems of proprietary government, and ends with the governorship of Sir William Berkeley and the rebellion for ‘liberty’ under Nathaniel Bacon, which marked the enslavement of indigenes and Africans.
You will spend this year working in a graduate-level placement role. This is an opportunity to gain experience in an industry or sector that you might be considering working in once you graduate.
Our Careers and Placements Team will support you during your placement with online contact and learning resources.
You will undertake a work-based learning module during your placement year which will enable you to reflect on the value of the placement experience and to consider what impact it has on your future career plans.
The gods are encountered at every turn in the Roman Empire, but seldom in the same way or in the same places. This module explores the immense diversity of religious experience, practice, and belief in the Roman world in order to understand religion’s role in the shaping of society and identity across the Empire. You will learn to use a broad range of archaeological, epigraphic, iconographic and literary evidence to reconstruct the lived experience of religion in the Roman Empire, from gods worshiped by German soldiers on the rain-swept Romano-British frontier, to domestic shrines in the kitchens of Pompeii, to the great Greco-Roman pilgrimage sanctuaries of Asia Minor. How can we use site plans to think about the experience of moving through a sanctuary? How do animal bones and pottery assemblages allow us to reconstruct the dynamics of religious sacrifice and ritual feasting? What insights do first-person accounts of encountering gods through dreams and visions by authors such as Aelius Aristides or Cicero give into personal relationships with the divine? Through detailed analysis of primary material and in-depth engagement with modern scholarship on Roman religion, we will explore the complex role played by divine cults, sacred spaces, and religious identities in the construction of society across the vast geographic and chronological span of the Empire. You will also have the opportunity to take part in a field trip to sites and museums on Hadrian's Wall, to experience a range of temple locations and material evidence for Roman religion in person.
On 6 January 2021, the US Congress was attacked in a chaotic offensive of fire and fury that led to five deaths and countless injuries. After decades of gradual polarisation, the United States – the preeminent world power and self-proclaimed beacon of democracy – was coming apart in dramatic fashion as the world looked on. Three weeks later, the US Capitol witnessed the arrival of a new president and heard an inaugural address which focused on the need for unity and warned of democracy’s fragility.
This course will examine the reasons why, and the extent to which, American society, culture, and politics polarised in the years since 1960. To do so, it will examine a wide range of issues, such as: race relations, gender and sexuality, socioeconomic policy, media, the ‘culture wars’, the modern American presidency, and political polarisation between Democrats and Republicans.
This module presents an unprecedentedly vivid picture of the lived experience of Europeans, Africans and indigenous Americans over a three-million square mile area (Carolina to the Equator; central America to Bermuda) in which Britons settled an area smaller than Yorkshire.
Though you are unlikely to have much knowledge of the place or period when you start the module, though students who have taken The English Civil War and Virginia will have encountered some of the issues. The course is popular with History Majors and also has resonances with Politics and with English Literature. The interests of each year’s students can be accommodated. You will also have access to a unique collection of (digital) facsimiles of printed and archive sources. You will study the roots of the colonial process but can adopt modern techniques of analysis and presentation such as web-authorship, databases, palaeography (handwriting). You will write traditional essays but also create an individual project tailored in consultation with the tutor to fit your research interests, way of working, opportunity to showcase or learn new skills, and ways of presentation. You will be plunging into a fascinating period and place, asking challenging questions of the human experience and learning valuable transferable skills.
The module will look at philosophical issues that arise out of Darwin’s theory of evolution. These include questions about how best to understand the theory of evolution, and questions about what evolution implies for our view of the world, and in particular of ourselves. The course breaks down into three broad areas:
PPR.399 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 write a dissertation of 9,000-10,000 words. They are expected to start thinking seriously about the 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 at the start of Summer Term in the third year. To help students prepare for work on the dissertation, there will be an introductory talk on topics relating to doing one's own research and planning and writing a dissertation. A course handout will be available setting out in more detail the requirements for the dissertation and giving full details of lectures, supervision arrangements and assessment.
The aim of this module is 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 will be formulated in dialogue with one or more external collaborator(s) and 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 external collaborators and 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.
Students are expected to start thinking seriously about the dissertation towards the end of the Lent term of the second year, and to submit a provisional topic by the end of that term. Work should begin during the Summer term of the second year and a draft plan must be approved by the end of the Summer term. Work should be well advanced by Christmas in the third year. The completed dissertation must be submitted at the start of Summer Term in the third year. To help students prepare for work on the dissertation, there will be an introductory talk on topics relating to doing one’s own research and planning and writing a dissertation. A course handout will be available setting out in more detail the requirements for the dissertation and giving full details of lectures, supervision arrangements and assessment.
The aim of this module is to allow you to pursue independent in-depth studies of a topic of your choice, within the scope of your 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. You will have the opportunity to develop your employability and research skills, and your ability to work independently at length under your own direction with input from an academic supervisor. The fieldwork element will give you the chance to enhance your ability to reflect on the impact of academic work. One option is to incorporate a study trip typically organised by the University, via the Global Experience office, but you may also discuss other forms of field studies with your supervisor. The completed dissertation is usually submitted at the start of Summer Term in the third year. To help you prepare for work on the dissertation, typically there is an introductory talk in second year on topics relating to doing one’s own research and planning and writing a dissertation.
On the 17 July 1936, a group of Spanish generals launched a military coup against Spain’s democratically elected Second Republic. The following three years would witness a bitter struggle to determine the future of the Spanish nation. Ending just months before Germany’s invasion of Poland in September 1939, the Spanish Civil War has since been dubbed a ‘dress rehearsal’ for the Second World War. On the rebel side, General Francisco Franco enlisted the help of Hitler and Mussolini to defeat his domestic opponents. Meanwhile, the Republic was supported by Soviet Russia. Yet the Civil War was also a Spanish conflict with important local dimensions. Republican Spain enjoyed a rich culture of mass politics, and Spanish socialists, communists, anarchists, liberals and feminists fought to the last against Franco’s reactionary coalition of ‘Nationalists’. Following his victory in April 1939, Franco would outlive his international fascist allies by several decades, and the difficult legacies of the war remain keenly present within modern-day Spanish politics and society. Drawing on a large range of sources, including autobiographies, oral histories, novels, films, songs, and political speeches, students taking this module will gain an in-depth knowledge on the domestic and international origins, outcomes, and legacies of the Spanish Civil War.
Indicative topics will typically include:
The thirteenth century began with a rebellion that sought to cast a tyrant from the throne of England, followed after fifty years by a revolution, in which a party of barons and bishops backed by a vast popular following seized power from the king and set up a council to govern in his stead: a move that was utterly radical. This period has been hailed as the foundation of the enlightened democracy we enjoy today – but the reality is far darker. This was a world in which religious leaders had the power to punish kings, where rebels fought as sworn crusaders, and where people willingly went to their deaths for a political cause believing themselves martyrs. This world was not democratic, but theocratic.
In this module you will explore the major events of the period, in England and across Christendom, from the making of Magna Carta and the Fourth Lateran Council, to the Albigensian Crusade, the seizure of power in 1258, and the bloody Battle of Evesham that brought the end of England's First Revolution. You will meet the people who shaped this world – from powerful queens like Blanche of Castile and Eleanor of Provence, to leading knight William Marshal and the masterful pope Innocent III, from tyrannical and hapless kings to the churchmen who defied them and were recognised as saints, and from Simon de Montfort, the revolution's charismatic and brutal leader, to the low-born men and women who flocked to his banner. You will be able to uncover their stories through their letters, testimonies, and eye-witness accounts, and a wealth of other primary sources.
Through a range of topics, you will be able to explore your particular interests – whether in the religious, military, political or social aspects of this period – and consider the big questions arising from this course: what can move women and men, poor and rich, to risk their livelihoods, to take life and give their own to decide who ruled the realm?
The labelling of the Second World War as the People’s War in Britain draws attention to the importance of the men and women who waged it. With the blurring of the Home and Battle Fronts, the conventional gender contract in which men fight to protect the vulnerable at home and women keep the home fires burning was challenged, not least by the revolutionary act of conscripting women to the war effort.
In this module you will examine how the Second World War was experienced by a wide spectrum of British men and women, some of whom identified with the war effort, some of whom were deliberately excluded, or chose to challenge gender conventions in their choice of role. You’ll consider different categorisations of experience (military/civilian; home front/ battle front; male/female) and explore whether there was a hierarchy of service and subsequently of remembrance. Were gender roles in Britain really transformed by the exigencies of war? Through a wide range of written and visual sources, including autobiographical materials, poems, photographs, films, parliamentary minutes, newspapers, posters and cartoons, we will seek to understand individual and collective experiences of the war, and their gendered dimensions.
This Special Subject focuses on feminist philosophy and in particular the study of women and feminists in the history of philosophy, using nineteenth-century British philosophy as a case study. The course provides an in-depth understanding of debates around women in the history of philosophy, the relation between feminism and women, and how to research and study historical women philosophers who until recently have been omitted from the canon. This will provide important transferable skills in doing research in the digital world, including working with digital archives and historical journals. The course will allow students to undertake a sustained piece of independent research on a historical essay of their choice by a woman philosopher from nineteenth-century Britain. Students taking this course will not merely be learning about philosophy as done by others; they will be doing cutting-edge philosophical research themselves.
This module aims to introduce and familiarise students to the interplay between politics, society and religion in the world’s largest democracy, India. At a time when India is emerging as a global power and economic powerhouse despite persistent poverty and various socio-political fissures, a critical balance must be struck in our understanding between its potential and its problems. India offers powerful lessons on the challenges and achievements of democracy in a deeply pluralistic and unequal society. An examination of these issues opens up our conceptual preconceptions about democracy, competing political philosophies, religion, secularism, discrimination, globalization and political mobilization, which tend to be structured by knowledge of Western polities.
Today the claim that God designed everything in the universe has given way to the theory of evolution. The usual story of this change is one of conflict between science and religion. This module, however, will challenge the popular narrative.
Focusing on the period 1450-1800, we will reconsider the rise and fall of the idea that nature was the work of a divine intelligent designer. As well as trying to understand why the design argument became so important in the early modern period, we will seek to understand why it fell out of favour during the 18th century – long before the theory of evolution.
But we will not simply be studying the history of ideas. To understand the role of design in early modern science, we will study a wide range of disciplines and practices – from intellectual disciplines like philosophy, rhetoric and theology, to material practices including chemistry, architectural design, archaeology, and art.
The module provides an introduction to formal logic together with an examination of various philosophical issues that arise out of it. The syllabus includes a study of the languages of propositional and quantificational logic, how to formalize key logical concepts within them, and how to prove elementary results using formal techniques. Additional topics include identity, definite descriptions, modal logic and its philosophical significance, and some criticisms of classical logic.
The aim of this module is to examine and evaluate some of the most central issues in Enlightenment and post-Enlightenment Western religious and atheistic philosophical debates. The module will begin by looking at the philosophy of G W F Hegel and its implications for subsequent religious and atheistic thought. We will then proceed to consider the thought of the post-Hegelian ‘masters of suspicion’: Feuerbach, Marx, Freud and Nietzsche. After this, we will look at ways in which religious and atheistic thought have been brought together, as manifested in various forms of ‘Christian atheism.’ Finally, we will consider postmodern critiques of modern atheism and the nature of the associated ‘return of religion.’
This module introduces central issues, problems and theories in philosophical aesthetics by critically examining a number of central topics including: the nature of aesthetic experience; the objectivity of aesthetic judgement; emotional responses to fiction; the moral and cognitive value of art; the aesthetic value of nature. In addition to central philosophical discussions, various findings from empirical psychology and neuroscience will also be used. Although examples from all of the arts will be employed throughout the course, the emphasis will be on the wider issues just listed, and not exclusively focussed on art. That is, aesthetics will be explored as an important area of the philosophy of value in general.
This course examines central themes in the liberal branch of contemporary Anglo-American analytic political philosophy. The liberal positions on justice, liberty, equality, the state, power, rights and utility are all explored. The approach is philosophical rather than applied; its focus is on the ideas of liberal politics: how individual liberty can be maximised while not harming others; how an individual philosophical position can guide political determinants of a society and places the developments of liberal ideas in their appropriate historical contexts. The course also examines the connection between the ideas of liberalism and the idea of democracy to explore the philosophical tensions between the two and how these might be resolved. The course is a survey of major topics and concepts in Anglo-American liberal political ideas. The syllabus will include the following topics: questions about justice; visions of the state; negative and positive liberty; equality, utility and rights; toleration and multiculturalism; neutrality and the market.
Culture is, one of the most contentious features of contemporary politics and policy. Whether it be the perception of cultures, religious schism and ethnic conflict, migration, cultural diversity impacts on politics and policy. The aim of this module is to challenge and re-orient assumptions about culture and to provide students with the conceptual and analytical resources to understand and assess the politics of cultural diversity. The module grapples with how cultural identities play out in the politics of policymaking with a particular focus on conceptions of the ‘Other’, calling into question cultural categories which emanated from Western scholarship and legacies of colonialism. Using case studies. this module will comparatively study the politics of cultural diversity across nation-states e.g., UK, Canada, China and India to understand different approaches to cultural diversity in policymaking.
The English East India Company (founded 1600) was the most famous corporation in world history: its business connecting the British Isles across the Atlantic, Indian, and Pacific Oceans. It was a protagonist of globalisation. Its longevity - from Elizabeth to Victoria - provides a common thread with which to illuminate the broader English/British story and the separate histories of the territories with which the Company engaged. Historians have debated what the Company represented. It did much to stimulate global trade, but was it a private business in the modern sense? It ruled British territory on behalf of the British state, but was it a state in its own right? This course encourages you to engage with these (and other) large and important questions and digest the high-quality literature that the Company has rightly attracted. But the core of this class will be the challenge and joy of digesting the remarkable corpus of documents and writings that the Company issued or provoked from well-known political economists like Karl Marx and Adam Smith, to managers like Elizabeth Dalyson and non-European writers such as Mirza Abu Taleb Khan. You will be introduced to translated Persian documents, the correspondence of Company factors in Japan, charters, board room minutes, pamphlets, and histories and will explore art and architecture in the cities it did so much to develop. You will gain a broad understanding of seventeenth-, eighteenth-, and nineteenth-century British, Indian, and global history; and develop expertise in cultural, art, political, parliamentary, global, economic, constitutional, gender, and business history.
Many writers have described the years of unprecedented historical change that surrounded the turn of the twentieth century as a time of 'cultural crisis'. This interdisciplinary module in US cultural history explores that so-called crisis through the close reading and analysis of a variety of important written and visual texts, including fiction and non-fiction, architecture and urban design, painting, photography and cinema. Course themes include: technology and culture, labour and capital, imperialism and the 'myth of the west', immigration and urbanisation, celebrity and consumer culture, reform politics, the Great War, and cultural modernism.
In the Twentieth Century, Western philosophy underwent a number of fundamental “turns” — the linguistic turn, the phenomenological turn, the postmodern turn. Some of these changes were viewed as “revolutions” in philosophy. At the extreme end, there were even arguments that Western philosophy, as conceived since Plato, was finished. In this module we explore some of these key transformations. We consider the “linguistic” turn, and the formation of “analytic philosophy” at the turn of the C20. One central figure of this linguistic turn is Ludwig Wittgenstein. But Wittgenstein shifts from being at the centre of analytic philosophy to arguing that philosophy is finished. At the same time, philosophy also undergoes a phenomenological turn. We focus on how this leads, via Sartre, to a revival of existentialism. The contrasts between French philosophy and English-speaking philosophy become even more pronounced in the final third of the C20, with post-structuralism and post-modernist philosophy viewed by the “analytic” philosophy community as not even being a kind of philosophy. We assess the roots of, and justification of, this “analytic/continental” divide.
The Vikings inspired both fear and fascination in medieval times, and they continue to exercise a powerful hold on the modern imagination. In this Special Subject you will explore the Viking Age in the Irish Sea region and the Isles. The course ranges from the first Viking raids to the creation of the kingdom of Man and the Isles, a ‘sea-kingdom’ that encompassed numerous islands. The course offers you the chance to develop a sophisticated understanding of textual sources as well as non-textual material. You will gain a grasp of political history, and you will also have the opportunity to study the economy, culture, ethnicity and gender. The field is flourishing, and exciting new finds such as the Galloway Hoard continue to refresh our understanding of the period. You will have access to plenty of secondary literature, and there is scope for developing original interpretations by studying the primary material.
There will be some focus on the prolific evidence from north-west England, including artefacts in local museums and impressive stone monuments. You may have the chance to participate in a field trip to a site or museum (you should set aside approximately £35.00 for local transport). The local evidence will be set in the broader context of Britain, Ireland, the Isle of Man and the North Atlantic.
We set our fees on an annual basis and the 2025/26 entry fees have not yet been set.
As a guide, our fees in 2024/25 were:
Home | International |
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£9,250 | £23,750 |
There may be extra costs related to your course for items such as books, stationery, printing, photocopying, binding and general subsistence on trips and visits. Following graduation, you may need to pay a subscription to a professional body for some chosen careers.
Specific additional costs for studying at Lancaster are listed below.
Lancaster is proud to be one of only a handful of UK universities to have a collegiate system. Every student belongs to a college, and all students pay a small college membership fee which supports the running of college events and activities. Students on some distance-learning courses are not liable to pay a college fee.
For students starting in 2023 and 2024, the fee is £40 for undergraduates and research students and £15 for students on one-year courses. Fees for students starting in 2025 have not yet been set.
To support your studies, you will also require access to a computer, along with reliable internet access. You will be able to access a range of software and services from a Windows, Mac, Chromebook or Linux device. For certain degree programmes, you may need a specific device, or we may provide you with a laptop and appropriate software - details of which will be available on relevant programme pages. A dedicated IT support helpdesk is available in the event of any problems.
The University provides limited financial support to assist students who do not have the required IT equipment or broadband support in place.
In addition to travel and accommodation costs, while you are studying abroad, you will need to have a passport and, depending on the country, there may be other costs such as travel documents (e.g. VISA or work permit) and any tests and vaccines that are required at the time of travel. Some countries may require proof of funds.
In addition to possible commuting costs during your placement, you may need to buy clothing that is suitable for your workplace and you may have accommodation costs. Depending on the employer and your job, you may have other costs such as copies of personal documents required by your employer for example.
The fee that you pay will depend on whether you are considered to be a home or international student. Read more about how we assign your fee status.
Home fees are subject to annual review, and may be liable to rise each year in line with UK government policy. International fees (including EU) are reviewed annually and are not fixed for the duration of your studies. Read more about fees in subsequent years.
We will charge tuition fees to Home undergraduate students on full-year study abroad/work placements in line with the maximum amounts permitted by the Department for Education. The current maximum levels are:
International students on full-year study abroad/work placements will be charged the same percentages as the standard International fee.
Please note that the maximum levels chargeable in future years may be subject to changes in Government policy.
Details of our scholarships and bursaries for students starting in 2025 are not yet available. You can use our scholarships for 2024-entry applicants as guidance.
The information on this site relates primarily to 2025/2026 entry to the University and every effort has been taken to ensure the information is correct at the time of publication.
The University will use all reasonable effort to deliver the courses as described, but the University reserves the right to make changes to advertised courses. In exceptional circumstances that are beyond the University’s reasonable control (Force Majeure Events), we may need to amend the programmes and provision advertised. In this event, the University will take reasonable steps to minimise the disruption to your studies. If a course is withdrawn or if there are any fundamental changes to your course, we will give you reasonable notice and you will be entitled to request that you are considered for an alternative course or withdraw your application. You are advised to revisit our website for up-to-date course information before you submit your application.
More information on limits to the University’s liability can be found in our legal information.
We believe in the importance of a strong and productive partnership between our students and staff. In order to ensure your time at Lancaster is a positive experience we have worked with the Students’ Union to articulate this relationship and the standards to which the University and its students aspire. View our Charter and other policies.
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