also available in 2018
A Level Requirements
see all requirements
see all requirements
Full time 3 Year(s)
Lancaster’s Management and Sociology degree gives you the opportunity to benefit from teaching by renowned academics in our Department of Organisation Work and Technology (OWT) and our Department of Sociology.
Your degree will help you understand how organisations shape our identities and how their actions affect the societies we live in. You’ll graduate with a critical understanding of the significance and role of organisations and management in modern industrialised societies.
In your first year you’ll gain a thorough overview of both subjects with modules including Management and Organisational Behaviour and Sociology. In your second and third years, you’ll choose from an extensive list of optional courses, analysing in detail a range of topics such as Managing People; Business Ethics; Consumer Culture and Advertising; Living with Capitalism; Human Resource Management, and Technology in Organisation.
A Level AAB
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 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 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 Sociology 101 Course introduces you to sociological issues, ideas, concepts, evidence and argument by examining some key aspects of living in the contemporary world. By the end of the course, you should have a basic capacity for conceptual analysis and for applying sociological reasoning to empirical examples. This will allow you to evaluate what you see around you with new critical skills. The lectures are designed to provide you with a basic background in the topics being reviewed.
You will be introduced to debates and issues related to various aspects of contemporary societies and encouraged to explore ideas and undertake analysis. In this respect, it is perhaps better to think of sociology as an interpretative scientific endeavour rather than producing definitive findings or laws, although it may do this too. Sociology is an exciting subject. It can seem confusing, especially to those of you who are coming to it for the first time. Sociology will seem to cover every topic in society, there are different kinds of sociology, and many different areas where sociological research matters, from politics to design.
We will help you develop new skills in thinking sociologically. The course will stimulate interest for students who have not done an Advanced Level course in Sociology, whilst providing a challenge to those who have.
More specifically, the course's aims are threefold. First, you will learn about various aspects of contemporary societies and key concepts (e.g. society, identity, modernity, globalization). Each block introduces a key area of sociological inquiry and long-standing as well as newly emerging research questions. Many sociologists at Lancaster are renowned for their creative and groundbreaking research and each module relates to one or more of the Department's research areas, so you will experience major figures in international Sociology and get a taste of the department's current teaching and research portfolio.
Second, you will learn basic study and research skills. These include: taking notes, using the library, conducting sociological research, analysing written and spoken arguments and empirical evidence, writing, using the internet as a research tool, working and discussing in groups, preparing and making oral presentations.
Third, you will learn to think sociologically. That is to say that you will be able to identify social dimensions of contemporary life, summarise sociological ideas and arguments, and analyse social phenomena from a sociological perspective. In short, you will begin to think differently about how we lead our lives in the present day world.
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).
This course introduces the development of social theory from the Enlightenment in the eighteenth century to contemporary debates about the character of knowing.
This course offers the opportunity to learn skills in reading, analysing, comparing, and critically evaluating major social theories of the rise of modern societies.
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.
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.
Representations of data are all around us - in advertisements and newspaper articles, infographics and Facebook 'likes'. But these numbers, quotes, or graphics often communicate only a small selection of the information that has been gathered about social life. The information we receive has already been filtered by the analysis of others - including advertisers, journalists, market researchers, graphic designers and computer programmers - and reflects what they deem important or relevant for us to know. While the types of data, processes of analysis and aims of representations vary between different professions, they draw in different ways upon basic principles of analysis and representation that are found in social scientific research.
This module builds upon the basic methodological principles discussed in SOCL 201 to look more closely at the process of analysis within social research, focusing on how through making selections, finding patterns, and crafting arguments researchers make sense of the social world. It will focus on a series of workshops where you are able to try analysing visual, quantitative and qualitative data yourself. By undertaking hands-on exercises, this module will help you to develop skills for dealing with complex sets of data, and will provide you with tools for justifying your analytic choices and critically examining those of others
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 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.
This module is organised around a range of cross-cutting methodological issues that are addressed in relation to established methods (such as interviewing and quantitative surveys). Discussions and activities incorporate a range of methodological approaches using visual, qualitative, and quantitative data. Students are provided with a clear outline of the module structure and topics at the outset, and in-class activities will be designed to engage students in active learning with ample opportunities for formative feedback.
All sociologists are supposed to know their classics but most only know them from second or third hand summaries. In this course we offer the opportunity for advanced students to have an intimate encounter with one of the core texts by one of the classics, texts that are referred to all the time in the social sciences. The text will change on an annual basis and in 2014/15 the module studied Zygmunt Bauman’s prize-winning book Modernity and the Holocaust (1989). In this collection of closely interlinked essays, Bauman makes the disturbing claim that, far from being some momentary regression to barbarism by a brain-washed population, the Holocaust was very much a ‘creature’ of modern society. Indeed, he argues that the social and personality structures that enabled the Holocaust to occur are very much a part of systems, processes and logics which continue into the present. In provocatively challenging our comfortable, complacent ‘civilised’ existence today, Bauman poses fascinating and vital questions about responsibility, ethics, co-operation and conformity, and our individual and collective courage to confront authority and violence. We will use Bauman’s book as a point of departure for exploring some central debates and key writings in Holocaust studies.
This module uses case studies of disasters (technical and social) to explore these questions and what sociology can teach us about them.
This challenging course investigates gender inequalities within society through a focus on historical and contemporary debates in feminist theory and activism. The course has an `intersectional` focus that means we will consider gender inequalities as bound up with other forms of discrimination and marginalisation, particularly racial and ethnic inequalities, disability and social class.
The first term will challenge you to think about `what feminism means today` through a consideration of key aspects of feminist thought and activism from the late 1960s onwards. We will consider the continued relevance of the idea of ‘The Personal is Political’ and ‘consciousness raising’. We will overview feminist approaches to social research and explore feminist interventions in practices of gender inequality, for example inequalities in paid and unpaid work, childcare and women’s health. You will complete an intergenerational interview research project on ‘women, work and social change’ through which you will analyse and present your findings in a group presentation and reflect upon your experience of the research process.
During the second term we will take the feminist manifesto as a central document which expresses lived experiences of gender inequalities and collective desire for social change. Through some practices of inequalities, such as art, beauty contests, capitalism and patriarchy we will explore the contemporary resonance of ideas such as black feminisms, art activism, the occupy movement and backlash.
By the end of the course you will be familiar with some of the key debates within feminism today and be able to make connections between feminist theory and forms of feminist practice. The course engages you in lively debate, original research and feminist activism through analysis of varied media including academic texts, advertising, art, film, news media and social media.
This module introduces contemporary health issues and the sociological questions that arise from them: What is ‘health’ and how do we try to achieve it in contemporary societies? Why are some people healthy and others not? What role do sex/gender, race, ethnicity and class play in producing healthy and unhealthy bodies and lives? We study contemporary research on a wide range of health issues, including smoking, genetics, HIV/AIDS, cancer and alternative therapies. In discussing these examples, we explore conceptual issues around bodies and selves, and think about how people form new relationships around questions of health, including relationships between patients and doctors, within families, and between individuals and the state. We also analyse new forms of activism around health, illness and bodies. In Term 2 this module uses an innovative teaching method – problem based learning – which is fun and interactive – not the usual lecture/seminar format.
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.
This module comprises a 10,000 word dissertation that students complete in their final year. It offers students the opportunity to undertake an independent piece of research (under supervision) and to apply their general understanding of the research process to real world examples that will inform their choice of dissertation topic.
Students will plan, present and design a dissertation proposal in tutorial groups, with a detailed, step-by-step web-based guide available for extra support. They will develop an idea for a research project, work out what is possible, which methods to use, and begin to plan it. They will then communicate their dissertation proposal to other students and then write it up in a way that clearly states their research topic, aims and methods, and where it situates within wider sociological debates. Students will carry out data collection and analysis, and write it up as a dissertation. They will meet regularly with their supervisors to discuss their progress.
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.
Economic inequalities have widened in advanced capitalist countries and yet many people are reluctant to acknowledge the existence of class. This module analyses how inequalities of class and status are generated, how they relate to other kinds of inequality, and how they are experienced. It explores how the mechanisms of capitalist economic organisation interact with other sources of inequality, not only producing an unequal distribution of resources and opportunities but affecting the way in which people value themselves and others.
Linking social structure to personal experience, the module will apply social theory, particularly that of Pierre Bourdieu, to the interpretation of everyday life, and to what people think about class.
This course is designed to introduce students to the increasingly complex and interactive world of communication media. It combines classic theories of media sociology with recent developments in cultural analysis and the general area of mediated communication.
The approach is both institutional and micro-analytic, looking at wide-ranging patterns of economic, political and regulatory aspects of contemporary mass media while also examining the increasing interactive involvement of individuals and local audiences in the output of the media industries.
The emphasis of the course is on structures of power, both in Britain and globally, forces which are beginning to merger telecommunication, television and computer technology into a single powerful element of all modern societies.
This module introduces and explores the writings of a number of key twentieth-century social and cultural theorists, and radical thinkers offering perceptive and provocative critiques of the many ills of modern western capitalist society.
Building on some of the theories and concepts encountered in the module ‘Understanding Social Thought’, this module provides an opportunity for students to engage with some of the most stimulating and challenging perspectives in the social sciences, ones which interrogate our common and comfortable assumptions about the supposedly benign and beneficent character of contemporary capitalism, scientific development, technological innovation, and affluent consumer lifestyles. In so doing, the very concepts of historical enlightenment, progress and civilisation are called into question.
This is an essential module for those for whom sociology is not just intended to interpret the world in various ways, but concerned to change it.
Belonging to a nation is widely seen to be as natural as belonging to a family or a home. This module will explore how such assumptions about national belonging come about by introducing students to a range of theoretical approaches and debates.
Students will explore how notions belonging are socially constructed, how the nation is defined, who belongs and who doesn’t. The module addresses these notions by examining what everyday practices, discourses and representations reveal about the ways people think about, and inhabit, the nation. The module also pays particular attention to nation formation in relation to debates about multiculturalism, diversity and migration and asks: What are the impacts of migration and multiculturalism on definitions of the nation? How is multiculturalism defined and perceived?
Although focus will be on the example of Britain, issues raised will apply to many countries of the contemporary world.
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.
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.
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.
This module considers ‘what a drug is’, alongside how and why we take drugs, by exploring the relationship between society, culture and intoxication. Together we will examine classic and contemporary literature on 'drugs' and the 'drug experience', including drug ethnographies, critical drug studies, and narcocultural studies (eg. literary works and media on drugs). We will also analyse how certain forms of drug use are produced as ‘social problems’ to develop a critical understanding of the aims, efficacies and inadequacies of societal responses to drug use, including drug education programmes, public health policies, treatment regimes, recovery work, and criminal sanctions. Other topics covered include club drugs in post-rave dance cultures; continuity and change in drug markets/distribution systems; drug prohibition, its consequences, and its alternatives; illicit drugs, globalisation and securitisation; gender, sexuality and drugs; researching drugs/drug use (theoretical concepts, research methods and ethics); risks, harms and pleasure; and mapping drug futures in the digital age.
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.
This module analyses the relationship between society and terror taking point of departure in the discussion of 9/11 and the political responses it has provoked. The course focuses on how different forms of terror are related to the changing nature of the society and how terror can be theorized from a sociological point of view. It also explores how the study of terror can contribute to the discipline of sociology. The key concepts are: terror, the war against terrorism, dispositif, nihilism, flow, consumerism, post-politics, politics of security.
The module explores varying sociological approaches to the analysis of violence and society. It covers key concepts, theories and empirical material before encouraging students to evaluate and contrast the varying perspectives on the issue.
Topics will include: violence and social change; violence from below and from above; violent crime and socio-economic inequality; gender-based violence against women; hate crime and genocide; criminal justice system; war, democracy and power; old and new wars; militarism and gender; peace processes; terrorism; securitisation; increases and decreases in violence over time.
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.
Your deep understanding of organisations, and the people who work within them, combined with a range of transferable skills, such as time management, communicating complex ideas effectively and working independently, will make you stand out in a competitive jobs market and open up a variety of career opportunities.
Our graduates go into a wide array of jobs and careers, from mainstream human resource management, in both public and private corporations, to management consultancy and roles in media and marketing. Some of our alumni have set up businesses on their own, both at home and abroad.
Your degree focuses on understanding social and civic processes, so it is also an excellent foundation for careers in the Civil Service, local government, public affairs, charities and social welfare organisations.
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.
As a guide, our fees in 2018 were:
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
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