Why Geography at Lancaster?
From our flexible degree pathways to our incredible fieldwork opportunities, find out why our students love studying Geography at Lancaster.
8th for Geography
The Guardian University Guide (2024)
12th for Geography and Environmental Science
The Times and Sunday Times Good University Guide (2024)
Top 100 for Environmental Sciences in the QS World Ranking league table
Discover Geography at Lancaster and overseas with our exciting Study Abroad programme. Explore a range of amazing locations; study Master's-level modules; and learn from world-renowned lecturers.
Geography is a distinctive subject: it studies our world in a vast range of areas. Our Study Abroad programme provides a unique first-hand experience of work and life in a different country. You will spend a year exploring the diverse physical environments, societies and culture in North America or Australasia, as well as benefiting from our world-class teaching at the state-of-the-art Lancaster Environment Centre (LEC).
While studying at LEC, you will have access to a host of new facilities including teaching and research labs, computer systems and software, and even our very own weather monitoring station. Working in comfortable class sizes, you will have the opportunity to get to know your lecturers personally, enabling you to benefit from their expert knowledge and helpful one-to-one advice.
Modules taken at Lancaster will make extensive use of the rural settings of the north and the bustling cities of Liverpool and Manchester, allowing you to explore some of the UK’s most unique areas of geographic interest. You will gain a wealth of hands-on experience with field trips to places such as the Yorkshire Dales, Cumbrian coast and Lake District, as well as international locations including New York, Croatia or the Brazilian Amazon.
You will develop a fundamental understanding of human, physical and environmental geography in your first year Geography modules. These modules equip you with a well-rounded introduction to some of the key themes in geography, as well as providing you with key skills used by geographers to analyse problems in both the human and physical aspects of the discipline.
Third year modules will be taught at a partner university in North America or Australasia. You may engage in topics such as cities and globalisation, environmental change, glacial systems, coastal processes, and water management. In addition, you will gain valuable fieldwork experience in another country.
Lancaster University will make reasonable endeavours to place students at an approved overseas partner university that offers appropriate modules which contribute credit to your Lancaster degree. Occasionally places overseas may not be available for all students who want to study abroad or the place at the partner university may be withdrawn if core modules are unavailable. If you are not offered a place to study overseas, you will be able to transfer to the equivalent standard degree scheme and would complete your studies at Lancaster.
Lancaster University cannot accept responsibility for any financial aspects of the year or term abroad.
Your fourth year of study provides an advanced qualification which will give you a competitive edge in the graduate jobs market by equipping you with the extra experience, knowledge and skills that come with studying Master's-level modules and undertaking a dissertation.
We offer flexible programmes with a strong emphasis on practical learning. You will engage in a wide range of modules that span the breadth of geographical topics and infuse content from the humanities, along with the social and physical sciences. Your work will be regularly assessed by a combination of classroom and lab-based assignments, in addition to written examinations and project reports.
This programme has been accredited by the Royal Geographical Society (with IBG). Accreditation recognises programmes that deliver the geographical knowledge, understanding, skills, approaches and professional attributes expected of high-quality geography graduates, as recorded in the QAA Subject Benchmark Statement for Geography.Learn more about the Royal Geographical Society accreditation
Geography helps us to understand the world around us, from the study of cultures and people, to the processes going on beneath our feet that shape the landscapes we live in. A degree in geography will help you get to grips with the many challenges we face with a growing population and an increasingly precarious climate situation by providing you with the opportunity to tackle a wide variety of complex issues. With such a diverse curriculum of topics, our geography graduates go on to work in a diverse range of positions such as Planning Officers, Environmental Consultants, Landscape Architects, Geospatial Analyst, Hydrologist, Emergency Planning and many more. Geographers are also well placed to secure roles and opportunities in sectors that might not be obvious such as marketing and sales, teaching, travel and tourism, and commercial business. This is down to your transferable skills in communication, software competencies, project management and data analysis. Graduates from our courses are also well-paid, with the median starting salary of graduates from Lancaster Environment Centre being £24,347 (HESA Graduate Outcomes Survey 2023).
Here are just some of the roles that our BA and MArts Geography students have progressed into upon graduating:
Lancaster University is dedicated to ensuring you not only gain a highly reputable degree, but that you also graduate with relevant life and work based skills. We are unique in that every student is eligible to participate in The Lancaster Award which offers you the opportunity to complete key activities such as work experience, employability/career development, campus community and social development. Visit our Employability section for full details.
A Level AAB
Required Subjects A level Geography is recommended, or alternatively one of the following subjects: Anthropology, Biology, Chemistry, Classics, Economics, English Literature, Environmental Studies, Geology, History, Mathematics, Philosophy, Physics, Psychology, Religious Studies, Sociology, World Development.
GCSE Mathematics grade C or 4, English Language grade C or 4
IELTS 6.5 overall with at least 5.5 in each component. For other English language qualifications we accept, please see our English language requirements webpages.
International Baccalaureate 35 points overall with 16 points from the best 3 Higher Level subjects including Geography or alternative cognate subject at HL grade 6
BTEC Distinction, Distinction, Distinction in a related subject but may additionally require a supporting A level in Geography or alternative cognate subject at grade B. Please contact the Admissions Team for further advice.
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 email@example.com
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.
Lancaster 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.
This module provides an introduction to environmental processes and their impacts in a variety of different environments. We discuss the physical processes governing the Earth's global climate system and their influence on recent and future patterns of climate and environmental change. We investigate the Earth’s surface materials and the laws that govern the behaviour of fluids, and how these affect environmental flow and fluid transport processes. We also explore the processes which influence the development of soils and associated ecosystems at the land surface, including deposition and erosion processes.
This module provides an introduction to the skills used by geographers to analyse problems in both human and physical geography. The module begins by reviewing the principles of cartography and recent developments in the electronic delivery of map-based information through mobile devices and web-based services. This is followed by an introduction to Geographic Information Systems (GIS) which provide facilities for the capture, storage, analysis and display of spatially-referenced information. Later in the module we introduce remote sensing and explain its relationship to GIS. We also consider quantitative and qualitative techniques of analysis (which are taught within the context of contemporary conceptual approaches), with emphasis placed on the study of both environmental and societal processes.
The global environment and human society are now threatened by unprecedented changes resulting from human activities such as intensive agriculture and fossil fuel combustion, as well as facing natural hazards like volcanic eruptions and climatic extremes. This module introduces you to the major contemporary environmental issues and the complexities associated with researching, explaining and managing the Earth's environment. It provides a broad foundation in the skills required to contribute to future understanding and management of global environmental challenges. You will gain a clearer understanding of the connections between social, environmental and biotic processes and explore possible solutions for key environmental issues.
Introducing you to contemporary human geography, this module focuses on the interactions between society and space, and between people and places at a variety of spatial scales and in different parts of the globe. We introduce the key processes driving geographical change affecting society, economies, the environment, and culture. We critically analyse relevant issues using theoretical models, with examples from across the world. The module encourages you to think critically, argue coherently, appraise published material, and relate real world issues to relevant theoretical frameworks.
Introducing the nature of biological diversity and the patterns of distribution of organisms on global, regional and ecosystem scales, students discover the underlying causes of the observed biodiversity patterns and the main current threat to biodiversity. The reasons why species become extinct is explored and then the reasons why species should be preserved. Students will be able to outline the criteria that can be used to identify species and areas of high conservation importance.
Fieldtrips take place on campus, where students will look at sampling techniques and biodiversity, and to sites of special conservation interest in the Arnside and Silverdale AONB. There will also be an excursion to Blackpool Zoo.
Billions of people are at risk from natural hazards, and the cost of natural disasters to the global economy is steadily increasing. This module examines the distribution of, and hazards associated with, volcanic eruptions, earthquakes, tsunamis, hurricanes, tornadoes and floods. The underlying geological and meteorological processes are described, along with the most commonly-used intensity scales and monitoring and forecasting methods. Students will then consider how human vulnerability to these hazards can be reduced, drawing upon risk mitigation case studies from around the world.
In the practicals, students will apply simple equations and measurements from a variety of maps and graphs to understand and quantify concepts such as scale, speed and intensity of hazardous phenomena. They will be taught to contour spatial data by hand, and interpret the deformation of a volcano in terms of magma chamber depth. Students will learn about disaster preparedness through playing a team-based game, and will consider a wide range of potential careers in which knowledge of natural hazards can be applied.
The coursework will develop students’ scientific writing skills and ability to integrate their own figures and interpretations with information derived from their background reading.
Being a Geographer in the contemporary world means engaging critically with questions about how geographical knowledge is produced and applied, and developing skills that can transfer beyond academic settings during and after life at University. This module, which involves a programme of tutorials, lectures and online learning activities, focuses on these aspects of your development as a Geographer. It considers, first, a series of issues that provide a way of looking critically at what Geography is now, as well as understanding how it has developed over time and the intense debates that have periodically erupted about its practice, politics and ethics. This includes engaging with racism and calls for decolonising the geography curriculum; gender equality and inclusion of marginalised forms of knowledge; and ethical responsibilities in relation to injustice and harm to both humans and non-humans. These broad issues are then connected through applying ethical principles and practical skills to being a geographer, and specifically in designing research and producing new geographical knowledge. By the end of this course, you will be able to critically engage with contemporary ethical issues for the discipline of geography, and display an understanding of the history of the development of geographical knowledge and practice, and its relevance to contemporary debates.
This module contains a series of four interactive workshops that cover all stages of career planning from exploring options to succeeding at recruitment and selection. It provides knowledge of the graduate labour market and techniques for developing personalised career plans to successfully and confidently transition into work or further study.
Students will also come to develop an understanding of the benefits of professional networking, and how to access opportunities for connecting with others in a professional manner. To this end, an effort to create a 'personal brand', which includes an awareness of both strengths and areas for development, is encouraged and can be extremely beneficial after graduation.
The module will be delivered during the summer term (weeks 5 to 8) through a number of timetabled sessions which will help to accommodate a variety of other commitments such as dissertations and summer exams.
This module will consist of lecture material and workshops where you will learn about a range of human geography research methods, their merits and disadvantages, and the appropriate research contexts in which to apply them. You will be introduced to a range of research methods and designs, learning how to apply your knowledge by carrying out your own research project. Workshops will explore types of methods you might use, including interviews, focus groups, ethnography and visual methods. By the end of this course, you will be able to utilise a variety of methodological approaches to frame human geographical enquiry, and understand the strengths and limitations of each of the approaches, techniques, and tools studied. You will be able to apply this understanding to interpret data outcomes in a relevant and appropriate manner within the context of Human Geography.
This module will address data collection and analysis through a series of practical classes on Physical Geography research methods. This course will cover data collection techniques using observations, measurements and experimental approaches in both the field and the laboratory. Sessions on data handling skills will allow students to analyse and interpret the data obtained, whilst a session on writing techniques will allow students to understand how data findings can be communicated effectively through writing. Data and learning obtained throughout the course will then be used to produce a short research paper as a coursework assignment. After completing this course, you will have a working knowledge of how to utilise a variety of methodological approaches to physical geographical enquiry, be confident in using a range of statistical techniques for data processing and analysis, and understand the strengths and limitations of each of the techniques studied.
More data has been generated in the last 2 years than over whole history of humanity prior to this. Of this data, 80% has spatial content. This module is about understanding properties of spatial data, whether derived from the map, an archive or the field or from space. The module will explore how these data are represented in computer systems and how, through spatial integration, new forms of information may be derived. There will be a focus on major sources of spatial data (topographic, environmental, and socio-economic) and their properties, major forms of analyses based on spatial relationships, and on effective communication of spatial data through adherence to principles of map design.
Students will develop an understanding of what makes spatial data special; this will be taught through exposure to data from a variety of primary, secondary, contemporary and historic data across the breadth of the geographic discipline. The module will introduce common forms of spatial analysis and will provide an understanding of which to use under given the situations. Students will learn the principles of map design and effective cartographic communication, as well as gaining practical experience of critiquing digital outputs. Finally, the module will offer students significant 'hands-on' experience of using state-of-the-art GIS software to capture, integrate, analyse and present geographic information.
This module provides a deeper understanding of atmospheric physics and chemistry, and begins by laying the foundations with the physical properties of the atmosphere and how they affect the movement of air. A major objective is to bring familiarity with meteorological analyses and forecasts. The module covers topics varying from small scale flow in the atmospheric boundary layer affecting pollutant transport to global scale circulation of the atmosphere including important phenomena such as monsoons and El Niño.
Practical sessions and a field trip to the Hazelrigg meteorological station will enable students to gain familiarity with mid-latitude synoptic systems, cyclones and fronts. This is built on by giving students sufficient knowledge about the chemical composition of the Earth's atmosphere, of the fluxes of C, S and N to and from the atmosphere and of the main chemical processes that occur in the atmosphere to allow them to understand how the Earth's atmosphere 'works' chemically within the framework of physical process already covered.
Successful completion of this module will show evidence of students’ ability to describe the structure and behaviour of the atmosphere with reference to meteorological observations and pathways of atmospheric transport from analysis of meteorological charts, in addition to the range of skills required to draw schematic diagrams of the general tropospheric circulation, whilst identifying the major processes (and underlying forces) that drive this circulation. Students will gain knowledge of the methods necessary to calculate atmospheric quantities, such as potential temperature, and use the results of these calculations to describe the state of the atmosphere. Students will also be equipped with the level of understanding needed to list the components of the unpolluted troposphere, including the trace gases of chemical significance, and draw annotated schematic diagrams of the atmospheric cycles of carbon, nitrogen, and sulphur.
The module aims to introduce concepts, plus measurement and analytical techniques used by professional hydrologists to solve water-related problems in catchments (notably flood forecasting and water quality remediation). Through a series of lectures and workshops, students can expect to study topics including the processes, measurement and analysis of rainfall, evapotranspiration and water quality measurement and treatment.
The module aims to develop higher level scientific skills in measuring the natural environment, quantifying dynamic processes numerically and digesting scientific literature. Students will gain the skillset required to describe catchment hydrological processes in a quantitative manner, therefore utilising a developed understanding of fundamental hydrological processes, their field measurement ('hydrometry') and basic aspects of dynamic catchment modelling. Additionally, students will gain a range of transferrable academic skills, such as the ability to use data and basic models to derive solutions, and applying subject-specific literature to help understand theory and limitations of theory, measurements and models.
Introducing cultural geography, this module addresses culture from a geographical perspective while, at the same time, studies space and the spatial from a cultural point of view. Students will explore the importance of variegated representations such as cultural materials, texts, art, landscapes, everyday objects, performances, and will discover how they interact and impact upon race, class, gender and sexuality. The module’s topics will include theories of power and nature, as well as teaching an appreciation of culture, nature, nation, cosmopolitanism, multiculturalism, community, colonialism and post-colonialism.
Students will develop skills such as the critical analysis of the concepts of landscape, place, space, scale and body. They should understand how to evaluate and apply this knowledge in a working environment, as well as gaining the ability to distinguish and criticise different theoretical traditions in cultural geography, and contemporary debates in cultural geography in relation to previous research traditions in the discipline. The module will provide relevant literature in geography and the social sciences and will ask students to apply it selectively to the methodologies at the core of specific assessments.
The relation between theories and practices of development will be explored in the module, as well as how these have changed over time. This evolution will be placed within the context of wider changes in global political economy. The ways in which development interventions have been contested on the ground while the concept of development has been subject to challenge intellectually will also be explored.
This module will explain the different approaches towards addressing development issues and the divergent understandings of the means and goals of development that these reflect. The way in which particular places can or cannot be placed into a geographical categories such as ‘developed countries’ or ‘Global South’ will be discussed.
Students will learn about some key challenges (e.g., poverty, inequality, environmental change) commonly defined as ‘development’ issues, and the ways in which ‘development’ initiatives seek to address these problems. They shall then critically evaluate the differential impacts (e.g., along gender lines, or rural vs. urban areas) these initiatives may have. Finally, they will build on their fieldwork experience by designing a field trip on a similar theme to a new location.
Economic Geography is a vibrant and dynamic subdiscipline that has been a key aspect of human geography for 120 years. This module allows students to understand the history and theoretical outlooks of economic geography, which underpin our everyday lives.
Students will focus on key topics such as austerity, the international trade system, and the geography of finance, developing their critical thinking skills throughout the module. They will learn key analytical skills to draw upon existing theoretical and empirical evidence and case studies, linking concepts and processes together in order to tackle real-world issues in economic geography.
Completion of this module will enable students to critique data, produce insight reports, apply social theory to real-world case studies, and evaluate the quality of current research. Students will understand how to critically analyse the global economy and produce resolutions tackle current issues in economic geography.
The provisioning of affordable, low carbon and secure energy is a central challenge for the UK Government. This module provides an overview of energy technologies and the energy system within the UK. Students will focus on each of the key energy technologies learning how to detail its importance, its forms and uses, how much is produced, and its cost and environmental impact. Relevant policies and its current role in the energy mix will be outlined while energy distribution networks, overall policy drivers and future energy mixes will also be explored.
This module will equip the students with an understanding of the economic, political, technological, resource and environmental factors that affect decision making, which while specific to energy are applicable to the provisioning of other resources. It will offer the opportunity to think broadly across UK energy provisions and options for the future. The students will also get the chance to build on their numerical skills and understanding of energy units. They will also critically evaluate the importance of competing factors and summarise a complex concept in an easy to interpret infographic format.
This ‘hands on’ module provides an exciting opportunity for you to put your geographical skills to work in a real-life classroom setting and to gain some valuable work experience. We organise for you to spend half a day per week in a local primary or secondary school for a whole term so that you can gain first-hand experience as a classroom assistant and learn how Geography (or a related discipline) is communicated in a school setting. Not only is this module a great choice for anyone considering a career in teaching, but it also provides an excellent opportunity to escape from the lecture theatre and learn in a real-world environment. You’ll come back from your experiences as a confident communicator who is well versed in the latest debates in Geography and Education.
Evolution is the fundamental concept in biology and an understanding of its processes and effects are important for biologists in all disciplines. The module aims to show how the morphology and behaviour of animals and plants is adapted to their environment through interactions with their own and other species, including competitors, parasites, predators and prey, and relatives. Students will explore the concept of adaptation to natural and sexual selection pressures at the level of the individual and the effects on the wider population.
Students will gain the ability to describe the roles that variation, heritability and selection play in the evolutionary process, along with a developed understanding of how numerical changes in population occur, and enhanced knowledge of how to analyse such shifts in order to make predictions about future changes. This module will also reinforce students’ understanding of the application of theoretical models, the changing effects of costs and behaviours due to circumstance, and how conflicts of interest might influence the reproductive success of individuals.
Students taking this module will gain a range of transferable skills including: report writing, data analysis and presentation, team working, verbal presentation, summarising technical texts and design of scientific enquiries.
A record of Earth’s geological history – its metamorphic, igneous, sedimentary and tectonic processes, and its surface paleogeography and climate – can be extracted from the analysis and interpretation of its rocks, minerals and fossils. Expanding on an earlier module in geology, this module examines such processes and products (rocks), focusing on how to interpret the geological history from the rock record. This is a strongly practical-based course, designed to provide students with key geologic skills required to interpret the rock record. Students will develop skills in the identification of minerals in thin section, identification of rocks and fossils in hand specimen, geologic map interpretation, use of topographic and geologic maps and field note books, field sketches, compass clinometers and stratigraphic logging, in addition to a range of skills in synthesising data in order to produce overall interpretations.
Students will gain the necessary skills required to describe and classify rocks in a specimen, and identify minerals in thin section. Students will develop a working understanding of how rocks are dated, and will utilise stereonets to extract sedimentological and structural data. Additionally, students will be able to interpret geologic maps, including sedimentological and structural data, and will determine past sedimentary, igneous and metamorphic environments of formation and the processes by which deformation and exhumation occur, along with developing the ability to apply Earth science field techniques in order to unravel the geologic history of an area.
Oceans are central to people’s cultures and identities, generate significant wealth, and are vital to securing food. However, the oceans, and the associated benefits, are increasingly under threat from human impacts. This module will examine the various relationships that people have developed with the marine environment, the threats facing these environments, and the policy narratives that have emerged.
Through a series of lectures that feed into seminars, students will learn about a range of topics that have informed ocean policy narratives. By digging deeper into the foundations of environmental thinking about the relationship between people and the sea, students will recognise the contribution oceans make to society and analyse contemporary grand challenges (e.g. climate change, food security, cultural integrity).
Students who demonstrate active engagement with the subject matter will develop a broad understanding of the diverse relationships people form with the sea. This would include an appreciation of the fact that the ocean provides a range of values and benefits to different people, and an insight into the threats and policies facing ocean ecosystems, fisheries, and coastal communities.
With this knowledge, students shall contrast two or more perspectives on ocean governance and coherently argue and defend the merits of a chosen perspective. To this end, they will present an articulate and coherent argument that synthesizes diverse sources of information in support for, or against, a particular narrative.
The contemporary world is full of intriguing political developments. Examples range from questions of national independence in the UK, through geopolitical concern with nuclear arms development, to humanitarian crises brought on by civil war. These political moments and their historical trajectories are united by an engagement with space and power; two themes that largely frame what might be called political geography. Against this background, this course examines the importance of politics to human geography and, indeed, geography to the study of politics. A range of classic ‘staples’ of political geography will be explored including engagements with geopolitics, nationalism and border studies. Additionally, we examine social movement activism and mobilisation, security and what it means to be a ‘superpower’. In all cases, theoretical grounding in these core themes will support empirical engagement with a range of case studies, both historical and contemporary.
Recent emphasis on global change and biodiversity has raised awareness of the importance of species and their interactions in determining how sustainable our lifestyle is. This module explores the factors that drive population and community dynamics, with a strong focus on multi-trophic interactions and terrestrial ecosystems.
Students will be introduced to population ecology and will discover the abiotic factors that regulate populations, life history strategies of populations, competitive interactions within populations, and meta-population dynamics, in addition to an understanding of how species interact both within and across trophic levels. The module exposes students to the belowground system and will look at how the species interactions and soil communities discussed impact on community structure and dynamics. The module aims to give students a fundamental understanding of ecology - such knowledge is essential for informing conservation and sustainable land-use practices, and efforts to mitigate climate change.
In order to complete this module, students will develop the ability to outline the primary factors that drive population dynamics, whilst critically discussing examples, and will reinforce their understanding of the implications of species interactions for community dynamics. Students will also gain a critical awareness of biotic responses and their contribution to climate change.
This module aims to provide students with broad understanding of the discipline of conservation biology. The module starts by defining biodiversity, discussing its distribution in space and time, and its value to humankind, before examining the key anthropogenic threats driving recent enhanced rates of biodiversity loss. The module then focuses on the challenges for conservation of biodiversity at several levels of the biological hierarchy: genes, species, communities and ecosystems, and the techniques used by conservationists at these levels. The final part of the module looks at the practice of conservation through discussion of prioritisation, reserve design and national and international conservation policy and regulation.
Students will develop a range of skills including the ability to discuss the principle threats to global biodiversity and the rationale for biodiversity conservation, in addition to application of a range of metrics to quantify biodiversity. Students will gain a critical understanding of the various approaches to conserving genetic, species and ecosystem diversity, as well as an enhanced knowledge of quantification of popularisation approaches to prioritisation of conservation goals, and how nature reserves can be designed to improve conservation potential.
This module aims to introduce and demonstrate the nature and properties of soils in an environmental context. It will provide an introduction to soil formation, soil description (including field work), chemical and physical properties, and biology, which will lead to the application of soil science to a variety of practical problems. This module gives exciting grounding in the nature and importance of soils in context with wider environmental issues. As well as detailed knowledge of fine scale soil processes, students will learn interdisciplinary thinking that helps them connect different and complex strands of knowledge from around the earth system.
Students will be able to describe the nature and roles of soils in the environment, and will gain the level of understanding required to describe the nature and role of soils in the environment. Successful students will be able to give a basic account of soil chemical and physical properties, as well as soil biology, and will develop the ability to discuss applied aspects of soils, specifically nutrient recycling and carbon storage.
Students will typically study eight modules at one of our partner universities in North America or Australasia. These will include courses that are similar to our core Y2 modules at Lancaster (i.e. Spatial Analysis and Geographical Information Systems, and Research Project Skills).
This module will build on the third year project to enhance student independence and provide greater experience of the research environment. The aim is for students to conduct an extensive research project in one focused area of science aligned with the research interests of the Lancaster Environment Centre.
Students may choose one of these topics in consultation with the module convenor and potential supervisor, or suggest their own topic to potential supervisors for consideration.
As part of the dissertation process, students will formulate a relevant hypothesis; design suitable experimental or other appropriate means of testing that hypothesis; and evaluate the data arising from such tests. Then they will critically review the investigative technique they have adopted and the results it obtained, and justify the conclusions arising from their investigation in a concise and constrained style.
This module aims to explore and reconfigure the ways in which climate change is understood through a focus on the social, rather than the scientific-environmental discourses that have dominated the policy and politics of climate change. This module give you a wide-ranging and intensive introduction to the politics, cultures and theories of climate change research in the social sciences and humanities. You will be able to critically evaluate different theoretical perspectives on a range of climate change debates and present alternative arguments.
Environmental auditing is a widespread management activity in both the public and private sectors of economies across the entire world. The module is designed to introduce students to the principles of environmental auditing and to give them practical experience in the use of key methods and techniques.
As part of the module, students will review and evaluate company environmental policies and undertake an environmental audit for a client organisation. This module has been designed to meet the professional standards and requirements for new entrants to the environmental auditing field.
Once this module is completed, each student will have advanced their understanding of the origins and history of environmental auditing. They will also be aware of the main drivers behind the emergence of this field, and will have gained the ability to apply key auditing tools and techniques. Students will have gained sufficient knowledge and experience to go on to design and conduct their own on-site assessments and prepare audit reports for clients in a professional manner.
Students will gain a critical understanding of key concepts, principles, tools and techniques for the management of natural resources and the environment. Particular attention is given to the challenges of dealing with complexity, change, uncertainty and conflict in the environment, and to the different management approaches which can be deployed in ‘turbulent’ conditions.
Contemporary environmental problems will be examined and interpreted from both an academic and policy perspective. In order to do this effectively, students will learn to evaluate and critique arguments and evidence related to environmental problems, and will demonstrate advanced understanding of alternative management concepts through constructive debate.
This module introduces students to the fundamental principles of GIS and remote sensing and explores how these complimentary technologies may be used to capture, manipulate, analyse and display different forms of spatially-referenced environmental data. This is a highly vocational module with lectures complimented by computer-based practicals (using state-of-the-art software such as ArcGIS Pro and ENVI) on related themes. At the end of the module students are required to complete a project in which a functioning analytical environmental information system is designed and implemented in order to solve a specific problem.
The aim of this module is to provide students with a theoretical foundation for the study of development and the environment from a geographical perspective. Students will focus on understanding the ways in which scholars have brought together development theory alongside the analysis of nature-society relations in the developing world.
This module provides students with a critical understanding of the evolution of contemporary development discourses and new ways of thinking about the relationship between environment and development. Key topics of discussion include theories of development, indigenous knowledge and development, biotechnology and food security, and the political economy of natural resources.
Ultimately, this module will enhance student’s academic skills to develop reasoned arguments through the analysis, interpretation and critical appraisal of complex evidence, with a module designed to deepen student’s understanding between theory and practice.
The aim of this module is to enhance the research training given to Master's students in order to improve the general quality of dissertations and research reports.
Students will be provided with basic training in research approaches, methods and techniques so they are able to describe the research traditions associated with the geography discipline, and design and undertake geographical research using appropriate methods of data collection and analysis.
In addition to this, students will undertake detailed literature reviews and formulate research questions, their answers of which will demonstrate an understanding of writing styles, structures, formats and other conventions which are common to academic research.
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:
Some optional modules require students to carry out fieldwork that, depending on the location and type of fieldwork, may require wet weather clothing, boots and waterproof notebooks, for which the estimated cost is approximately £110. The course offers optional residential field trip modules and students choosing to take these will have to pay towards their travel and accommodation costs.
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.
Fees are set by the UK Government annually, and subsequent years' fees may be subject to increases. 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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