also available in 2018
A Level Requirements
see all requirements
see all requirements
Full time 3 Year(s)
With a unique blend of social sciences and geography, gain first-hand experience of the ways in which people interact with their environment and how they form communities, cultures, and economies.
You will study a diverse range of modules that are developed and taught by our world-class academics who are leading experts in human, environmental and political geography, development studies and Anthropology, political economy and science and technology studies.
Our location, between the rural settings of the north and the bustling cities of Liverpool and Manchester, enables us 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 Manchester city centre, the Cumbrian coast and Lake District, as well as international locations such as Paris, Amazonia, New York and Croatia.
While studying at the Lancaster Environment Centre (LEC), you will have access to state of the art computer systems and software. You will work in comfortable class sizes, giving you the opportunity to get to know your lecturers personally and benefit from their expert knowledge and helpful one-to-one advice.
First year modules equip you with a well-rounded introduction to some of the key themes of human geography, as well as helping you to develop skills used by geographers to analyse problems within the discipline. In addition to the Geography modules, you will be given the opportunity to take two other subjects alongside your first year studies. You may use this opportunity to explore some of the many subjects offered within the LEC, study further social sciences such as Sociology or Politics, or gain transferable skills in Economics or Marketing, for example.
In the second year, you will undertake a series of core modules that focus on human geography skills and concepts and research project skills. Optional choices include a field trip to Paris and modules that address individual topics in culture and politics, as well as our Communicating Geography module in which you can help teach the subject in a local school, gaining valuable classroom experience.
In the third year you will undertake a dissertation project, guided by your academic supervisor, which offers a chance to perform original geographical research on a topic of your choice. While completing the dissertation, you will use the key research, analytical and academic writing skills you have learnt throughout your degree. You may wish to take advantage of the unique opportunity to collaborate with a business to complete your dissertation research, allowing you to gain valuable work experience at the same time. In addition, you may select from a range of optional modules which cover topics such as food and agriculture, health, enterprise and global consumption, as well as field courses to New York, Croatia and the Brazilian Amazon.
BA Hons Human Geography (Study Abroad)
This programme includes a year of study at a university in USA, Canada, Australia or New Zealand, giving you the opportunity to explore the history, culture and many other aspects of human geography in a different country.
MArts Hons Geography
Our MArts Hons Geography degree has a strong emphasis on Human Geography. The fourth year of this programme equips you with advanced knowledge, skills and experience by enabling you to take a second dissertation and Masters-level modules. There is also a Study Abroad option that enables you to spend a year studying in North America or Australasia.
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 humanities and social sciences. Your work will be regularly assessed by a combination of fieldwork and practical assignments, in addition to written examinations and project reports.
A Level AAB
Required Subjects A level grade B in Geography. We may as an alternative to Geography accept a cognate subject from; Anthropology, Classics, Economics, English Literature, History, Philosophy, Psychology, Religious Studies, Sociology, World Development.
GCSE Mathematics grade C or 4, English Language grade C or 4
IELTS 6.5 overall with at least 5.5 in each component. For other English language qualifications we accept, please see our English language requirements webpages.
International Baccalaureate 35 points overall with 16 points from the best 3 Higher Level subjects including Geography at HL grade 6 or an alternative cognate subject
BTEC Distinction, Distinction, Distinction in a related subject but may additionally require a supporting A level in Geography at grade B or alternative cognate subject. 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
A Level AAA
Required Subjects A level grade A in Geography. We may as an alternative to Geography accept a cognate subject from; Anthropology, Classics, Economics, English Literature, History, Philosophy, Psychology, Religious Studies, Sociology, World Development.
GCSE Mathematics grade C or 4, English Language grade B or 6/C or 4
International Baccalaureate 36 points overall with 16 points from the best 3 Higher Level subjects including Geography at HL grade 6 or an alternative cognate subject
BTEC Distinction, Distinction, Distinction in a related subject but may additionally require a supporting A level in Geography at grade A or alternative cognate subject. Please contact the Admissions Team for further advice.
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.
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.
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.
This module will provide specific knowledge on the historical, philosophical and conceptual bases of 21st century geographical enquiry, and the tensions, controversies and convergences that characterise it. It will cover conceptual issues relevant across geography - space, time, risk etc. - and link them to the methodological skills for data collection, analysis and interpretation that it will also cover. These are detailed in the syllabus provided, and cover a wide range of field and secondary source techniques.
Students will gain a strong general understanding of the shape and nature of the discipline of geography, its various research communities and their inter-relationships, with particular emphasis on human geography. It will provide students with a wide range of conceptual and methodological approaches to human geographical enquiry and of specific techniques for the collection, analysis and interpretation of data.
This module will equip students with the ability to explain the nature of the discipline of geography and the inter-relationships between its various parts and how they have evolved. Students will also gain the level of knowledge required to explain and utilise a variety of conceptual and methodological approaches to human geographical enquiry, and select appropriate approaches to given situations. Practical experience gained on the module will equip students with the knowledge necessary to apply a variety of techniques for data collection and analysis to human geographical enquiry, and use knowledge of their strengths and limitations to interpret their outcomes in a relevant and appropriate manner.
This module follows on from what you have learnt about conceptual approaches and methodological skills for geographical research, and allows you to practice their application in the context of a geographical research project. The module develops skills in project management and execution, and enhances understanding of the skills and concepts learnt, showing you how they work in a real situation of geographical enquiry.
Although you will undoubtedly have carried out geographical research projects prior to this, the module will raise the intellectual level of your project execution by ensuring that it is research literature-based and is framed by the higher level conceptual and methodological learning that you have gained from your studies so far. Thus, the module will give you experience that will be of direct benefit for your final year dissertation research. In addition, this module involves workshops on understanding how you can recognise and exploit the skills that you developing in the post-graduation careers market.
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 ‘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.
Introducing cultural geography, this module addresses culture from a geographical perspective while, at the same time, studies space and the spatial from a cultural point of view. Students will explore the importance of variegated representations such as cultural materials, texts, art, landscapes, everyday objects, performances, and will discover how they interact and impact upon race, class, gender and sexuality. The module’s topics will include theories of power and nature, as well as teaching an appreciation of culture, nature, nation, cosmopolitanism, multiculturalism, community, colonialism and post-colonialism.
Students will develop skills such as the critical analysis of the concepts of landscape, place, space, scale and body. They should understand how to evaluate and apply this knowledge in a working environment, as well as gaining the ability to distinguish and criticise different theoretical traditions in cultural geography, and contemporary debates in cultural geography in relation to previous research traditions in the discipline. The module will provide relevant literature in geography and the social sciences and will ask students to apply it selectively to the methodologies at the core of specific assessments.
The relation between theories and practices of development will be explored in the module, as well as how these have changed over time. This evolution will be placed within the context of wider changes in global political economy. The ways in which development interventions have been contested on the ground while the concept of development has been subject to challenge intellectually will also be explored.
This module will explain the different approaches towards addressing development issues and the divergent understandings of the means and goals of development that these reflect. The way in which particular places can or cannot be placed into a geographical categories such as ‘developed countries’ or ‘Global South’ will be discussed.
Students will learn about some key challenges (e.g., poverty, inequality, environmental change) commonly defined as ‘development’ issues, and the ways in which ‘development’ initiatives seek to address these problems. They shall then critically evaluate the differential impacts (e.g., along gender lines, or rural vs. urban areas) these initiatives may have. Finally, they will build on their fieldwork experience by designing a field trip on a similar theme to a new location.
This module introduces students to some of the major issues and debates related to the environment-society relationship through a series of lectures and workshops. The lecture series will provide explanations and insights regarding key ideas, concepts and theories and also provide examples of their practical application. Students will be actively encouraged to think critically about environmentalism and environmental management and to consider the lessons and the implications of the subject matter covered in each lecture. Group work conducted in workshops will include an analysis of how a major environmental controversy is presented to the public.
Students will engage with important historical, contemporary and emerging themes within environmentalism and environmental management, and will develop a broad understanding of the history of environmentalism and the different ways in which environmental concerns and interests are expressed. The module will address how different management approaches and strategies can be used to deal with change, complexity, uncertainty and conflict, and will promote the relevance of environmentalism and environmental management in contemporary society.
Additionally, students will develop practical skills for secondary research using published and web resources. The module will reinforce students’ ability to think critically about the nature of environmentalism and environmental management, as well as the ability to express and defend these thoughts through the medium of essay and examination questions.
This field module takes you to the historical European city of Paris where we investigate the social, political and environmental impacts which are globalizing food. You will engage in a geographic inquiry into the temporal and spatial links between production and consumption and discover how food, culture and politics are interwoven into daily life and that of the dinner table.
The seven-day field excursion will include visits to urban food settings (e.g. meat, fruit and vegetable markets); industrial food production sites (e.g. cold chain storage, dairy/cheese processing), and ethnic food-stands. We will conduct qualitative research with different actors in selected sites. We will also visit a regional viticulturist outside Paris. In Paris we will meet and discuss labour issues with migrant workers and union associations for fruit and vegetable growers. Each day will start with a short lecture which outlines the day’s theme and learning objectives, led by host-country scholars and by our own academic staff.
Eco-innovation, being the development of new products, processes or services that support business growth with a positive environmental impact, is one of the key enabling instruments identified by the European Union for the transition to a more resource efficient economy. It is embedded in the Europe 2020 strategy for supporting sustainable growth. This module will provide several case studies which outline the way in which businesses have applied eco-innovation in practice Students will gain knowledge of the key approaches to, and models of, eco-innovation in a range of business and policy contexts in addition to a reinforced understanding of how innovative ideas can be turned into practical solutions for complex socio-environmental problems, and how different business models and financing approaches can be used to make the solution commercially viable and potentially profitable.
Students will gain knowledge of eco-innovation and understand how the concept relates to business opportunities for environmental goods and services. In addition, students will gain the knowledge and skillset required to analyse how both small businesses and large global organisations apply eco-innovation into their business planning, whilst
Evaluating business opportunities related to the environment in the context of products and services to address flooding or other complex problems. Students will learn how to create proposals for eco-innovation, and prepare presentations for a panel of experts, and will develop the necessary level of understanding required to analyse technical, financial, and environmental information from a wide range of sources in order to comprehend and evaluate strategies to address complex environment-society problems and challenges.
Information for this module is currently unavailable.
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.
The dissertation project is an individual and individually supervised extensive project ending in submission of a substantial dissertation report. Students will choose from a set of dissertation research areas or topics based on a LEC-wide list compiled by the module conveyor. There will be regular meetings with dissertation supervisor, and students will develop a specific dissertation topic, along with research questions, aims, objectives and methods. This will be followed by a period of background reading, discussion and planning, before their dissertation drafts are analysed, marked and a final draft of up to 10,000 is submitted in week 11 of the term.
Students must take active involvement in the module and make good use of interaction with the supervisor in order to deepen their subject specific knowledge and ability to work independently. Depending on the discipline, style and topic, students may focus on methods, field techniques, lab techniques, or a combination of computer and software tools.
You will have the option of taking either a Dissertation or a Dissertation with External Partner. However, please note that students taking a Study Abroad year must take the Dissertation option.
The placement dissertation provides you with experience of the workplace in a context that is relevant to your academic study. It enables you to take your academic knowledge and to experience at first hand how it can be applied in the workplace. You will also get to see how the requirements of a particular organisation influence the interpretation and implementation of academic knowledge. The placement thus provides a unique opportunity to study the ways in which the academic and commercial worlds intersect and to appreciate both the opportunities and constraints involved in applying geographical, environmental and biological knowledge in a real-world context. The experience will both enhance your academic knowledge and understanding and improve your employability in sectors relevant to your degree.
You will have the option of taking either a Dissertation or a Dissertation with External Partner. However, please note that students taking a Study Abroad year may not take this option, as the work placement element would clash with the year abroad.
With a focus on pre-colonial, colonial and post-colonial history, this module provides a focus on the representations of Africa, such as how the ‘dark continent’ has been portrayed in different cultural settings by the media, art, NGOs, governments and public. These representations will be compared and contrasted with, on the one hand, our own perceptions of Africa and, on the other hand, how Africans see themselves. Students will discover African reactions to racial stereotyping during colonial and post-colonial times, and will be introduced to the work of Frantz Fanon, as well as exploring the challenges, constraints and opportunities of rural communities, such as how they manage their livelihood, welfare, development and survival in response to a changing socio-political, economic and ecological environment.
Students will learn to demonstrate a concise understanding of the topic through examinations and coursework, and will develop practical skills such as debating and group discussion, with the aim to critically engage with current perceptions of Africa in newspapers, film, television, visual art, literature amongst other media. Additionally, the module will address the different approaches towards the subject from a Euro-American versus African perspective and will equip students with the ability to develop a detailed understanding of post-colonial theory as a critical lens to study contemporary challenges in Africa.
All cities are shaped by the flows and forces that connect them to other places. Whilst these connections enable cities to become vibrant and creative, this module will focus on a number of challenges that might arise from globalisation.
Students undertaking this module will develop spatial thinking whilst exploring a range of features including urban networks and politics, such as poverty, global change and security. The module will explore the cities’ resulting transformations through a combination of readings, lectures, group activities and fieldwork. The module will also present students an opportunity to compare the experiences of cities in different parts of the world.
This module explores climate change in the context of it being a ‘wicked problem’. The aim is to provoke students to look beyond the simple narratives pushed at us about climate change and to start to think critically as wicked problems require us to do. In doing so, students are invariably forced to abandon often naive assumptions about what can and can't be done to tackle climate related risks. Despite understanding climate change from the perspective of wicked, problems often lead to a sense of powerlessness.
This module employs debate and discussion as its primary learning devices. As a result, students will be expected to actively participate in debate, holding and developing their line of argument both in small groups and in class wide discussions and debates. The module also employs a group structure and activities to engender team working skills. Practical decision making is a theme running through the module supported by approximate quantitative analysis.
By the end of this module, students will recognise the role of societal and climate dynamics in climate change management, and will gain the necessary knowledge required to comprehend the basis of sustainable development arguments in the context of climate change management to be able to perform simple, yet meaningful evaluation of a range of climate related options. Further skills which can be gained from this module include the ability to distinguish the relative positions of adaptation, mitigation and geoengineering and to be able to argue between various options within each.
This module will address the major challenges facing tropical forest regions, such as deforestation, biodiversity loss and rural poverty. Students will spend eight days participating in field work in Brazil, where they will study topics in conservation and ecology, along with development. Whilst studying in the Jari region of the north-eastern Brazilian Amazon, students will engage with a range of research approaches necessary to address conservation and socio-economic issues, including biodiversity monitoring.
Students will be required to conduct social surveys in rural communities, and the module will address a range of literature from conservation science, tropical ecology, agricultural economics and sustainable development. They will analyse evidence based on ecological and well-being indicators, and will develop research ideas for monitoring social and ecological systems in tropical forest regions, making informed viewpoints from the point of view of diverse actors.
Additionally, the module will offer students an opportunity to develop critical arguments based on evidence from natural and social sciences. They will gain the ability to write effectively using a diverse evidence base, and will be able to critically evaluate international and national policies.
This interdisciplinary module draws on perspectives from Geography, Conservation Science, Archaeology and more to explore the past, present and future of Amazonia. You will cover a broad range of topics, including debates around the question of whether the Amazon is a pristine forest or a cultural artefact; deforestation and agricultural transitions; conservation and extractive reserves; mega-dams and environmental justice; rural-urban migration and future resilience of Amazonian socio-ecological systems. By the end you will have learnt to see the world’s largest rainforest and its people through a variety of lenses, and that almost everything you thought previously about the Amazon was wrong!
Food and Agriculture are part of our everyday life as individuals, have shaped our evolution as a species, and may even have been responsible for the beginning of the human-made epoch - the Anthropocene. This course brings critical social science perspectives to bear on a broad range of themes, including the ways in which famines are more to do with access to food than its scarcity; how our global food system produces both chronic malnourishment and obesity; the crisis caused by increasing meat and dairy consumption as countries develop; alternative agricultures and debates around food security; and the future of agriculture in both the UK and globally. This course includes a fieldtrip where you will visit examples of sustainable food projects in the local area.
This module covers both the principles of Geographical Information Systems (GIS) and GIScience, and provides practical experience in the use of GIS using ArcGIS, a leading windows-based package. Students will engage with a number of theoretical issues, such as the problems of representing real world phenomena in GIS databases, and will consider emerging trends within the discipline such as WebGIS and the Open Source GIS movement. Lectures also explore the use of GI in government, commercial and academic sectors and related employment opportunities, and are complimented by a series of practical sessions in ArcGIS. Initial exercises are concerned with creating, manipulating and querying spatial data using the core functionality of the software, and subsequent exercises demonstrate more sophisticated forms of spatial analysis using a range of extension products including Spatial Analyst, Network Analyst and ArcScene.
Over the duration of the module, students are required to source their own data, conduct appropriate analyses and produce a project report. This combination of concepts, theories and practical experience provides students with the requisite skills to enter the graduate workplace, and they will learn how to explain how data may be modelled, captured, stored, manipulated and retrieved from within GIS. Additionally, the module will enhance students’ abilities in a range of areas, such as the design and implementation of a spatial database and appropriate forms of analysis, knowledge of the latest developments and emerging issues and trends in GIS and GISc.
Featuring 10 sessions each in lectures and seminars along with a day-long mini-conference, this module will cover approaches to health geography and health inequalities in the global north. There will be a focus on neighbourhoods and health, along with a look at health service provision and utilisation. Further topics will include mobilities of disease, as well as the merging and re-emerging of infections and neglected diseases, ageing and health.
Students will be presented with different theoretical and methodological approaches to understanding the role of space and place for health provision, health-seeking behaviour and health outcomes, and conceptual debates will be explored through a range of cases and current concerns in health geographies, both from the industrialised world and economically deprived countries. The module will enhance students’ ability to review key debates, as well as enabling them to develop analysis approaches to the role of space and place for health and appreciate the methods that underpin them. Students will also be presented an opportunity to apply their theoretical knowledge to specific health problems, across different scales and country cases.
This course is about understanding the sustainability challenges, issues and debates in moving towards a responsible form of global consumption. Through theoretical and practical learning based on both geographic and broader social science literature, we will analyse existing and prospective value chains in a critical fashion. We analyse contemporary debates over the possibilities for consumption to be sustainable. How do companies, government, producers and consumers negotiate consumption’s relationship with the environment, economic growth, justice and labour rights?
Topics investigated in more detail include Fair Trade, commodity chain analysis, the commodification of nature, and corporate social responsibility. In-class debates and learning will draw upon key theories and use a range of case studies and empirical material drawn from ‘real world’ examples and initiatives. These will be supplemented by a fieldtrip to Garstang (the world’s first ‘Fair Trade Town’) in order to see how ethical consumption can permeate across geographical scales and spaces.
This short-term field course offers students an opportunity to experience and engage, actively and critically, with the geography of New York city. Students will learn to apply theoretical ideas and knowledge learnt from previous modules in the context of New York, whilst reinforcing their awareness of cultural, political and social issues. The module will also equip students with the knowledge required to provide reflections based on first-hand experience of the complex fabric of life in New York, explaining this in terms of the writings of other academics.
Initially, students will attend a series of meetings, designed to set the context and expectations of the field course, whilst exploring key themes such as identity, inequality and difference. The meetings will also provide an opportunity to arrange project groups, and to discuss existing geographical literature on New York city.
Once preparation is complete, students will spend six nights in New York, where they may participate in activities such as visiting activist groups in different parts of the city, as well as exploring the ‘Ground Zero' site to reflect on local and global consequences and debates. Additionally, students will undertake self-planned group-based research work, and observational work of New York as a city of consumption. Activities are subject to change over time, but recent visits have provided opportunities to see Ellis Island, Statue of Liberty and the Tenement Museum, which has educated students about the history of migration and populating of the city, and shifting patterns of community identity. Trips may also feature 'Highline' linear park and the Lower East Side community gardens to examine forms of nature in the city, and subway transects will lead students through New York's different districts, in order to produce commentary of identity of areas and changes between them.
As the world becomes increasingly urbanised, so too does the power of urban infrastructure to shape the dynamics of cities and the experience of everyday life. Urban infrastructure is key to sustaining much that we take for granted, for example travel, food, water, energy, communications, and waste. It follows that changes to the way infrastructure is managed will impact both the city as a whole and the experience of everyday urban life. This module examines ways of understanding urban infrastructure as a ‘socio-technical assemblage’, a term that will become more familiar throughout the module. Using case studies from around the world you will engage with the changing pressures on infrastructure and the challenges of building resilient futures. You will learn through a combination of lectures, seminars, a workshop and field course activities.
Students undertaking this module will learn about the human and physical aspects of the Mediterranean environment. The module will focus on the distribution, allocation and use of water, whilst exploring the ways in which land use or land management affect the water environment.
Students will learn about the physical constraints on water availability whilst analysing the role of government institutions and private companies in developing and managing water for a range of purposes.
By participating in a four-day field course, students will have the opportunity to experience the distinctive environmental, cultural and socioeconomic nature of the Istrian peninsula. Generally, the module is designed to develop students' independent and group-based skills and enhance their knowledge related to water, particularly in the Mediterranean environment.
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.
Geography graduates can achieve success in a variety of exciting careers. Recent examples of career opportunities have included entering the professions of Planning Officer, Environmental Consultant, Geographical Information Systems Officer, Weather Forecaster, Emergency Planner or Landscape Architect. Alternatively, many of our graduates choose to continue their studies to postgraduate level.
Our goal is to empower all our graduates with the skills, confidence and experience they need to achieve a successful career. You will be offered a wide range of support, helping you realise your career ambitions and providing you with the skills to reach your full potential.
We offer a variety of extra-curricular activities and volunteering opportunities that enable you to explore your interests and enhance your CV. Our weekly careers bulletin and careers blogs are written by student volunteers, and inform you of all careers events. The Green Lancaster programme run by the Students Union offers placements with external organisations, allowing students to gain volunteering experience at weekends by working in the local community, taking part in a wide range of activities and developing their practical skills.
Lancaster University is dedicated to ensuring you not only gain a highly reputable degree, you also graduate with the relevant life and work based skills. We are unique in that every student is eligible to participate in The Lancaster Award which offers you the opportunity to complete key activities such as work experience, employability/career development, campus community and social development. Visit our Employability section for full details.
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 will be required to pay for travel to field sites and will have to purchase wet weather clothing, boots and waterproof notebooks for fieldtrips for which the estimated cost is approximately £110. The course offers optional field trips and students will have to pay for any travel and accommodation costs. If students undertake placements then they may incur additional travel costs. Students on certain modules may wish to purchase a hand lens and compass clinometer but these may be borrowed from the Department.
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