Philosophy, Politics and Economics BA Hons - 2020 Entry

Course Structure

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.

Year 1

Core

• Introduction to Philosophy

  This module introduces students to some of the central problems of philosophy and the theories produced in response to them. It also introduces some of the subject's technical concepts and vocabulary, and some of its techniques of reasoning and analysis. Reading includes both classical and contemporary material.

  Philosophy has a significant role to play, both in acquainting students with some of the ideas which have helped shape Western culture, and in the critical understanding of ideas and methods in many other disciplines. The level of the module does not presuppose previous knowledge of philosophy. If students have studied philosophy before, the module will enable them to deepen and broaden their understanding of the subject and to improve their philosophical skills. The module aims not only to inform students with what philosophers have said but also to encourage them to engage with the issues. Topics will be drawn from the range of philosophical problems, approaches, and canonical figures.

• Politics in the Modern World

  This module introduces students to some of the key areas of Politics and International Relations. It will provide a basic introduction and a foundation for future study, as well as expand and develop knowledge into new areas.

  The module tells a story about the 20th century that enables students to make sense of the 21st century world. Beginning with the consequences of the First World War, the module introduces students to the events and ideas that have transformed societies in complex ways: the evolution of the welfare state; the problems of democracy; increasingly global formations of governance; the transformation from Cold War geopolitics to the 21st century’s War on Terror; and the emergence of new issues such as global warming, amongst a wide range of other issues.

  Students are introduced to the research concerns of members of the department, as well as setting the scene for modules offered at advanced stages in the degree structure.

• Principles of Economics B

  Providing a thorough introduction to the discipline of Economics, this module is divided into two parts. The first part covers microeconomic analysis, including the theory of demand, costs and pricing under various forms of industrial organisation, and welfare economics. Many applications of theoretical models are examined. The second part focuses on macroeconomic analysis, including national income analysis, monetary theory, business cycles, inflation, unemployment, and the great macroeconomic debates.

Year 2

Optional

• Economic Policy

  This module focuses on the role of governments within the economy, looking at the extent to which they can intervene in markets and in other areas such as climate change. It builds your skills in evaluating the effectiveness of economic policies, and provides insights into the difficulties of decision-making in collective-choice environments.

• Epistemology

  The aim of this module is to provide students with a good, broad introduction to some of the key themes in epistemology -the theory of knowledge.

  It begins with a core question; What is knowledge? This leads on to questions about how knowledge relates to other things, like belief, and truth. Throughout the term students will see that it is much harder to answer the core question than one might initially think, raising a question of why it is so hard to give a clear and general, account of what knowledge is. Students will also look at sources of knowledge - especially, perception, self-knowledge and testimony. The module also explores some of the relationships between epistemology and ethics, ending with the question of whether we ever ought to refrain from seeking knowledge.

  By the end of this module, students will be able to understand and discuss critically the central problems and theories of epistemology, and explain how epistemology relates to other areas of philosophy.

• Macroeconomic Analysis

  Business activities are affected by national economic policies through their influence on inflation, interest rates, exchange rates and aggregate demand. This module examines the main channels of influence from the international business perspective as well as studying macroeconomics, with particular emphasis on the international financial sector and the effects of monetary and fiscal policy. It seeks to explain the implications of macroeconomic policy changes for the international business environment.

  The objective is therefore to develop your understanding of the workings of macroeconomic policy and familiarise you with interpreting macroeconomic and monetary data, and you are encouraged to use your knowledge of macroeconomic theory to gain a better understanding of current macroeconomic events and issues.

• Metaphysics

  This module is designed to improve students' knowledge and understanding of some key issues in metaphysics as determined by the syllabus. The module will focus primarily on some issues concerning space and time, the nature of physical objects and persons, and some key philosophical distinctions. Topics will include:

  • A priori and empirical; analytic and synthetic; necessary and contingent. Some basic distinctions are examined and compared.
  • The status of geometry and the metaphysics of space
  • The nature of physical objects; 3D versus 4D treatments
  • Personal identity
  • The reality or unreality of time.

  Studying this module should enable students to see connections between various philosophical issues that should be of value to them with regard to other philosophy modules that they are studying.

• Microeconomic Analysis

  Various topics of interest to prospective managers are covered within this module, including production and demand, competition and strategic behaviour, advertising and distribution, capital budgeting and inventories, the foreign exchange market, the economics of the multinational enterprise and the politics of corporate economics. The module provides knowledge of aspects of microeconomics relevant to general management, and also emphasises techniques and tools of analysis alongside relevant theory.

  The module is designed to as an introduction to aspects of the firm and its environment which are of particular relevance to management. The topics selected aim to bridge the gap between the traditional approach to managerial economics and the more modern study of the organisation.

• Philosophical Questions in the Study of Politics and Economics

  This module considers some of the difficulties involved in gaining knowledge about human societies. It focuses especially on economics and politics, disciplines which raise some of the largest questions about society – for example: Who gets what? Who rules whom? Can individual choices generate social change?

  In this module students will not address such questions empirically, but instead step back to ask what sort of methods have been used to answer them, what sorts of modes of explanation or understanding are appropriate, and what assumptions are built into the ways economists and political scientists frame their enquiries. The aim of the module, then, is to critically examine methods and assumptions in both disciplines, in order to appreciate the scope and limits of their claims to knowledge.

• Philosophy of Science

  This module considers philosophical issues that arise in both the natural and social sciences. With regard to the natural sciences, students will consider traditional accounts of scientific method and theory-testing, then examining philosophical challenges to the status of science as a rational form of enquiry. Particular consideration is given to four of the most important twentieth-century philosophers of science: Popper, Kuhn, Lakatos and Feyerabend.

  With regard to the social sciences, the module will ask whether endeavours such as sociology, economics, anthropology and history should really be counted as sciences, and then consider some of the special issues that arise in the study of human society. For example, how are we to understand other societies (for instance, in anthropology)? What is the place for individualism versus collectivism in social explanation (for example, in sociology and history)? What is the scientific status of social models based on postulates of rational choice (for example, in economics and politics)?

  No scientific background is assumed on this module.

Year 3

Optional

• Aesthetics

  This module introduces central issues, problems and theories in philosophical aesthetics by critically examining specific topics in the philosophy of art, and by examining the theories of major figures who have contributed to the tradition of philosophical aesthetics. The module uses concrete examples from most of the arts, including painting, literature, film, and music, to illuminate theoretical debates and issues.

  Topics and major aesthetic theorists covered may include the following (note that this list is not exhaustive and indicative only, not all topics will be covered) :

  • Aesthetics in the analytic and continental traditions of philosophy
  • Aesthetic theories of Plato, Hume, Kant, Schopenhauer, Nietzsche, and others
  • Beauty and its definition
  • The relations between art, religion and philosophy
  • Art and morality
  • The culture industry and its impact on our responses to art
  • Disinterestedness
  • The relations between aesthetics and politics: Should art be politically committed? If so, in what ways?
• Africa and Global Politics

  African states are among the poorest, most artificial in the world. This means their relations with the global system have a critical impact on African politics from the global to the local level.

  This module aims to:

  • Provide an overview of major issues facing Africa in the global system since independence
  • Introduce and assess alternative approaches to the study of Africa, through analysis of particular issues facing African states
  • Contribute one perspective to an overall understanding of the new structure of the global system in the twenty-first century.

  This module provides a historical and thematic introduction to the issues facing Africa in the international system today. The module is divided into four sections. The first focuses on the impact of colonialism on shaping the economy, the state and perceptions of race. The second section examines the first four decades of independence. The third and fourth look at key contemporary issues such as HIV/AIDS and actors such as China and South Africa.

• Britain in the World

  This module presents a detailed analysis of the major developments in British foreign policy since 1945. It explains these developments within a global context, offering rival interpretations of Britain's changing role and status. The major themes include: the consequences of Britain's participation in the Second World War; the retreat from Empire after 1945; the 'special relationship' with the United States; and the prolonged attempt to redefine Britain's global role in the context of perceived economic and geopolitical decline. Understand the major developments in Britain's role in the world since the Second World War.

  The syllabus will include the following topics:

  • Decline of a great power, 1870-1945
  • The audit of war, 1945-50
  • Britain: a nuclear state
  • From Empire to Commonwealth
  • The 'special relationship'
  • Foreign policy under Thatcher, 1979-90
  • An ethical foreign policy? Britain under New Labour
  • Conclusion: still seeking a role?
• Contemporary Issues in Human Rights

  This module introduces students to human rights as a political and legal concept. It provides a critical overview of contemporary debates in the field, without losing sight of key theoretical questions. What are human rights? What is their source? In what sense are they universal and inalienable? Following a discussion of philosophical and historical foundations the module will examine the post-World War II international legal regime for the protection of human rights. It will explore the political implications of enshrining human rights at the international level, and engage with questions of culture and diversity, development and globalization, poverty and health.

  Students will have the opportunity to research and discuss such issues as gender-based violence, torture in the ‘war on terror’, treatment of refugees and asylum seekers and HIV/AIDS in Sub-Saharan Africa. These empirical case studies of recent human rights struggles and controversies will shed light on the complexity of global human rights politics in the early 21st century.

• Contemporary Issues in the Middle East

  This module introduces students to key issues in Middle East politics today. It explores the people, society and politics of the region and the role that religion, ethnicity, gender and class have played in shaping contemporary issues. It examines the major internal and external actors in the region; conflict and peace; the geo-strategic importance of the region; issues of political economy; political change and reform; the issue of identities in the Middle East and ideologies around this; the emergence of political Islam; rising anti-Americanism; 9/11 and the fall-out in the region from the 'war on terror', the 'Arab Spring' and the unfolding revolutions.

  Through class discussions, completion of coursework and the exam, students should be able to understand the complexities of society in the Middle East, and show an in-depth understanding of key themes and issues in the contemporary Middle East.

• Continental Philosophy

  This module aims to introduce the work of some key figures in 19th and 20th century continental philosophy, such as Hegel, Marx, Kierkegaard, Nietzsche, Heidegger, Foucault, Hannah Arendt and Habermas. The approach taken is predominantly philosophical rather than historical, and will involve critically examining claims and arguments about such matters as the existence and nature of human freedom, the relationships between knowledge, truth, power and morality, alienation and human labour, and the possibility of mutual recognition and community. It is expected that students will engage with the original texts, formulate the central arguments to be found in them and assess their cogency.

  The module begins by looking at Nietzsche’s Toward a Genealogy of Morality, before turning to Foucault, who adapts Nietzsche’s method of historical analysis in order to challenge assumptions about progress toward freedom and welfare in modern societies. Finally students will study Arendt and her political thought on totalitarian politics using a parallel method of historical analysis.

• Darwinism and Philosophy

  This module will examine philosophical issues that arise in connection with specific sciences, in particular biology and medicine, as opposed to the general philosophy of science.

  The following topics will be covered:

  • Methodological issues in biology and medicine
  • Issues of classification and kinds in biology and medicine – e.g. what is a species, what is a gene, what is a disease?
  • Issues to do with the relationship between these sciences and others, in particular the issue of intertheoretic reduction, i.e. can biology be reduced to physics and chemistry?
  • Radical critiques of mainstream biology and medicine – e.g. political critiques of socio-biology, the anti-psychiatry movement.
  • Historical issues the development of these sciences.
• Development Economics

  This module develops your understanding of advanced material in the field of economic growth as well as the problems of economic development. There is particular reference to the application of theoretical material to the development experience and policy-making in developing and emerging economies.

• Dissertation

  This module provides an opportunity for students to choose a topic related to some aspect of Politics and International Relations, Philosophy and Religious Studies which particularly interests them, and to pursue it in depth. The topic may be related to work that is being done on a formally taught course, or it may be less directly linked to course work. The intention is that students will develop their research skills and their ability to work at length under their own direction.

  Students are expected to start thinking seriously about the 9,000-10,000 word dissertation towards the end of the Lent term of their second year, and to submit a provisional topic by the end of that term. Work should be well advanced by Christmas in the third year. The completed dissertation must be submitted by the end of the Lent term in the third year.

• Dissertation with external collaboration

  This module aims to allow students to pursue independent in-depth studies of a topic of their choice, within the scope of their scheme of study. The topic may be related to work that is being done on a formally taught course, or it may be less directly linked to course work.

  Students will develop their employability and research skills, and their ability to work independently at length under their own direction with input from an academic supervisor.

  The external collaboration will enhance students’ ability to reflect on the impact of academic work. One option is to incorporate work done through the Richardson Institute Internship Programme, but students may also discuss other forms of collaboration with their supervisor.

• Dissertation with field studies

  This module aims to allow students to pursue independent in-depth studies of a topic of their choice, within the scope of their scheme of study. The topic may be related to work that is being done on a formally taught course, or it may be less directly linked to course work. Students will develop their employability and research skills, and their ability to work independently at length under their own direction with input from an academic supervisor.

  The field work element will enhance students’ ability to reflect on the impact of academic work. One option is to incorporate a study trip organised by the University, such as the LUSU Involve Overseas Programme, but students may also discuss other forms of field studies with their supervisor.

• Feminist Philosophy

  This course provides an introduction to key debates in feminist philosophy. We begin by focusing on the work of two theorists, Simone de Beauvoir, and Sandra Lee Bartky, who represent different periods within and approaches to feminist thought. We then read three essays that critically and constructively drive forward feminist discussions, from the edited collection ‘Third World Women and the Politics of Freedom. Our central question will ask what ‘woman’ is – socially, politically, and culturally. This will involve examining interpersonal relationships, labour in the workplace and in the home, and the construction of identities in various personal, social, and geopolitical context. How should we conceptualize a woman’s self-among-others, and what implications does this have, politically, ethically, and culturally?

• Future generations

  What moral obligations do we have towards future generations -to those yet to be born, and to people whose very existence (or non-existence) depends on how we act now?

  This module explores this question by examining both a series of practical case studies and some of the main concepts and theories philosophers use when thinking about these issues.

  Questions considered include, among a range of others:

  • How should we weigh quality against quantity of life?
  • Ought we to try significantly to extend the human lifespan (to 150 years or beyond)?
  • Is there a moral obligation to refrain from having children, or one to have (more) children?
  • Should we use selection techniques to minimise the incidence of genetic disorders and disabilities in future populations? Should parents be allowed to determine the genetic characteristics of their future children?
  • How should the interests of non-human creatures be weighed against those of humans? How strong are our moral obligations to prevent extinctions, and to preserve wildernesses?
• Health Economics

  This applied module is designed as an introduction to the economics of health and health care, and helps to develop your awareness of the main policy issues in this field. It provides a comprehensive set of economic tools for critically appraising fundamental issues in the economics of health while offering a broad overview of the UK National Health Service and other health care systems around the world. The emphasis is on the use and interpretation of microeconomic models and the latest empirical evidence.

• International Political Economy of Globalization

  Globalization remains a buzzword in academic and policy discourses. It is often related to the acceleration of global communication as well as internationalization of the economic, political and social processes. This module addresses some of these changes especially those related to trade, production and investment in the international political economy. There are many approaches in understanding these changes, this module introduces students to both liberal and critical ones (e.g., neo-Gramscianism). Drawing from their insights, it investigates and analyzes the roles of state and non-state actors (e.g., transnational corporations and NGOs) in rebuilding the governance of global production and finance. Finally, it examines the rise of transnational justice movements in offering alternatives to globalization and its uneven development, before and after the financial crisis of 2007.

• Islamic Politics

  The aim of this module is to introduce students to the inner dynamics of political Islam and the attendant challenges that comes with it, particularly in contemporary international society.

  The module will cover the working of Islam in the governing process; its position in contemporary international order; practical contemporary topics such as governance, violence, terrorism and such; and will deliver an understanding of key concepts and intellectual debates.

  The module is designed as much for students with little or no background in Islamic Politics, as it is for students who already have some grounding. It is built around an examination of the principal debates, features, and manifestations of Islamic politics in the twentieth and twenty first centuries.

• Logic and Language

  This module provides an introduction to formal logic together with an examination of various philosophical issues that arise out of it. The syllabus includes a study of the languages of propositional and quantificational logic, how to formalize key logical concepts within them, and how to prove elementary results using formal techniques.

  Additional topics include identity, definite descriptions, modal logic and its philosophical significance, and some criticisms of classical logic.

• Media, Religion and Politics

  This course takes a case study approach to contemporary issues in media, religion and politics from around the globe. Media will be broadly defined to include Twitter, YouTube, Facebook, tabloids, feature films, documentaries, television, radio, newspapers, magazines, evangelical literature, soap operas and more. Topics of study may include: the apocalypse; Boko Haram; Trump’s evangelical council; Brazil’s TV Record; Prophet TB Joshua; the Boston Catholic priest sexual abuse scandal; ISIS on Twitter; the “Thames torso boy”; Ugandan anti-homosexuality campaigns; Billy Graham; secularism debates; and/or other subjects selected by students. Using both primary and secondary sources, we will contextualise each case study and subject it to historical and critical analysis. We will focus on how religion is reported; media as a tool for recruitment and radicalisation; and how various kinds of media can influence, obscure, and subvert relationships between religion and politics.

• Modern Religious and Atheistic Thought

  This module will examine some of the major debates in religious and atheistic thought, looking in particular at the way in which these debates are framed by a specifically modern epistemological framework, and the ways in which religious thought and atheistic thought might be though to be mutually constitutive and mutually implicated rather than simply oppositional.

  The aim of this module is to examine and evaluate some of the most central issues in Enlightenment and post-Enlightenment Western religious and atheistic philosophical debates. The module will begin by looking the philosophy of G W F Hegel and its implications for subsequent religious and atheistic thought. It will then proceed to consider the thought of the post-Hegelian masters of suspicion: Feuerbach, Marx, Freud and Nietzsche. After this, it will look at ways in which religious and atheistic thought have been brought together, as manifested in various forms of Christian atheism. Finally, it will consider postmodern critiques of modern atheism and the nature of the associated return of religion.

• Politics Employability and Engagement through Outreach

  This skills-based, CV-enhancing module enables Politics/IR students to develop skills and knowledge that are highly valued in a range of professions, including, but not limited to, those associated with teaching and the public and charity sectors. The core activities, which all take place on campus, are grounded in, and contribute to, the Politics/IR Outreach and Widening Participation programme which engages with A Level pupils in Sixth Forms (see wp.lancs.ac.uk/politics-outreach). Using communication, analytical, mentoring, feedback and writing skills, students will:

  1) Work with Careers staff to identify and articulate the transferrable skills and knowledge acquired during the course of undergraduate studies and to communicate those skills to potential employers.

  2) Work with successful PPR alumni in positions in Politics, the Civil Service, the Media and NGOs on practical scenarios/case studies which require the application of skills acquired in the sessions in order to identify and enhance capabilities of importance to potential employers in CVs and personal statements.

  3) (Assessment 1) Develop a four minute individual presentation filmed in the LUTV studios explaining Politics in lay terms to Sixth Form pupils. This will take place in week 5 and constitute 20% of the overall mark. Selected presentations will, with student consent, appear in Outreach, Widening Participation and Recruitment materials and can be cited by students in CVs.

  4) (Assessment 2) Participate in a mentoring programme with Sixth Form pupils from Widening Participation backgrounds completing Extended Project Qualifications (EPQs) in a local school. Students will receive mentoring training from Lancaster University’s UK Student Recruitment and Outreach (UKSRO) service, work one-on-one with pupils in two mentoring sessions and then produce one 1,000 word feedback report to be submitted in week 8, constituting 40% of the overall mark, on outline plans for their respective pupil’s project.

  5) (Assessment 3) Develop a 2,500 word coursework role play/simulation outline to be submitted in week 10, constituting 40% of the overall mark. Role plays are practical means of students adopting and pursuing in an educational setting the roles, characteristics, motivations, aims and objectives of actors in political conflicts or processes. The role play outlines are intended for use by Sixth Form students as part of the Politics/IR outreach programme. Selected students will have their outlines added to an online bank of role play outlines for use by schools and will be offered the opportunity to run their role play in schools, interest from schools and logistical considerations permitting.

• Politics of Cultural Diversity

  This module will introduce students to a series of understandings of culture. Culture is first outlined with regard to its shape, scope and purpose, before being examined in relation to debates regarding homogeneity, change and conflict. This problematizes popular understandings of culture as fixed and unchanging, enabling students to grapple with two contrasting accounts of the source of conflict: Samuel Huntington’s The Clash between Civilizations and Dieter Senghaas’ The Clash within Civilizations.

  The module then examines normative approaches to culture, beginning with the debate between relativism and universalism, which leads into an approach – value pluralism – which appears, at first sight, to offer a middle ground between the positions. This involves introducing and examining the validity of a range of conceptions of wellbeing. The module then examines toleration and recognition as approaches to diversity, comparing and contrasting them and identifying internal contradictions through engagement with real world cases. The political implications of the module are then consolidated and drawn out in full.

• Politics of Global Danger

  What makes the world dangerous? Is global politics the extension of war by other means? Do security policies inscribe peace with the logic of war? How has the RMA, and the digital and molecular revolutions changed the ways in which we think about security and war? In what ways have these revolutions made the world more rather than less dangerous? What happens to security and war when these take the life of the human species rather than sovereign territoriality as their referent object? How and why does securing life pose a wholly different security problem from that of securing states? Why does securing life appear to increase rather than decrease global danger? In the process of exploring these and related questions this course will introduce students to the ways in which biopolitical dismodules of security and war differ from geostrategic dismodules of security and war. The world is said to be dangerous in many changing and conflicting ways. Dismodules of security and war teach us what to fear and prioritise danger differently. They challenge how we think. Part One introduces students to ways of thinking about the problematisation of security and war, including new approaches to understanding power. Part Two applies these new perspectives to interrogate changes in the practices of security and war; especially those introduced by the informationalisation of weapons and the weaponisation of information.

• PPR in India

  This module is taught intensively at our partner institution in Bangalore, India for four weeks during August. The programme includes daily lectures, seminars, excursions, and cultural activities.

  On their return to Lancaster, students will write a supervised dissertation on an aspect of contemporary Indian life. Topics covered could include Bhakti traditions in India, the philosophy and spirituality of Yoga, Vedanta today, Islam in India, the Sikh way of life, Buddhism in India, the inculturation process in Christianity, inter-religious dialogue and pluralism in India today, the role of women in Indian religious traditions and religious festivals in India, debates about secularism and religion in the political sphere.

  The module is also open to Politics and Philosophy students, who can write about political or philosophical issues in contemporary India.

• Public Economics

  This module is concerned with understanding the role of government in the economy. Among the topics covered are the characteristics of public goods, basic characteristics of a tax system under both classical and political economy approaches, and the effects of globalisation and its effects on modern tax systems. The module also explores how economic models can be used to understand current affairs.

• Religion and politics

  This module focuses on key contexts and developments in the inter-relationship between religion and politics across the world.

  The major themes will be:

  • The thesis that the influence of religion has declined in the western world, and its applicability to Christianity in the U.S.A
  • The thesis that there has been a resurgence of religion in politics in the world, and its relevance to the interpretation of politics in selected Islamic states (with special reference to Judaism and the Middle-East)
  • Constitutional attempts to negotiate the role of religion in a multi-religious polity, with special reference to Hinduism and Indian secularism
  • The management of religion through the concept of a state religion, through a comparison of the monarchies of the United Kingdom, Thailand and Japan.
• Religion and Violence

  There are claims that religion is little more than a perverse and irrational scar on the modern world, one that invariably causes violence, while others claim that religion is good and that violence only occurs when religion has been hijacked by other forces. Others still claim that religious violence is a myth constructed for political purposes, and that one should not therefore speak of religion in such terms.

  In disentangling such claims, the relationship between religion and violence is examined, asking whether one can draw such associations between the two and whether one can develop broader theoretical understandings about their relationship that enhances our understanding of religion in the modern world. The module continually refers to empirical data and case studies in which religious movements and individuals have been involved in violent activities, as well as examining cases where acts of immense violence have occurred in what appear to be political contexts, but where religious rhetoric may have been used by the perpetrators of violence.

• Special Subject: The Imagination

  This module will examine philosophical accounts of the imagination. It will look at theories of the nature of the imagination and its connections to other mental states, such as attention, emotion, memory, beliefs, intentions, and desires.

  In addition, a range of topics focusing on the role of imagining in a number of different domains will also be explored, including moral judgement, practical reasoning, perception, pictorial experience, and modal thought.

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.