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Explore University of Southampton modules. Search our module catalogue to find any course module available for undergraduate or postgraduate study.

10159 modules

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MANG3106 (2026-27)

Analytical Accounting Case Studies

As an alternative to a dissertation this module provides an opportunity to undertake a sustained piece of individual and group study on a rich and advanced business case study. Inter alia this provides a context within which research skills may be developed and demonstrated.

Each year a suitably adapted case study will licensed from the ICAEW. The Case Study is the ICAEW’s capstone assessment which completes their Advanced Stage Level 7 Examinations, more information is provided below:

The Case Study tests all the knowledge, skills and experience gained so far. It presents a complex
business issue which challenges students’ ability to problem solve, identify the ethical implications
and provide an effective solution.

https://www.icaew.com/for-current-aca-students/exam-resources/advanced-level/case-study#syllabus
MEDI2059 (2026-27)

BM4 Y1 Foundations of Medicine

The BM4 course in years 1 and 2 is a highly contextualised and integrated course in which the application of knowledge and understanding, clinical skills and professional practice applicable to medicine are learned through clinical topic weeks in which students learn in a style similar to problem based learning. This module focuses on the “application of knowledge and understanding applicable to medicine” and the assessment predominantly confirms this. However, it is not a stand-alone module and should be recognised by teachers and students alike as part of the whole course which is achieved by this module alongside 2 other modules – Integration of Clinical Knowledge 1 and Clinical Medicine 1. The emphasis of the assessments for each of these modules aligns with the learning for that module; however the integrated nature of the course means that there will undoubtedly be overlap and aspects of the assessment in each module will draw upon learning from all 3 modules.

Further details will be provided on Blackboard.
MEDI2038 (2025-26)

BM4 Y1 Foundations of Medicine

The BM4 course in years 1 and 2 is a highly contextualised and integrated course in which the application of knowledge and understanding, clinical skills and professional practice applicable to medicine are learned through clinical topic weeks in which students learn in a style similar to problem based learning. This module focuses on the “application of knowledge and understanding applicable to medicine” and the assessment predominantly confirms this. However, it is not a stand-alone module and should be recognised by teachers and students alike as part of the whole course which is achieved by this module alongside 2 other modules – Integration of Clinical Knowledge 1 and Clinical Medicine 1. The emphasis of the assessments for each of these modules aligns with the learning for that module; however the integrated nature of the course means that there will undoubtedly be overlap and aspects of the assessment in each module will draw upon learning from all 3 modules.

Further details will be provided on Blackboard.
ENGL3108 (2027-28)

Burning Worlds, Drowning Worlds: Oil Cultures, Climate Crisis, and Traumatic Desires in World Literatures

We keep being barraged with a deluge of unnerving news - about environmental crisis, multi-level pollution, exceeding desertification and inundation of centuries-long places of human habitation, floods, forest fires, relentless rise in sea-level due to the melting of Arctic ice-sheets, explosion of offshore oil-drilling sites, and oil spills. As both thinkers and creative writers have argued, it is necessary to recognize that these manifold crises are not only human-made (Anthropocene), but also made by exploitative ways of treating nature and extracting raw materials from it (Capitalocene). Whilst there has been a surge of interest in the representations of environmental issues in contemporary literary studies, there has ironically been a glaring dearth of attention to energy resources. In this regard, oil occupies a unique position.
Oil has not only been described with epithets as diverse as ‘ur-commodity’, ‘black gold’, ‘devil’s excrement’, ‘a prize from a fairyland’, ‘capitalism’s lifeblood’, and a viscous, nonlocal, and uncanny ‘hyper-object’. Oil has been referred to as ‘the machine of destiny’ and ‘the mediator of futurity’; that is, ‘a vanishing mediator between industrialism and family life’, and ‘a singular force capable of producing singular effects—oil wars, oil addiction, and oil states’ and palpable cultural habits, identities, and affects. Oil has also been referred to as ‘the most powerful fuel and versatile substance ever discovered’. The long twentieth century has, accordingly, been defined as ‘the century of oil’.
Accordingly, situating itself at the intersection of energy humanities, environmental humanities and world literatures, this module takes oil (and its social-cultural, ecological and political-economic dimensions) as presented in works of world literatures as its focal point. This module also dedicates attention to other energy forms such as coal, gas, the solar, hydrological (water) and nuclear.
ENGL3108 (2026-27)

Burning Worlds, Drowning Worlds: Oil Cultures, Climate Crisis, and Traumatic Desires in World Literatures

We keep being barraged with a deluge of unnerving news - about environmental crisis, multi-level pollution, exceeding desertification and inundation of centuries-long places of human habitation, floods, forest fires, relentless rise in sea-level due to the melting of Arctic ice-sheets, explosion of offshore oil-drilling sites, and oil spills. As both thinkers and creative writers have argued, it is necessary to recognize that these manifold crises are not only human-made (Anthropocene), but also made by exploitative ways of treating nature and extracting raw materials from it (Capitalocene). Whilst there has been a surge of interest in the representations of environmental issues in contemporary literary studies, there has ironically been a glaring dearth of attention to energy resources. In this regard, oil occupies a unique position.
Oil has not only been described with epithets as diverse as ‘ur-commodity’, ‘black gold’, ‘devil’s excrement’, ‘a prize from a fairyland’, ‘capitalism’s lifeblood’, and a viscous, nonlocal, and uncanny ‘hyper-object’. Oil has been referred to as ‘the machine of destiny’ and ‘the mediator of futurity’; that is, ‘a vanishing mediator between industrialism and family life’, and ‘a singular force capable of producing singular effects—oil wars, oil addiction, and oil states’ and palpable cultural habits, identities, and affects. Oil has also been referred to as ‘the most powerful fuel and versatile substance ever discovered’. The long twentieth century has, accordingly, been defined as ‘the century of oil’.
Accordingly, situating itself at the intersection of energy humanities, environmental humanities and world literatures, this module takes oil (and its social-cultural, ecological and political-economic dimensions) as presented in works of world literatures as its focal point. This module also dedicates attention to other energy forms such as coal, gas, the solar, hydrological (water) and nuclear.
ENGL3108 (2028-29)

Burning Worlds, Drowning Worlds: Oil Cultures, Climate Crisis, and Traumatic Desires in World Literatures

We keep being barraged with a deluge of unnerving news - about environmental crisis, multi-level pollution, exceeding desertification and inundation of centuries-long places of human habitation, floods, forest fires, relentless rise in sea-level due to the melting of Arctic ice-sheets, explosion of offshore oil-drilling sites, and oil spills. As both thinkers and creative writers have argued, it is necessary to recognize that these manifold crises are not only human-made (Anthropocene), but also made by exploitative ways of treating nature and extracting raw materials from it (Capitalocene). Whilst there has been a surge of interest in the representations of environmental issues in contemporary literary studies, there has ironically been a glaring dearth of attention to energy resources. In this regard, oil occupies a unique position.
Oil has not only been described with epithets as diverse as ‘ur-commodity’, ‘black gold’, ‘devil’s excrement’, ‘a prize from a fairyland’, ‘capitalism’s lifeblood’, and a viscous, nonlocal, and uncanny ‘hyper-object’. Oil has been referred to as ‘the machine of destiny’ and ‘the mediator of futurity’; that is, ‘a vanishing mediator between industrialism and family life’, and ‘a singular force capable of producing singular effects—oil wars, oil addiction, and oil states’ and palpable cultural habits, identities, and affects. Oil has also been referred to as ‘the most powerful fuel and versatile substance ever discovered’. The long twentieth century has, accordingly, been defined as ‘the century of oil’.
Accordingly, situating itself at the intersection of energy humanities, environmental humanities and world literatures, this module takes oil (and its social-cultural, ecological and political-economic dimensions) as presented in works of world literatures as its focal point. This module also dedicates attention to other energy forms such as coal, gas, the solar, hydrological (water) and nuclear.
PORT2001 (2027-28)

Culture, Power and Resistance in the Portuguese-Speaking World

This course is designed to expand and deepen your knowledge of the cultures of the Portuguese-speaking world, bringing together written texts, visual and conceptual art, political materials, and cinema from twentieth-century Portugal, Brazil, and Portuguese-speaking Africa. In addition to building a specialised knowledge base on the recent histories, politics and cultures of these countries, during the module you will sharpen your skills of analysis, critical thinking and debate, and learn how the themes, issues and processes that have defined the Portuguese-speaking world interconnect with wider global issues.

A particular focus during the module will be the notion of resistance, and as a class, we will explore the often hidden ways that ‘speaking truth to power’ has manifested in the Portuguese-speaking world — and what happens when movements designed to throw off oppression tip into authoritarianism themselves. We will use a range of critical approaches to draw connections between Portuguese-speaking nations and cultures and the rest of the world, allowing us to broaden our understandings of the ways that networks of power and resistance operate across the globe.

All written texts are available in English translation, and all films are available with English subtitles, allowing students with little or no prior knowledge of Portuguese language or the Portuguese-speaking world to engage with the module.
PORT2001 (2026-27)

Culture, Power and Resistance in the Portuguese-Speaking World

This course is designed to expand and deepen your knowledge of the cultures of the Portuguese-speaking world, bringing together written texts, visual and conceptual art, political materials, and cinema from twentieth-century Portugal, Brazil, and Portuguese-speaking Africa. In addition to building a specialised knowledge base on the recent histories, politics and cultures of these countries, during the module you will sharpen your skills of analysis, critical thinking and debate, and learn how the themes, issues and processes that have defined the Portuguese-speaking world interconnect with wider global issues.

A particular focus during the module will be the notion of resistance, and as a class, we will explore the often hidden ways that ‘speaking truth to power’ has manifested in the Portuguese-speaking world — and what happens when movements designed to throw off oppression tip into authoritarianism themselves. We will use a range of critical approaches to draw connections between Portuguese-speaking nations and cultures and the rest of the world, allowing us to broaden our understandings of the ways that networks of power and resistance operate across the globe.

All written texts are available in English translation, and all films are available with English subtitles, allowing students with little or no prior knowledge of Portuguese language or the Portuguese-speaking world to engage with the module.
ARTD6254 (2025-26)

Design and Project management Methods

This module is tailored to equip you with the essential skills and knowledge required to excel in Design Management, with a focus on specific methods that are utilised in design project and project management, while honing your professional and academic skills to support the preparation of your Final Project. By integrating real-world industry insights, cultivating a creative mindset, and conducting practical research activities, you will be well-equipped to navigate the complexities of project designs and excel in your future professional skills within Design Management field.

Throughout the module, you will learn to critically assess and select suitable methods to create ethically robust project designs that contribute to ongoing discussions and advancements in design management field and sustainable practice. You will delve into the intricacies & practices of user-centred design, user experience, inclusive design, and ethical decision-making, to develop a Final Project Proposal that showcases originality in both research design and project management skills.

You will enhance your problem-solving skills by exploring a variety of primary and secondary methodologies and frameworks in design and project management. This includes using questionnaire surveys and secondary information to identify problems and generate diverse design ideas. Concurrently, you will improve your storytelling skills through brainstorming and mind mapping to generate design concepts, and further your knowledge of user journeys and developing projects to understand consumer complex patterns needs to determine design features . Data analysis methods will be introduced to navigate data collection to provide meaningful responses & future strategies.

Additionally, this module allows you to apply theoretical knowledge in practical scenarios, gaining a deeper understanding of concepts and methodologies by engaging with real-world project. You will have the opportunity to design a research plan for a ‘real world scenario’ and assess the constraints and ethical considerations of each research undertaking. This enables you to develop critical thinking and problem-solving abilities in practice. As well as improves your communication skills through collaboration with clients, users, and peers.

The experiences gained from this module will provide you with the research and project management practical skills, knowledge, and mindset needed to better prepare for your final project and advance your professional development as design leaders in creative industry.

You will be able to participate in arranged English language sessions, as part of the University’s mission to enhance academic student support. The module will provide opportunities to develop your academic literacy and proposal writing skills through planned workshops/lectures/seminars.
ARTD6254 (2026-27)

Design and Project management Methods

This module is tailored to equip you with the essential skills and knowledge required to excel in Design Management, with a focus on specific methods that are utilised in design project and project management, while honing your professional and academic skills to support the preparation of your Final Project. By integrating real-world industry insights, cultivating a creative mindset, and conducting practical research activities, you will be well-equipped to navigate the complexities of project designs and excel in your future professional skills within Design Management field.

Throughout the module, you will learn to critically assess and select suitable methods to create ethically robust project designs that contribute to ongoing discussions and advancements in design management field and sustainable practice. You will delve into the intricacies & practices of user-centred design, user experience, inclusive design, and ethical decision-making, to develop a Final Project Proposal that showcases originality in both research design and project management skills.

You will enhance your problem-solving skills by exploring a variety of primary and secondary methodologies and frameworks in design and project management. This includes using questionnaire surveys and secondary information to identify problems and generate diverse design ideas. Concurrently, you will improve your storytelling skills through brainstorming and mind mapping to generate design concepts, and further your knowledge of user journeys and developing projects to understand consumer complex patterns needs to determine design features . Data analysis methods will be introduced to navigate data collection to provide meaningful responses & future strategies.

Additionally, this module allows you to apply theoretical knowledge in practical scenarios, gaining a deeper understanding of concepts and methodologies by engaging with real-world project. You will have the opportunity to design a research plan for a ‘real world scenario’ and assess the constraints and ethical considerations of each research undertaking. This enables you to develop critical thinking and problem-solving abilities in practice. As well as improves your communication skills through collaboration with clients, users, and peers.

The experiences gained from this module will provide you with the research and project management practical skills, knowledge, and mindset needed to better prepare for your final project and advance your professional development as design leaders in creative industry.

You will be able to participate in arranged English language sessions, as part of the University’s mission to enhance academic student support. The module will provide opportunities to develop your academic literacy and proposal writing skills through planned workshops/lectures/seminars.
GGES6028 (2026-27)

Earth Observation for Environment and Society

This module explores the vital role of Earth Observation (EO) in understanding and addressing critical environmental and societal challenges. Students will gain advanced knowledge and practical skills in using EO data to monitor and assess issues such as food security, carbon cycling and storage, fire regimes, and the impacts of environmental change.

Through a combination of lectures, hands-on practicals, and real-world case studies, students will learn to critically evaluate EO sensors and data sources, apply advanced analytical techniques, and communicate EO-derived insights to both expert and general audiences.

By the end of the course, students will be equipped to design and deliver EO-based solutions for complex environmental and societal problems, making them well-prepared for careers in research, consultancy, or policy.
LING3013 (2028-29)

English as a Global Language

This module explores the rise of English as a global language focusing on the factors that have led to, and the issues that have arisen from, its dominant status. You will learn about the interrelation between globalisation, standardisation and variability and become familiar with relevant considerations regarding the spread of English across the world. You will also investigate the use of English in different domains from the point of view of its users, including the use of English in academic contexts by non-native speakers. This module will allow you to develop a critical awareness of what it means to be a user of English beyond the native norm and evaluate existing approaches to analyse language use in the English context.
LING3013 (2029-30)

English as a Global Language

This module explores the rise of English as a global language focusing on the factors that have led to, and the issues that have arisen from, its dominant status. You will learn about the interrelation between globalisation, standardisation and variability and become familiar with relevant considerations regarding the spread of English across the world. You will also investigate the use of English in different domains from the point of view of its users, including the use of English in academic contexts by non-native speakers. This module will allow you to develop a critical awareness of what it means to be a user of English beyond the native norm and evaluate existing approaches to analyse language use in the English context.
LING3013 (2027-28)

English as a Global Language

This module explores the rise of English as a global language focusing on the factors that have led to, and the issues that have arisen from, its dominant status. You will learn about the interrelation between globalisation, standardisation and variability and become familiar with relevant considerations regarding the spread of English across the world. You will also investigate the use of English in different domains from the point of view of its users, including the use of English in academic contexts by non-native speakers. This module will allow you to develop a critical awareness of what it means to be a user of English beyond the native norm and evaluate existing approaches to analyse language use in the English context.
LING3013 (2026-27)

English as a Global Language

This module explores the rise of English as a global language focusing on the factors that have led to, and the issues that have arisen from, its dominant status. You will learn about the interrelation between globalisation, standardisation and variability and become familiar with relevant considerations regarding the spread of English across the world. You will also investigate the use of English in different domains from the point of view of its users, including the use of English in academic contexts by non-native speakers. This module will allow you to develop a critical awareness of what it means to be a user of English beyond the native norm and evaluate existing approaches to analyse language use in the English context.
ENGL2120 (2026-27)

Eve and the Angels: Love, War, and the End of Epic in Milton's Paradise Lost

John Milton was a man so famous in his own time that French and Italian tourists tracked down his childhood home to see the chamber in which he had been born. He was even more famous after his death; indeed, his teeth, hair, fingers, and one of leg bones were stolen as relics in the eighteenth century. Charles Darwin, even as he wrote his theory of evolution, carried a copy of Paradise Lost in his pocket everywhere he went, and the political philosopher Jeremy Bentham bought Milton’s old house in Westminster and put a plaque on its outer wall, stating ‘Sacred to Milton, Prince of Poets’. The critic William Hazlitt rented the house from Bentham, and turned the living room into a museum to Milton. The walls became swiftly covered in the signatures and messages of those who came to pay homage to the memory of the great poet.

On this module, you will find out why Milton has inspired poets, rebels, relic seekers, and scientists, and why it is hardly an exaggeration to say that Milton changed English literature forever. It will introduce you to Milton’s brave, clever, and often thrilling poetry, and, in doing so, it will make you aware of a vast network of allusions to Milton’s writing by many of the authors you will study elsewhere on this degree. By the time you complete this module, you will understand Paradise Lost as an intricate verbal universe in its own right; as a text that engages fiercely and rebelliously with the intellectual and political debates of its own time; and as the inspiration for writers from Dryden, to Pope, to Wordsworth, to Philip Pullman.
ENGL2120 (2027-28)

Eve and the Angels: Love, War, and the End of Epic in Milton's Paradise Lost

John Milton was a man so famous in his own time that French and Italian tourists tracked down his childhood home to see the chamber in which he had been born. He was even more famous after his death; indeed, his teeth, hair, fingers, and one of leg bones were stolen as relics in the eighteenth century. Charles Darwin, even as he wrote his theory of evolution, carried a copy of Paradise Lost in his pocket everywhere he went, and the political philosopher Jeremy Bentham bought Milton’s old house in Westminster and put a plaque on its outer wall, stating ‘Sacred to Milton, Prince of Poets’. The critic William Hazlitt rented the house from Bentham, and turned the living room into a museum to Milton. The walls became swiftly covered in the signatures and messages of those who came to pay homage to the memory of the great poet.

On this module, you will find out why Milton has inspired poets, rebels, relic seekers, and scientists, and why it is hardly an exaggeration to say that Milton changed English literature forever. It will introduce you to Milton’s brave, clever, and often thrilling poetry, and, in doing so, it will make you aware of a vast network of allusions to Milton’s writing by many of the authors you will study elsewhere on this degree. By the time you complete this module, you will understand Paradise Lost as an intricate verbal universe in its own right; as a text that engages fiercely and rebelliously with the intellectual and political debates of its own time; and as the inspiration for writers from Dryden, to Pope, to Wordsworth, to Philip Pullman.
SPAN3011 (2028-29)

Exiles, Migrants and Citizens: Narrating and documenting displacement in contemporary Spain

Migration has been a recurrent theme that has characterized Spain’s social, political and cultural history since its emergence as a modern nation in 1492. By drawing on narrative inquiry, this module will focus on the most recent migration movements of the 20th and 21st century fostered by sociohistorical processes such as the Spanish Republican exile of the Spanish Civil War, the evacuation and exile of Spanish, Catalan and Basque refugee children, the labour emigration during the Franco regime, and more recently the migration of young people because of the economic crash of 2008.
SPAN3011 (2026-27)

Exiles, Migrants and Citizens: Narrating and documenting displacement in contemporary Spain

Migration has been a recurrent theme that has characterized Spain’s social, political and cultural history since its emergence as a modern nation in 1492. By drawing on narrative inquiry, this module will focus on the most recent migration movements of the 20th and 21st century fostered by sociohistorical processes such as the Spanish Republican exile of the Spanish Civil War, the evacuation and exile of Spanish, Catalan and Basque refugee children, the labour emigration during the Franco regime, and more recently the migration of young people because of the economic crash of 2008.
SPAN3011 (2029-30)

Exiles, Migrants and Citizens: Narrating and documenting displacement in contemporary Spain

Migration has been a recurrent theme that has characterized Spain’s social, political and cultural history since its emergence as a modern nation in 1492. By drawing on narrative inquiry, this module will focus on the most recent migration movements of the 20th and 21st century fostered by sociohistorical processes such as the Spanish Republican exile of the Spanish Civil War, the evacuation and exile of Spanish, Catalan and Basque refugee children, the labour emigration during the Franco regime, and more recently the migration of young people because of the economic crash of 2008.
SPAN3011 (2025-26)

Exiles, Migrants and Citizens: Narrating and documenting displacement in contemporary Spain

Migration has been a recurrent theme that has characterized Spain’s social, political and cultural history since its emergence as a modern nation in 1492. By drawing on narrative inquiry, this module will focus on the most recent migration movements of the 20th and 21st century fostered by sociohistorical processes such as the Spanish Republican exile of the Spanish Civil War, the evacuation and exile of Spanish, Catalan and Basque refugee children, the labour emigration during the Franco regime, and more recently the migration of young people because of the economic crash of 2008.
SPAN3011 (2027-28)

Exiles, Migrants and Citizens: Narrating and documenting displacement in contemporary Spain

Migration has been a recurrent theme that has characterized Spain’s social, political and cultural history since its emergence as a modern nation in 1492. By drawing on narrative inquiry, this module will focus on the most recent migration movements of the 20th and 21st century fostered by sociohistorical processes such as the Spanish Republican exile of the Spanish Civil War, the evacuation and exile of Spanish, Catalan and Basque refugee children, the labour emigration during the Franco regime, and more recently the migration of young people because of the economic crash of 2008.
SPAN2005 (2027-28)

Gender, Race and Nation in Modern Latin America

The course examines major turning points in Spanish and Portuguese America from the middle nineteenth century to the present, with a focus on how these upheavals affected and reflected the politics of class, gender and race.
SPAN2005 (2026-27)

Gender, Race and Nation in Modern Latin America

The course examines major turning points in Spanish and Portuguese America from the middle nineteenth century to the present, with a focus on how these upheavals affected and reflected the politics of class, gender and race.
NPMH6004 (2025-26)

Integrating Physical Health and Pharmacology in Mental Health Nursing (MSc)

This module provides a vital foundation in the biosciences for mental health nursing, highlighting the deep connection between physical and mental well-being. Students will explore the intricate workings of key physiological systems and gain insight into how mental illness can impact physical health. They will examine common physical health conditions—such as cardiovascular disease, metabolic syndrome, diabetes, and epilepsy—that frequently coexist with mental health disorders, along with the underlying pathophysiological processes. Students will also explore the role of genetics in shaping both physical and mental health across the lifespan.

With a focus on holistic care, this module unpacks the biological effects of mental illness and the fundamentals of pharmacology, equipping students with the knowledge to understand how medications work in mental health nursing. Most importantly, students will develop the essential skills to assess physical health, recognise signs of deterioration, and provide compassionate, integrated care that bridges the gap between physical and psychological well-being, ensuring that individuals receive truly whole-person care.
NPMH6004 (2026-27)

Integrating Physical Health and Pharmacology in Mental Health Nursing (MSc)

This module provides a vital foundation in the biosciences for mental health nursing, highlighting the deep connection between physical and mental well-being. Students will explore the intricate workings of key physiological systems and gain insight into how mental illness can impact physical health. They will examine common physical health conditions—such as cardiovascular disease, metabolic syndrome, diabetes, and epilepsy—that frequently coexist with mental health disorders, along with the underlying pathophysiological processes. Students will also explore the role of genetics in shaping both physical and mental health across the lifespan.

With a focus on holistic care, this module unpacks the biological effects of mental illness and the fundamentals of pharmacology, equipping students with the knowledge to understand how medications work in mental health nursing. Most importantly, students will develop the essential skills to assess physical health, recognise signs of deterioration, and provide compassionate, integrated care that bridges the gap between physical and psychological well-being, ensuring that individuals receive truly whole-person care.
MANG1054 (2026-27)

Introduction to Marketing

The module introduces you to the basic concepts of marketing and explains its function in today’s business environment. You will discuss principal theory and practice of marketing and how marketing builds value to the firm and the customer with examples and assessment work.

The outcomes from the module is to provide students with a grounding of the role and importance of marketing and provide basic skills enabling the student to analyse and consider marketing problems and opportunities.
MANG1054 (2025-26)

Introduction to Marketing

The module introduces you to the basic concepts of marketing and explains its function in today’s business environment. You will discuss principal theory and practice of marketing and how marketing builds value to the firm and the customer with examples and assessment work.

The outcomes from the module is to provide students with a grounding of the role and importance of marketing and provide basic skills enabling the student to analyse and consider marketing problems and opportunities.
ARTD1165 (2026-27)

Luxury Contexts

This module delves into the evolving landscape of luxury, examining how external factors are reshaping the way brands, businesses and organisations manage their brands to ensure future success. The module provides historical contexts, tracing the evolution of luxury from ancient civilizations to modern times, the impact of industrialisation and core founders of luxury. It highlights how luxury has been a symbol of wealth, power, and prestige throughout history and explores the intersectionality of luxury and business and the sensibilities within this dynamic today. Students will develop an understanding of the key signifiers of luxury, such as craftmanship, quality, expertise or heritage. Through case studies and interactive discussions, the module equips participants with a strong foundation of knowledge aligned to the world that is luxury.
NPMS2050 (2026-27)

Research Methods for Midwifery

Healthcare professionals should be able to engage with different forms of inquiry (such as research, audit and service evaluation) and understand how these can help inform practice. This module begins by focusing on the reasons we carry out research and other forms of inquiry, how questions arise from practice, and how we attempt to answer them. You will then be supported through the decision-making processes involved in developing a plan to answer a question that is relevant to your profession. The plan you develop will be what you carry out in the Research Project module in your third year.
MEDI3053 (2026-27)

Specialty Weeks (Dermatology, Head & Neck, Neurosciences & Ophthalmology)

This module focuses on the dermatology, neurosciences, ophthalmology and head & neck knowledge and understanding, practitioner and professional skills required of an F1 doctor, and the assessments within this module will focus on these areas.

The BM programmes are however highly contextualised and integrated programmes in which the application of knowledge and understanding, clinical skills and professional practice applicable to medicine are learned through a range of modules none of which are stand alone modules and therefore this module should be recognised by teachers and students alike as part of the whole year and programme. The Specialties Module in year 4 of the BM programmes is studied along with 4 other clinical teaching modules in Psychiatry, Acute Care, Obstetrics & Gynaecology/GUM and Child Health; a year long Medical Ethics & Law (MEL) module; and a Year 4 assessment module. The emphasis of the assessments for each of the modules aligns with the focus of learning for that module; however the integrated nature of the course means that there will undoubtedly be overlap and aspects of the assessment in each module will draw upon learning from modules studied in earlier years as well as modules studied in that year. In addition, the MEL module and Year 4 assessment modules have been purposely designed to assess learning outcomes covered in any of the 5 clinical modules from the year.

The module will normally take the format of a 4 week placement in one or more of our University of Southampton partner trusts (one week in each specialty). The timing will vary for different student groups and the teaching staff will vary for different trusts and student groups. As is the nature of clinical placements, the exact learning experiences of each student will be variable; however all students will receive the same broad opportunities sufficient to achieve the learning outcomes of the module and it is expected that students will take responsibility for making the most of the opportunities provided and being pro-active in securing experiences in areas in which they feel they have weaknesses and/or have had fewest learning experiences.
MEDI3053 (2029-30)

Specialty Weeks (Dermatology, Head & Neck, Neurosciences & Ophthalmology)

This module focuses on the dermatology, neurosciences, ophthalmology and head & neck knowledge and understanding, practitioner and professional skills required of an F1 doctor, and the assessments within this module will focus on these areas.

The BM programmes are however highly contextualised and integrated programmes in which the application of knowledge and understanding, clinical skills and professional practice applicable to medicine are learned through a range of modules none of which are stand alone modules and therefore this module should be recognised by teachers and students alike as part of the whole year and programme. The Specialties Module in year 4 of the BM programmes is studied along with 4 other clinical teaching modules in Psychiatry, Acute Care, Obstetrics & Gynaecology/GUM and Child Health; a year long Medical Ethics & Law (MEL) module; and a Year 4 assessment module. The emphasis of the assessments for each of the modules aligns with the focus of learning for that module; however the integrated nature of the course means that there will undoubtedly be overlap and aspects of the assessment in each module will draw upon learning from modules studied in earlier years as well as modules studied in that year. In addition, the MEL module and Year 4 assessment modules have been purposely designed to assess learning outcomes covered in any of the 5 clinical modules from the year.

The module will normally take the format of a 4 week placement in one or more of our University of Southampton partner trusts (one week in each specialty). The timing will vary for different student groups and the teaching staff will vary for different trusts and student groups. As is the nature of clinical placements, the exact learning experiences of each student will be variable; however all students will receive the same broad opportunities sufficient to achieve the learning outcomes of the module and it is expected that students will take responsibility for making the most of the opportunities provided and being pro-active in securing experiences in areas in which they feel they have weaknesses and/or have had fewest learning experiences.
MEDI3053 (2027-28)

Specialty Weeks (Dermatology, Head & Neck, Neurosciences & Ophthalmology)

This module focuses on the dermatology, neurosciences, ophthalmology and head & neck knowledge and understanding, practitioner and professional skills required of an F1 doctor, and the assessments within this module will focus on these areas.

The BM programmes are however highly contextualised and integrated programmes in which the application of knowledge and understanding, clinical skills and professional practice applicable to medicine are learned through a range of modules none of which are stand alone modules and therefore this module should be recognised by teachers and students alike as part of the whole year and programme. The Specialties Module in year 4 of the BM programmes is studied along with 4 other clinical teaching modules in Psychiatry, Acute Care, Obstetrics & Gynaecology/GUM and Child Health; a year long Medical Ethics & Law (MEL) module; and a Year 4 assessment module. The emphasis of the assessments for each of the modules aligns with the focus of learning for that module; however the integrated nature of the course means that there will undoubtedly be overlap and aspects of the assessment in each module will draw upon learning from modules studied in earlier years as well as modules studied in that year. In addition, the MEL module and Year 4 assessment modules have been purposely designed to assess learning outcomes covered in any of the 5 clinical modules from the year.

The module will normally take the format of a 4 week placement in one or more of our University of Southampton partner trusts (one week in each specialty). The timing will vary for different student groups and the teaching staff will vary for different trusts and student groups. As is the nature of clinical placements, the exact learning experiences of each student will be variable; however all students will receive the same broad opportunities sufficient to achieve the learning outcomes of the module and it is expected that students will take responsibility for making the most of the opportunities provided and being pro-active in securing experiences in areas in which they feel they have weaknesses and/or have had fewest learning experiences.
MEDI3053 (2030-31)

Specialty Weeks (Dermatology, Head & Neck, Neurosciences & Ophthalmology)

This module focuses on the dermatology, neurosciences, ophthalmology and head & neck knowledge and understanding, practitioner and professional skills required of an F1 doctor, and the assessments within this module will focus on these areas.

The BM programmes are however highly contextualised and integrated programmes in which the application of knowledge and understanding, clinical skills and professional practice applicable to medicine are learned through a range of modules none of which are stand alone modules and therefore this module should be recognised by teachers and students alike as part of the whole year and programme. The Specialties Module in year 4 of the BM programmes is studied along with 4 other clinical teaching modules in Psychiatry, Acute Care, Obstetrics & Gynaecology/GUM and Child Health; a year long Medical Ethics & Law (MEL) module; and a Year 4 assessment module. The emphasis of the assessments for each of the modules aligns with the focus of learning for that module; however the integrated nature of the course means that there will undoubtedly be overlap and aspects of the assessment in each module will draw upon learning from modules studied in earlier years as well as modules studied in that year. In addition, the MEL module and Year 4 assessment modules have been purposely designed to assess learning outcomes covered in any of the 5 clinical modules from the year.

The module will normally take the format of a 4 week placement in one or more of our University of Southampton partner trusts (one week in each specialty). The timing will vary for different student groups and the teaching staff will vary for different trusts and student groups. As is the nature of clinical placements, the exact learning experiences of each student will be variable; however all students will receive the same broad opportunities sufficient to achieve the learning outcomes of the module and it is expected that students will take responsibility for making the most of the opportunities provided and being pro-active in securing experiences in areas in which they feel they have weaknesses and/or have had fewest learning experiences.
MANG2097 (2026-27)

Sustainability Reporting

Sustainability reporting is an organization’s practice of reporting publicly on its economic, environmental, and/or social impact, and hence its contributions - positive or negative – towards the goal of sustainable development. To ensure sustainable development, the United Nations adopted 17 Sustainable Development Goals (SDGs) in 2015. Among the goals is SDG 12 on ‘Responsible Consumption and Production’. Target 12.6 of the SDG encourages companies to adopt sustainable practices and sustainability reporting. Coupled with this development, the Paris Agreement on climate change which is a legally binding treaty adopted by 196 countries and came into force in November 2016. The goal of the Paris Agreement is to limit global warming to well below 2, preferably 1.45 degrees Celsius compared to pre-industrial level. Therefore, there is need to equip undergraduate students the with relevant skills to account for and organisations’ economic, environmental and social impacts. Students who successfully complete this module will be also able to analyse the sustainability performance of an organisation and recommend how the organisation can improve its sustainability performance.
MANG2097 (2027-28)

Sustainability Reporting

Sustainability reporting is an organization’s practice of reporting publicly on its economic, environmental, and/or social impact, and hence its contributions - positive or negative – towards the goal of sustainable development. To ensure sustainable development, the United Nations adopted 17 Sustainable Development Goals (SDGs) in 2015. Among the goals is SDG 12 on ‘Responsible Consumption and Production’. Target 12.6 of the SDG encourages companies to adopt sustainable practices and sustainability reporting. Coupled with this development, the Paris Agreement on climate change which is a legally binding treaty adopted by 196 countries and came into force in November 2016. The goal of the Paris Agreement is to limit global warming to well below 2, preferably 1.45 degrees Celsius compared to pre-industrial level. Therefore, there is need to equip undergraduate students the with relevant skills to account for and organisations’ economic, environmental and social impacts. Students who successfully complete this module will be also able to analyse the sustainability performance of an organisation and recommend how the organisation can improve its sustainability performance.
MANG2097 (2026-27)

Sustainability Reporting

Sustainability reporting is an organization’s practice of reporting publicly on its economic, environmental, and/or social impact, and hence its contributions - positive or negative – towards the goal of sustainable development. To ensure sustainable development, the United Nations adopted 17 Sustainable Development Goals (SDGs) in 2015. Among the goals is SDG 12 on ‘Responsible Consumption and Production’. Target 12.6 of the SDG encourages companies to adopt sustainable practices and sustainability reporting. Coupled with this development, the Paris Agreement on climate change which is a legally binding treaty adopted by 196 countries and came into force in November 2016. The goal of the Paris Agreement is to limit global warming to well below 2, preferably 1.45 degrees Celsius compared to pre-industrial level. Therefore, there is need to equip undergraduate students the with relevant skills to account for and organisations’ economic, environmental and social impacts. Students who successfully complete this module will be also able to analyse the sustainability performance of an organisation and recommend how the organisation can improve its sustainability performance.
MANG2097 (2026-27)

Sustainability Reporting

Sustainability reporting is an organization’s practice of reporting publicly on its economic, environmental, and/or social impact, and hence its contributions - positive or negative – towards the goal of sustainable development. To ensure sustainable development, the United Nations adopted 17 Sustainable Development Goals (SDGs) in 2015. Among the goals is SDG 12 on ‘Responsible Consumption and Production’. Target 12.6 of the SDG encourages companies to adopt sustainable practices and sustainability reporting. Coupled with this development, the Paris Agreement on climate change which is a legally binding treaty adopted by 196 countries and came into force in November 2016. The goal of the Paris Agreement is to limit global warming to well below 2, preferably 1.45 degrees Celsius compared to pre-industrial level. Therefore, there is need to equip undergraduate students the with relevant skills to account for and organisations’ economic, environmental and social impacts. Students who successfully complete this module will be also able to analyse the sustainability performance of an organisation and recommend how the organisation can improve its sustainability performance.
MANG2097 (2027-28)

Sustainability Reporting

Sustainability reporting is an organization’s practice of reporting publicly on its economic, environmental, and/or social impact, and hence its contributions - positive or negative – towards the goal of sustainable development. To ensure sustainable development, the United Nations adopted 17 Sustainable Development Goals (SDGs) in 2015. Among the goals is SDG 12 on ‘Responsible Consumption and Production’. Target 12.6 of the SDG encourages companies to adopt sustainable practices and sustainability reporting. Coupled with this development, the Paris Agreement on climate change which is a legally binding treaty adopted by 196 countries and came into force in November 2016. The goal of the Paris Agreement is to limit global warming to well below 2, preferably 1.45 degrees Celsius compared to pre-industrial level. Therefore, there is need to equip undergraduate students the with relevant skills to account for and organisations’ economic, environmental and social impacts. Students who successfully complete this module will be also able to analyse the sustainability performance of an organisation and recommend how the organisation can improve its sustainability performance.
CHEG2000 (2027-28)

Unit Operations 1 -Particle Technology

The module will develop a detailed understanding of advanced particle technology and processes, including processes that have simultaneous heat and mass transfer. The main objective will be to learn how to design and size sustainable processes that involve solids or particles.
CHEG2000 (2026-27)

Unit Operations 1 -Particle Technology

The module will develop a detailed understanding of advanced particle technology and processes, including processes that have simultaneous heat and mass transfer. The main objective will be to learn how to design and size sustainable processes that involve solids or particles.
HPRS1036 (2026-27)

Work-Based Training 1

This module will allow you to safely practice in a clinical environment. Supervised by experienced qualified staff, you will perform tests you have learnt within the programme's unique clinical skills facility base at University Hospital Southampton. The module will provide you with access to cardiac and respiratory patients.
ARTD3090 (2026-27)

WSA Year Abroad

This non-credit bearing module is a compulsory module designed to provide support and engagement with your WSA tutors if you decide to take the option of a Year Abroad between Part 2 and Part 3 of your degree programme.

Your dedicated study abroad coordinator will guide you in completing an Individual Learning Agreement (ILA) and risk assessment; these will assist you in framing your learning goals and activities at the selected partner institution.

Your ILA will specify the modules and number of CATS credits you will study with the partner. Successful completion of the modules will enable the transfer of credits and your progression to the final year of the BA programme.

As part of the module you will participate in a number of pre-departure workshops before the end of Part 2, where you will be able to meet with other students participating in the Year Abroad study and be guided by WSA and International Office staff in the expectations of the period abroad.
ARTD3090 (2028-29)

WSA Year Abroad

This non-credit bearing module is a compulsory module designed to provide support and engagement with your WSA tutors if you decide to take the option of a Year Abroad between Part 2 and Part 3 of your degree programme.

Your dedicated study abroad coordinator will guide you in completing an Individual Learning Agreement (ILA) and risk assessment; these will assist you in framing your learning goals and activities at the selected partner institution.

Your ILA will specify the modules and number of CATS credits you will study with the partner. Successful completion of the modules will enable the transfer of credits and your progression to the final year of the BA programme.

As part of the module you will participate in a number of pre-departure workshops before the end of Part 2, where you will be able to meet with other students participating in the Year Abroad study and be guided by WSA and International Office staff in the expectations of the period abroad.
ARTD3090 (2027-28)

WSA Year Abroad

This non-credit bearing module is a compulsory module designed to provide support and engagement with your WSA tutors if you decide to take the option of a Year Abroad between Part 2 and Part 3 of your degree programme.

Your dedicated study abroad coordinator will guide you in completing an Individual Learning Agreement (ILA) and risk assessment; these will assist you in framing your learning goals and activities at the selected partner institution.

Your ILA will specify the modules and number of CATS credits you will study with the partner. Successful completion of the modules will enable the transfer of credits and your progression to the final year of the BA programme.

As part of the module you will participate in a number of pre-departure workshops before the end of Part 2, where you will be able to meet with other students participating in the Year Abroad study and be guided by WSA and International Office staff in the expectations of the period abroad.
MUSI2104 (2026-27)

19th Century Italian Opera: Rossini, Bellini, Donizetti and Verdi

MUSI2104 (2027-28)

19th Century Italian Opera: Rossini, Bellini, Donizetti and Verdi

MUSI3107 (2026-27)

19th Century Italian Opera: Rossini, Bellini, Donizetti and Verdi

PAIR1011 (2026-27)

A (Dis) United Kingdom? An introduction to British Politics

Set on the background of Brexit, a Scottish independence referendum, and the rise of new parties, the years since 2010 have seen a coalition government, three referendums, four elections, the highest and lowest ever two-party vote share, and several other historical moments. Are we witnessing the fragmentation of the political landscape, or the re-emergence of old party loyalties? How can we predict what's going to happen, or explain what has happened? This is what this module aims to do.

To make sense of the rapidly shifting political tides, we need more than headlines and opinion polls - we need political science. Understanding UK politics isn't just about knowing who's in power, it's about grasping the deeper forces that shape our democracy and influence our future.

This module explores the key institutions, parties, and movements that have defined UK politics, past and present. Lectured by international experts on the topics, we will understand how the historical forces of class politics shape politics today, debate whether Parliament is fit for purpose, what it means to represent and be represented, and get the inside line on what it's like to be a Minister, amongst much else.

Structured around lectures and seminars with applied topics, you'll develop a critical understanding of UK politics. You'll gain essential analytical tools from political science, using social data and other tools, equipping you to navigate, interpret, and even shape political developments in the UK.
PAIR1011 (2025-26)

A (Dis) United Kingdom? An introduction to British Politics

Set on the background of Brexit, a Scottish independence referendum, and the rise of new parties, the years since 2010 have seen a coalition government, three referendums, four elections, the highest and lowest ever two-party vote share, and several other historical moments. Are we witnessing the fragmentation of the political landscape, or the re-emergence of old party loyalties? How can we predict what's going to happen, or explain what has happened? This is what this module aims to do.

To make sense of the rapidly shifting political tides, we need more than headlines and opinion polls - we need political science. Understanding UK politics isn't just about knowing who's in power, it's about grasping the deeper forces that shape our democracy and influence our future.

This module explores the key institutions, parties, and movements that have defined UK politics, past and present. Lectured by international experts on the topics, we will understand how the historical forces of class politics shape politics today, debate whether Parliament is fit for purpose, what it means to represent and be represented, and get the inside line on what it's like to be a Minister, amongst much else.

Structured around lectures and seminars with applied topics, you'll develop a critical understanding of UK politics. You'll gain essential analytical tools from political science, using social data and other tools, equipping you to navigate, interpret, and even shape political developments in the UK.