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

3596 modules

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MANG6350 (2026-27)

Entrepreneurship and New Venture Design

This module will look at processes supporting the design of new entrepreneurial ventures and offerings. In teams, students will follow a number of experimental and participative models to develop and test prototype ideas. The academic discipline of entrepreneurship will also be examined in order to provide a theoretical background, and to investigate what we currently know (and don't know) about new venture success.
GGES3010 (2026-27)

Environment and Health

Health and the provision of health care are important issues in our everyday lives. Many of the debates surrounding health are inherently spatial in nature and as such geographers are well placed to play an important role in informing research and providing evidence for decision making. This module aims to develop an in-depth understanding of the concepts, methods and applications involved in evaluating links between the environment and health. In this context, we define ‘environment’ in its broadest sense, incorporating aspects of the natural, built, social, economic and cultural environment, all of which we argue have a potentially important role to play in determining our health. In this module, we focus particularly on aspects of the built, social and economic environment, employing predominantly quantitative approaches to the study of environment and health. By the end of the module, students should be able to critically evaluate contemporary developments in health from a geographical perspective.
LAWS1029 (2026-27)

Environment, Sustainability and International Law

In an interconnected world, global challenges such as climate change, biodiversity loss and pollution (the 'triple planetary crisis') require, inter alia, international co-operation. Such co-operation, including through the conclusion of international treaties, has implications for national sovereignty. At the same time, domestic priorities – and their evolution – influence the interpretation and implementation of international commitments. For example, in the context of climate change, the UK became the first country to set binding emission reduction targets, via national legislation, in response to international commitments. On the other hand, planned (national) developments in the energy and transport sectors, considered beneficial for job creation, energy security and investment, are apparently at odds with the country’s climate change commitments - also highlighting tensions between the socio-economic and environmental pillars of sustainable development, respectively.

Against this background, the Environment, Sustainability and International Law module will explore sustainable development, a key concept underpinning international environmental law, and to which all UN member states have committed, but which has proven contentious in practice. Using environment- and sustainability-related case studies, the module will focus on developing understanding of how law is shaped, including through the interaction between priorities and commitments at different levels of government. In so doing, the module also provides an introduction to concepts and issues that will be encountered in later parts of the degree.
LAWS2059 (2026-27)

Environment, Sustainability and International Law

In an interconnected world, global challenges such as climate change, biodiversity loss and pollution (the 'triple planetary crisis') require, inter alia, international co-operation. Such co-operation, including through the conclusion of international treaties, has implications for national sovereignty. At the same time, domestic priorities – and their evolution – influence the interpretation and implementation of international commitments. For example, in the context of climate change, the UK became the first country to set binding emission reduction targets, via national legislation, in response to international commitments. On the other hand, planned (national) developments in the energy and transport sectors, considered beneficial for job creation, energy security and investment, are apparently at odds with the country’s climate change commitments - also highlighting tensions between the socio-economic and environmental pillars of sustainable development, respectively.

Against this background, the Environment, Sustainability and International Law module will explore sustainable development, a key concept underpinning international environmental law, and to which all UN member states have committed, but which has proven contentious in practice. Using environment- and sustainability-related case studies, the module will focus on developing understanding of how law is shaped, including through the interaction between priorities and commitments at different levels of government. In so doing, the module also provides an introduction to concepts and issues that will be encountered in later parts of the degree.
SOES3008 (2026-27)

Environmental and Engineering Geology

This module examines current topics in environmental and engineering geology – the practical application of geoscience principles in the solving of environmental and engineering problems. Through a mix of lecture, discussion and practical sessions, you will cover various aspects of environmental geochemistry and radioactivity, hydrology/hydrogeology, and engineering geology and show how the interconnections between these and other academic areas (oceanography, biology, geography, geomorphology, civil engineering etc.) allow the better understanding and management of major and complex contemporary issues such as Nuclear Decommissioning, Water Resource, Offshore Renewable Energy Development, Carbon Capture and Storage, Urban Regeneration, Waste Management, Public Health and Environmental Protection. The module develops a range of wider skills relevant to employers, including numeracy and analysis skills, problem solving and group working.
FILM3040 (2026-27)

Environmental Cinema and Media

There is now an overwhelming scientific and political consensus that climate change is occurring as a result of human activity and that there is an urgent need for action to address the causes and effects of this. This module will consider the place of film, television, and digital media in this global crisis and ask what we, as film students and scholars, can contribute to ongoing debates and initiatives.

Cinema is inextricably linked with the exploitation of fossil fuels, the modernity they supported, and the resulting environmental impact. While fossil fuels had been consumed for hundreds of years before the arrival of moving image technology, the twentieth century saw an exponential growth in energy consumption, and especially the turn towards petroleum usage. Like any industry, cinema and television consume resources in its production and consumption. Yet cinema has also shaped our understanding and use of natural resources. Nature programmes construct our idea of what the environment is. Advertising promotes consumption. Narrative fictions can likewise glamourise products, lifestyles and behaviours, or depict the catastrophic effects of climate change. Cinema is used as a tool within many industries for scientific and educational purposes. New media have also been adopted by activists and politicians to enact change.

This module will provide an opportunity to examine these myriad relationships and impacts between cinematic media and the environment. It will look at familiar narrative feature films from this new perspective and introduce new examples and types of moving image practice and their aesthetic models. It will encourage students to explore interdisciplinary understandings of media and their role in the world.
GGES1003 (2026-27)

Environmental Field Techniques and Applications

This module is designed to provide you with hands-on experience of a wide range of contemporary environmental issues and techniques, and an understanding of how we make use of data to answer environment related research questions. The module is primarily delivered during a residential field trip (prevailing circumstances permitting). During the first part of the trip, you will visit different environments and learn key data collection strategies. The second part of the trip will involve undertaking a group research project, which offers you the opportunity to put into practice the skills learnt across the core Environmental Science curriculum from your first year.
GGES2001 (2026-27)

Environmental Impact Assessment

This module examines the process of assessing the potential impacts of major developments on the environment- known worldwide as Environmental Impact Assessment (EIA).

The module has two major themes. In the first part of the module emphasis is placed on the philosophy of EIA, and the legal and planning framework in which EIA is used. The second, more practical part, focuses on selected major impacts/issues which need to be considered as part of environmental assessment and the approaches to baseline surveys used by various disciplines to assess and monitor environmental change.

Students should gain an intellectual feel for approaches to environmental management and decision-making- plus practically orientated exposure to the approaches used in assessing impacts.
Students will concentrate on EIA procedures in the UK, and on the way in which the process integrates different disciplines and different interest groups. At the completion of the course students should be able to judge whether or not a particular project would require an EIA; how such an assessment be produced, what steps would be needed to undertake a baseline survey, how impacts might be mitigated and monitored. They should also be able to discuss critically the strengths and weaknesses of the system and the methods available. Case studies and examples of practice from around the world are also included in the module.

Practice in researching and writing a detailed report as part of a proposed EIA will be provided through the major coursework exercise, examining a fictional (but not unlikely) local scenario.
LAWS3175 (2026-27)

Environmental Justice and the Law

The module explores the concept of environmental justice and looks at the role of law in both aggravating and addressing environmental injustices. In an age of climate and biodiversity crises, the idea of environmental justice is at the heart of many of the most contentious and urgent debates in environmental law, at both the domestic and international level. In this module, students will have the opportunity to discuss and research a wide range of environmental law themes and issues (including access to clean water, mining and extraction, climate change, biodiversity and extinctions, plastic and pollution, animal rights, fisheries and the ocean, among others) and gain an understanding of the social, economic, political and environmental justice dimensions of each of these themes. In each class, students will learn about and discuss important case studies and case law, and in this way gain an expansive understanding of how law responds to (and creates) environmental problems, and how those affected by environmental injustice use the law to resist environmental harm.
GGES3000 (2026-27)

Environmental Law and Management

This module will enable students to apply their understanding of environmental problems and assess potential solutions through the application of law, policy, and management. The lecture sessions will introduce and analyse the theoretical development and structure of a legislative and management theme, followed up with an assessment of the application the law and management through practical exercises and discussion of case studies. There will be a focus on what the legislation, policy and environmental management will mean to students when they are working with businesses, government (national and local), and the public after graduation. The over-riding philosophy of the module is to explore how the application of environmental management and enforcement of legislation can lead to positive environmental changes in the commercial and domestic sectors. The emphasis in this class will be on discussion and group exercises.
Students will be encouraged to participate in debates at every opportunity as opposed to traditional lecture-based classes.
Students from outside the School of Geography and Environmental Science wishing to take this module should contact the module lead to discuss their academic background and determine if this module is suitable.
GGES6005 (2026-27)

Environmental Law and Management Systems

This module will enable students to apply their understanding of environmental problems in business and practice, and assess potential solutions through the application of law, policy, and management. The lecture sessions will introduce and analyse the theoretical development and structure of a legislative theme, followed up with an assessment of the application and management of the law through discussion of case studies. There will be a focus on what the legislation, regulation, and policy will mean to students when they are working with businesses, government (national and local), and the public after graduation. The over-riding philosophy of the module is to explore how the application and enforcement of legislation and regulation can lead to positive environmental changes in the industrial, commercial and political sectors. The emphasis in this class will be on discussion and group exercises. Students will be encouraged to participate in debates at every opportunity as opposed to traditional lecture based classes.
BIOL2038 (2026-27)

Environmental Microbiology

See aims and learning outcomes
SOES6023 (2026-27)

Environmental Radioactivity and Radiochemistry

GGES1000 (2026-27)

Environmental Science: Concepts and Communication

This module focuses on environmental issues across a range of themes and provides a focal point for the first year of the undergraduate Environmental Science programmes, in terms of knowledge and understanding, and study skills. The module considers knowledge and understanding of the environment in an inter- and multi-disciplinary basis. The summative coursework assignment works towards combining and analysing information to enable prediction of change and response to interventions. The seminars demonstrate the wide variety of information which is available about the environment, and the ways in which information can be drawn together to understand environmental processes and to inform decisions regarding the environment. Good practice and efficiency in study are introduced via elements of lectures and tutorials. Approaches to developing and reinforcing the generic and subject specific skills needed to be an effective environmental scientist are also provided.

Lecture sessions are used as a means to present and consider contemporary environmental issues, and to augment academic and employability skills. Lecture sessions on key skills are aligned with and complementary to tutorials. Tutorial activities and tasks have two main purposes: (1) to reinforce and develop further the academic skills introduced in lectures (e.g. via guided self-study exercises), and (2) encourage student-centred learning via formative assessments focusing on contemporary environmental topics or themes.
GGES3023 (2026-27)

Environmental Sensing for Real World Geomorphological Challenges

This course seeks to make use of innovative and cutting edge technologies in the field of Earth surface process monitoring to address the real world challenges encountered by commercial and/or governmental organisations.

Students on this module will tackle a real world geomorphological challenge using novel monitoring and processing techniques. The nature of the challenge set will vary between cohorts depending upon the evolving needs of the client or organisation involved, but examples include flood monitoring, high resolution monitoring of coastal environments and management/monitoring of nationally protected eco-geomorphic environments.

Students will gain a scientific understanding of the geomorphological system of interest which will underpin their approach to how best to tackle the problem in hand. The module will make use of technology such as Uncrewed Aerial Vehicles, Terrestrial Laser Scanners, differential Global Positioning Systems and other survey techniques, alongside state of the art processing methods such as Structure from Motion and 3D point cloud processing.

Students will work in teams to analyse the challenge, devise a theoretical solution and ultimately field test it. Teams will work with an awareness of budgetary constraints set by the client (for development and for the overall operational cost of the proposed solution). Teams will maintain a blog outlining the thought process behind the development of a solution.
MATH6033 (2026-27)

Epidemiological Methods

This module introduces students to the main concepts involved in epidemiological analyses. The main epidemiological study designs are introduced and two lectures focus on methods used to analyse case-control studies whilst another two focus on cohort studies; a further lecture explores the issues around ecological studies and meta-analysis. Throughout the course students are encouraged to think about the important issues of bias and confounding and how they might influence the results of epidemiological analyses. The issue of causality is also emphasised and students are taught about causal thinking and using Directed Acyclic Graphs. More interactive lectures help students to consider how they would design an epidemiological study and how to weigh the evidence from the results of an analysis.
NURS2002 (2026-27)

Epidemiology, global and public health

This module offers an opportunity to explore globalisation in health and healthcare from the perspective of individuals, communities and populations. You will apply epidemiological approaches to analyse and evaluate contemporary public health issues, enhancing your understanding of disease patterns, risk factors and the effectiveness of health interventions in diverse populations. As part of this module, you will develop an understanding of the connection between human health and the health of our planet’s natural systems. You will consider the nurse's role in addressing health inequalities, promoting sustainable healthy lifestyles, preventing disease and addressing determinants of health.
NURS6138 (2026-27)

Epidemiology, Global and Public Health (MSc)

This module offers an opportunity to explore globalisation in health and healthcare from the perspective of individuals, communities and populations. You will apply epidemiological approaches to analyse and evaluate contemporary public health issues, enhancing your understanding of disease patterns, risk factors and the effectiveness of health interventions in diverse populations. As part of this module, you will develop an understanding of the connection between human health and the health of our planet’s natural systems. You will consider the nurse's role in addressing health inequalities, promoting sustainable healthy lifestyles, preventing disease and addressing determinants of health.
PHIL2021 (2026-27)

Epistemology: Knowledge and Evidence

Epistemology is dedicated to questions about the nature and structure of knowledge and justified belief. Some central questions in epistemology include:

- What is knowledge? Why is it valuable?
- To gain knowledge from a reliable source, does one need to know that the source is reliable, or is it enough for the source simply to be reliable?
- What is justified belief? Is evidence necessary for justified belief, or can some beliefs be justified without evidence?
- Is the justification of a person's beliefs determined just by the person's mental states, or might factors external to the mind play an essential role?
- Where, if at all, do sceptical arguments go astray?

While epistemology has traditionally focused on individual knowers, the field has recently taken an interpersonal turn, examining new questions concerning the social dimensions of knowledge. The course will cover some of this new work in social epistemology in addition to classics in individual epistemology.
LAWS3137 (2026-27)

Equality at Work

This module introduces you to four key themes of equality law in the employment context:

(1) The principles and evolution of equality law;
(2) The forms of discrimination;
(3) The protected grounds
(4) The challenges for enforcing equality law.

You will acquire a good understanding of the relevant law. You will also develop a critical perspective of law in its wider social, economic, political and historical context, and you will be trained to successfully apply the law to factual situations.

The module will be taught in a lively manner, promoting student engagement through problem-based learning, analysis of real-life situations and discussion of topical social and policy developments.
LAWS2041 (2026-27)

Equity and Trusts

Equity and Trusts examines the origin of equity, and the principles associated with equity and trusts. It assesses critically the application of those principles to factual circumstances; the manner in which these principles affect people in their everyday lives; how those principles are to be reconciled with the principles governing the creation of express trusts, the imposition of trusts by law; how equity and trusts law adapt to changing social conditions.
LAWS3153 (2026-27)

Equity and Trusts (AJP)

This version of Equity and Trusts is delivered for you if you are studying the LLB JD Pathway, the LLB Accelerated programme or the LLB Law with Psychology programme.. The module examines the origin of equity, and the principles associated with equity and trusts. It assesses critically the application of those principles to factual circumstances; the manner in which these principles affect people in their everyday lives; how those principles are to be reconciled with the principles governing the creation of express trusts, the imposition of trusts by law; how equity and trusts law adapt to changing social conditions.
MANG6029 (2026-27)

Equity Markets

This module aims to provide students with practical knowledge of the equity markets (primary and secondary markets, and mergers and acquisitions activities), as well as an overall understanding in the theoretical foundation and empirical evidence with regard to portfolio theories, capital market theories and market efficiency. The combination of the practical and theoretical elements provides a full picture about how the real financial markets operate, how investors can reach ideal investment decisions, and whether the aggregate empirical evidence of the stock market is consistent with what theories suggest. This module takes a global perspective, from which we learn practices and empirical evidence from the developed markets, as well as the emerging markets.
PHIL1005 (2026-27)

Ethics

We all make moral judgements every day. Today you might have decided not to push into a queue because it would be unfair. You might think that murder is wrong but that it is still not permissible for the state to take an innocent life in retribution. You might have been appalled at an item on the radio, exclaiming that large international companies should not use loopholes to avoid paying taxes. Ethics explores these moral judgements. You will explore the nature of moral judgements. What am I doing when I say that something is wrong? Am I merely expressing my own preferences or am I trying to report some external truth? You will also consider theories about how we should act. Is morality about bringing about the greatest happiness for everyone concerned? Is it wrong to lie even when doing so won’t have any bad consequences?
AICE1001 (2026-27)

Ethics and Security of Computing

This module develops students understanding of the fundamental security, privacy, ethical, and legal issues relating to all aspects of building systems involving computer systems and artificial intelligence.
PHIL6075 (2026-27)

Ethics at Work: Customers, Companies, and Cooperation

In our working lives, we engage in many, ethically-complex relationships—with employers, with colleagues and with clients and customers. This module will explore some of the distinctive ethical challenges that these relationships pose. For example, is the employer-employee relation inevitably exploitative? And is wage labour inevitably alienating? If not, when is working for a wage a fair exchange? And how is that question affected by broader questions of equal opportunity and equal reward? When is a business’ relation to its customers exploitative? For example, which ethical demands should shape how businesses advertise products and the prices they set? And are businesses simply there to facilitate their customers’ choices—however immoral they may be? When instead might an employee be obliged to make public confidential information they hold about their customers or indeed their employers—as recent cases of ‘whistleblowing’ illustrate. This module will explore some of these questions, which have widespread - global! - significance.
UOSM2026 (2026-27)

Ethics in Science, Engineering and Technology: Jekyll and Hyde

Starting from the underlying themes in Jekyll and Hyde, wherein a scientific discovery can be seen as having both beneficial (Dr. Jekyll) and detrimental aspects (Mr. Hyde), this module delves into the general area of the ethics and social responsibility of scientific discovery in the present day.

The contextual setting of the Jekyll and Hyde story (which students will be expected to read) acts as a jumping-off point to examine a series of modern, topical case studies with issues that stubbornly refuse to go away. Delivery will take the form of lectures, seminars, and formal debates by students taking the module.
UOSM6001 (2026-27)

Ethics in Science, Engineering and Technology: Jekyll and Hyde

Starting from the underlying themes in Jekyll and Hyde, wherein a scientific discovery can be seen as having both beneficial (Dr. Jekyll) and detrimental aspects (Mr. Hyde), this module delves into the general area of the ethics and social responsibility of scientific discovery in the present day.

The contextual setting of the Jekyll and Hyde story (which students will be expected to read) acts as a jumping-off point to examine a series of modern, topical case studies with issues that stubbornly refuse to go away. Delivery will take the form of lectures, seminars, and formal debates by students taking the module.
PHIL2039 (2026-27)

Ethics of Global Poverty

Ethics of Global Poverty examines the duties of affluent people towards those living in poverty around the world. Among the questions we will examine are: What obligations do we have to help strangers in need? What bases might such obligations have? Are some charitable causes better than others? Do we have an obligation to donate to the most effective charities, or do we have discretion in our charitable giving? How do we determine the limits of obligations of beneficence? How demanding can such obligations be? Do the major moral theories converge on answers to these questions?
PAIR3057 (2026-27)

Ethics of Public Policy

This module involves the ethical evaluation of public policies. Note that it is not primarily concerned with how public policies are made and implemented, nor with non-ethical assessment of them, such as how effective they are in achieving their aims. These are questions for social scientists, broadly conceived, but the issues explored here are normative, rather than empirical, in nature.
For instance, we will ask whether it is the business of the state to ensure that citizens are morally good or healthy. That is, we will consider whether, or how far, the state may act to enforce moral standards or engage in paternalism. We will look both at the ends of policy and also the means employed to those ends; for instance, perhaps it would be impermissible for the state to coerce individuals into making healthier choices, but maybe it could use non-coercive methods – such as ‘nudges’ – to encourage healthy behaviour.
The methods employed are those of political theory or moral philosophy, but nor is this simply an applied ethics module. Whereas the ethicist asks (e.g.) whether abortion is morally permissible, the focus on this module is on what public policy should be. Examples of questions we may consider include whether the state should permit abortions, whether it may act to discourage them, whether it should fund them, and whether medical practitioners should be allowed to opt-out of performing them. A liberal-democratic state ought to respect freedom and diversity, yet at the same time needs to address certain policy issues on which there may be deep disagreement between citizens. The aim of this module, therefore, is to uncover the policies that such a state may employ.
PAIR2052 (2026-27)

Ethics of Public Policy

This module involves the ethical evaluation of public policies. Note that it is not primarily concerned with how public policies are made and implemented, nor with non-ethical assessment of them, such as how effective they are in achieving their aims. These are questions for social scientists, broadly conceived, but the issues explored here are normative, rather than empirical, in nature.
For instance, we will ask whether it is the business of the state to ensure that citizens are morally good or healthy. That is, we will consider whether, or how far, the state may act to enforce moral standards or engage in paternalism. We will look both at the ends of policy and also the means employed to those ends; for instance, perhaps it would be impermissible for the state to coerce individuals into making healthier choices, but maybe it could use non-coercive methods – such as ‘nudges’ – to encourage healthy behaviour.
The methods employed are those of political theory or moral philosophy, but nor is this simply an applied ethics module. Whereas the ethicist asks (e.g.) whether abortion is morally permissible, the focus on this module is on what public policy should be. Examples of questions we may consider include whether the state should permit abortions, whether it may act to discourage them, whether it should fund them, and whether medical practitioners should be allowed to opt-out of performing them. A liberal-democratic state ought to respect freedom and diversity, yet at the same time needs to address certain policy issues on which there may be deep disagreement between citizens. The aim of this module, therefore, is to uncover the policies that such a state may employ.
PAIR3042 (2026-27)

Ethics of War

This module provides an overview of ethical challenges associated with the use of force for political purposes. Drawing on historical and contemporary ideas and information, we consider whether, how and why ethical principles influence strategic and tactical decisions. The module is informed by ongoing research in the Department of Politics and International Relations (PAIR), and it complements other modules that explore global governance, global ethics, foreign and security policy, and military strategy.
PAIR2034 (2026-27)

Ethics of War

This module provides an overview of ethical challenges associated with the use of force for political purposes. Drawing on historical and contemporary ideas and information, we consider whether, how and why ethical principles influence strategic and tactical decisions. The module is informed by ongoing research in the Department of Politics and International Relations (PAIR), and it complements other modules that explore global governance, global ethics, foreign and security policy, and military strategy.
SPAN2014 (2026-27)

Ethnography of Latin America

This module uses ethnographic approaches to understand the diversity of Latin America’s peoples and cultures. Emphasizing the emergence within Latin American anthropology of focuses on everyday life through topics such as kinship and family, ritual and religion, illness and healing, and race and gender, we examine how micro-processes entwine with macro-processes of globalization, social transformation and inequality. We therefore integrate details about particular peoples and cultures with analyses of the wider historical and social themes that are central to critically understanding the complexities of Latin America. Module materials are centred on ethnography as both research process and scholarly product. Ethnography is supplemented with literature, film (both documentary and non-documentary), and journalism.
PHYS2030 (2026-27)

European Dimension in Space

This module will provide students with an insight into the advantages of collaboration within Europe for the promotion of Space Science. The mechanism for the selection of missions and their subsequent development will be illustrated using a number of topical examples.

Students will participate in two group-based mission design studies which will simulate the European mission selection process in the context of high energy astronomy.
MANG6241 (2026-27)

European Labour Markets

This module offers a comprehensive analysis of global and European policy and politics of employment and skill formation. Far from becoming less important in the context of a serious recession, these issues are all the more important because demographic trends are unaltered in the medium term, even with an economic recession: most of the 2050 workforce are already on the planet and most of the 2030 workforce are already in the labour market. In the scramble to shed jobs, we need to reflect on these issues and to think more strategically about how to ensure we shall have the workforce with the competences necessary to meet the challenges of the future. The module is designed to equip participants with a core body of knowledge necessary to understand European diversity with respect to, among other things, labour market regulation, employment relations systems and training regimes. Participants will be introduced to the underpinning theories of labour market regulation as well as the policy tools and instruments that have been developed in support of the Lisbon and Europe 2020 objectives of making Europe the most competitive knowledge based economy based on a high level of skills and social inclusion.
PAIR2017 (2026-27)

European Power and the Geopolitics of Europe and Asia

It is the first time in history that we can approach the problem of European security architecture in terms of governance, rather than hegemony or the balance of power. The proliferation of European and global institutions concerned with addressing different dimensions of broadly defined security is encouraging and an indication of progress in light of the extremely violent first half of the 20th century.

At the same time, however, some of Europe’s centuries-old demons seem to have returned with vengeance (conflict with Russia) and new challenges undermine the established security order (Brexit). At the centre of these progressive and regressive developments is the EU and the ever-important problem of the nature and scope of European integration. In the field of international security, the EU has made an important, if often overlooked progress, transforming the very approach to long-term security challenges. At the same time, the security dimension of European integration is very much work in progress and, in light of the aforementioned challenges, raises some fundamental questions.
PAIR3026 (2026-27)

European Power and the Geopolitics of Europe and Asia

It is the first time in history that we can approach the problem of European security architecture in terms of governance, rather than hegemony or the balance of power. The proliferation of European and global institutions concerned with addressing different dimensions of broadly defined security is encouraging and an indication of progress in light of the extremely violent first half of the 20th century.

At the same time, however, some of Europe’s centuries-old demons seem to have returned with vengeance (conflict with Russia) and new challenges undermine the established security order (Brexit). At the centre of these progressive and regressive developments is the EU and the ever-important problem of the nature and scope of European integration. In the field of international security, the EU has made an important, if often overlooked progress, transforming the very approach to long-term security challenges. At the same time, the security dimension of European integration is very much work in progress and, in light of the aforementioned challenges, raises some fundamental questions.
EDUC6508 (2026-27)

Evaluating Widening Access and Participation Initiatives

Evaluating Widening Participation Initiatives (1) is the second module in the Postgraduate Certificate in Widening Participation and Evaluation. It will provide you with an understanding of how to effectively approach evaluation from a substantive and conceptual perspective that will see you consider evaluation design right from the outset of your intervention planning.

Similar to module one, an overview of key themes will be introduced in the first of the learning retreats, offered at the beginning of semester one, with the majority of content delivered in the second half of the first semester. You will be encouraged to share your current evaluation practices with other learners on the course to support in the sharing and learning of good practice.

In this module, you will learn to consider evaluation as a holistic concept, removed from simple, reductive measures of success or monitoring processes. You will understand the value of Theories of Change, beyond just the need of completion, exploring templates with which to develop a core theory of change. This forms the summative assessment for this module, in preparation of an enhanced theory of change, which will be assessed at the end of the semester. You will build confidence in using theories of change and espousing their utility within your team or at an institutional level.
STAT6147 (2026-27)

Evaluation and Monitoring

The aim of this module is to develop students' understanding of the nature of studies to monitor and evaluate intervention programmes, using examples from Government and other related areas. There is a particular focus on the contribution of statistical methods in both the design and analysis of such studies.
STAT6130 (2026-27)

Evaluation and Monitoring

The aim of this module is to develop students' understanding of the nature of studies to monitor and evaluate intervention programmes, using examples from Government and other related areas. There is a particular focus on the contribution of statistical methods in both the design and analysis of such studies.
MEDI6259 (2026-27)

Evaluation for Public Health

Society has limited resources available to meet unlimited wants with respect to achieving health. Pressures from demographic change, technological advances and changing lifestyle habits make it important to evaluate what health programmes can be provided and how they should be provided. The main focus of the module is on evaluation, both the methods and application to public health. The module will combine pragmatic evaluation of health services for public health practice with economic evaluation. Pragmatic evaluation of health services for public health practice will equip those completing the module with useful frameworks that are directly applicable to health contexts globally. The module will help you understand when and how to incorporate an economic evaluation into a broader evaluation and in what contexts it is useful to undertake an economic evaluation in its own right. The module will cover the theoretical basis underlying economic evaluation, the methodology needed to conduct an economic evaluation and the potential challenges to applying economic evaluation methods to public health. The module will help you critically appraise, produce and communicate evidence which can help to influence decision making in practice.
ENGL3086 (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.
UOSM2047 (2026-27)

Everything, everywhere, anytime - Learning in informal settings

Society often sees school as the sole site of learning. Yet people learn from a variety of sources, in a variety of places and for various reasons. The reality is that a great deal of learning takes place in the social and cultural contexts that are offered outside school - informal settings, such as museums, social media, traditional media, hobbies, friends, family and many more. This module will focus on the learning that happens in these contexts.
The module takes a hands-on-approach to understanding how to design learning activities for such environments.
PSYC6180 (2026-27)

Evidence Based Interventions

Homelessness Wellbeing Practitioners facilitate clinical improvement by offering information and support for evidence-based low-intensity psychological treatments. Low-intensity psychological treatments place a greater emphasis on patient self-management and are designed to be less burdensome to people undertaking them than traditional psychological treatments. Foundational to effective engagement are basic counselling skills, essential for building strong therapeutic relationships.
PSYC6153 (2026-27)

Evidence Based Interventions for Common Mental Health Problems with Children and Young People (Theory and Skills)

The EMHP's aid clinical improvement through the provision of information and support for evidence-based, low-intensity psychological treatments. Psychological treatments place a greater emphasis on self-management and are designed to be less burdensome to CYP undertaking them, compared to traditional psychological treatments.

The overall delivery of these interventions is informed by behaviour change models and strategies. Examples of interventions include providing support for a range of low-intensity self-help interventions (often with the use of written self-help materials) informed by cognitive-behavioural and social learning principles, such as behavioural activation, exposure, cognitive restructuring, problem solving, CBT-informed sleep management, parent training, as well as supporting physical exercise and healthy eating habits.

Support is specifically designed to enable children and young people and parents/carers to optimise their/their child’s use of self-management recovery information and may be delivered individually to children and young people or to their parents / carers through face-to-face work, remote delivery, telephone, email or other contact methods. EMHPs must also be able to manage any change in risk status.

This module will equip EMHPs with a good understanding of the process of therapeutic support and the management of individual children and young people and parents / carers experiencing anxiety, low mood or behavioural difficulties. Skills teaching will develop general and disorder-defined ‘specific factor’ competencies in the delivery of low intensity treatments informed by cognitive-behavioural and social learning principles.
PSYC3074 (2026-27)

Evidence Based Interventions for Common Mental Health Problems with Children and Young People (Theory and Skills)

The EMHP's aid clinical improvement through the provision of information and support for evidence-based, low-intensity psychological treatments. Psychological treatments place a greater emphasis on self-management and are designed to be less burdensome to CYP undertaking them, compared to traditional psychological treatments.

The overall delivery of these interventions is informed by behaviour change models and strategies. Examples of interventions include providing support for a range of low-intensity self-help interventions (often with the use of written self-help materials) informed by cognitive-behavioural and social learning principles, such as behavioural activation, exposure, cognitive restructuring, problem solving, CBT-informed sleep management, parent training, as well as supporting physical exercise and healthy eating habits.

Support is specifically designed to enable children and young people and parents/carers to optimise their/their child’s use of self-management recovery information and may be delivered individually to children and young people or to their parents / carers through face-to-face work, remote delivery, telephone, email or other contact methods. EMHPs must also be able to manage any change in risk status.

This module will equip EMHPs with a good understanding of the process of therapeutic support and the management of individual children and young people and parents / carers experiencing anxiety, low mood or behavioural difficulties. Skills teaching will develop general and disorder-defined ‘specific factor’ competencies in the delivery of low intensity treatments informed by cognitive-behavioural and social learning principles.
NPMS3045 (2026-27)

Evidence Based Midwifery Practice

This module will build on your knowledge and skills from the Research Methods module in year 2. Your project proposal assessment feedback will be used to strengthen your original proposal to submit for further review dependant on whether you have chosen a service evaluation, education project, clinical audit, evidence based project or empirical research study. To ensure time for completion of the project, this module will commence in semester 2 of year two with the assessment in year 3.

You will develop skills in analysis and synthesising the findings from an inquiry in order to inform best practice. You will also develop your skills of critical appraisal and gain knowledge from a wide range of relevant literature. You will apply this to the design, execution, critique/reflection and recommendations in the reporting of the project.

There will be no formal taught sessions as part of the module. You will be supported through a series of supervision seminars and directed and self-directed learning.
PSYC6127 (2026-27)

Evidence Based Practice

As Educational psychologists we have a key role in ensuring that the interventions we recommend have a strong evidence base. This module will focus on developing your understanding of what
‘evidence based practice’ (EBP) is and is not; and your ability to evaluate evidence to inform your practice. It will also highlight some of the difficulties of integrating evidence based interventions into practice and the role of the scientist practitioner
PSYC6160 (2026-27)

Evidence Synthesis

Evidence synthesis practices are a cornerstone of modern scientific research, enabling researchers to quantify, with great precision, different aspects of large volumes of experimental and other work. This module will equip you with the skills and understanding to conduct these evidence synthesis methods yourself.