Module finder

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.

MANG1007 Management Analysis seeks to develop and enhance the basic mathematics and statistics knowledge and skills that are relevant to decision making in organisations. MANG1007 Management Analysis is a comprehensive module. It covers a wide range of fundamental quantitative techniques as applied in all areas business and management including financial mathematics, linear programming, statistical data and how to summarise it, probability and decision trees, basic differential calculus and its applications in decision making. MANG1007 Management Analysis also develops practical skills linked to quantitative data analysis via computer labs in spreadsheet modelling (MS Excel) and introduction to a statistical computer package for analysing and displaying data (SPSS).

This module is not available to students taking Modules: ECON1005, ECON1006, ECON1008 or ECON1011.

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.

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.

The module will normally take the format of a 6 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.

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.

The module will normally take the format of a 6 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.

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.

The module will normally take the format of a 6 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.

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.

The module will normally take the format of a 6 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.

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.

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.

This module introduces students to low-carbon fuels with a particular emphasis on aerospace applications, addressing the urgent challenge of decarbonising aviation and space transportation. It provides a critical examination of low-carbon fuels, their emissions, and the associated system-level trade-offs across production, storage, handling, and utilisation.

The module focuses on Sustainable Aviation Fuels (SAFs) and hydrogen as leading low-carbon alternatives to conventional fossil-based fuels. Students develop a fundamental understanding of fuel production pathways, physico-chemical processes (thermochemical and electrochemical), storage and handling requirements, and integration into aerospace propulsion systems. The analysis also covers emissions characteristics and atmospheric dispersion, linking fuel choice to environmental and climate impacts.

Emphasis is placed on engineering realism, including thermodynamic and energy efficiency limits, safety, certification and regulatory constraints, lifecycle greenhouse gas emissions, infrastructure requirements, and techno-economic considerations. By integrating concepts from thermodynamics, systems analysis, pollution assessment, and sustainability, the module equips students to critically evaluate, compare, and recommend low-carbon fuel options for aviation and space applications.