This module covers topics such as investment appraisal, evaluation of corporate investment, M&A, corporate governance issues in both theoretical and empirical aspects, and thus provides the knowledge which may be required for managers. The materials may be extended by including new findings in the research literature and students can get more up-to-date knowledge in the corporate finance area.
The module introduces the foundations of corpus linguistics and the role of corpus linguistics in language teaching, which plays an increasingly important role in TESOL. The theoretical underpinnings of data-driven learning and diverse applications of corpus linguistics in language teaching are explored. The module will also enable students to gain practical skills in using corpora and corpus tools to increase their language awareness and inform their language teaching practices and materials.
In this module, we introduce corpus linguistics as an approach to and method for analysing large-scale text data. We will develop an understanding of building and curating datasets, annotating data, and using quantitative and statistical measures for text analysis. We will explore the uses, advantages and disadvantages of applying semi-automated methods in research. As we move through the module, we will experience each step of the process of doing research with large-scale text data, considering the choices we make in research and how we can justify them in light of our aims.
Modern cosmology is a fascinating and fast-developing field, with intense research activity fuelled by major discoveries made in the last decade. These have overturned our understanding of the Universe’s properties and established a new standard cosmological model that, however, poses challenging puzzles for fundamental physics, such as the nature of Dark Matter, the current acceleration of the Universe’s expansion and the occurrence of an inflationary stage in the first moments of the Universe. The course will draw upon a diverse range of core physics material as well as introducing new physics; it will not require specialist astronomical knowledge.
This module gives an introduction to the theory and practice of genomic counselling. It will equip students with the knowledge, communication and counselling skills, appropriate attitudes and behaviours towards the diagnosis and management of patients whose care will be influenced by genomic investigations. Given the interactive nature of the module, in-person attendance is essential for successful completion of the module.
Laboratory Exercises This part of the coursework module provides: - An introduction to experimentation, data collection, and error analysis. - Opportunities to complete formal reports based on laboratory work. Computer Applications This part of the coursework module provides: - An introduction to the digital world in the context of academic study within the UK Higher Education system. - An introduction to programming in Python. - An opportunity to work in a group using software development cycles.
Elizabeth I is regarded by many as the most influential of the Tudor monarchs but how did she and those around her, including her parents, tutors, and courtiers, fashion her into the queen we know as Gloriana? While presenting her as a pious, just and legitimate ruler were essential, Elizaeth and her court also drew upon many facets of the Ancient World to help bolster her position as a queen regnant. They also took inspiration from late 14th century reception of the ancient world in the form of lists of the Nine Worthy Women which consisted of three classical queens and leaders, alongside three Jewish and three Christian inspiring women. Elizabeth received a very good humanist education to help shape her as a female prince. She studied classical texts and learnt Greek and Latin, and once queen she made use of Roman oratory in her writing and speeches. During this module we will explore how Elizabeth and those around her drew up classical mythology, female role models from the Bible, powerful women such as Cleopatra and Arthurian legends from the 5th century CE to create many of the most famous portraits, plays and poems that celebrated Elizabeth I as queen.
This module introduces you to principles of programming for creative applications. Using accessible platforms including block-based coding, simple robotics and front-end web design you will work on exercises that will quickly develop your technical skills and allow you to experiment with creative ideas.
In this module you will build on your technical and creative practice in programming to explore the possibilities of applied and pervasive computing. Through workshops you will experiment with hardware and material systems that might include wearable tech, locative applications or simple robotic or Arduino systems. You will consider the social and ethical implications of creative technical systems and applications.
This module introduces you to Creative Design Interpretations across Textiles, which considers the principles of the programme - Sustainability, Luxury and Ethical Artisanship in relation to Textiles. You will creatively interpret the contexts, theory, techniques and materials introduced in the adjacent module ‘The Principles of Sustainability, Luxury and Artisanship’ across knit, weave, print and dyeing textiles through a series of creative design and making workshops. You will explore and play with colour and dyeing, fibres and yarns and get a feel for the diversity of fabric textures, effects and uses. This module allows you to explore your creativity, experiment with materials, and visually interpret inspirations, objects, images, pattern and structures. You will make drawings, experiments, photographs and learn how to interpret these into creative textile designs and structures. This module will provide you with digital resources and training workshops to develop your digital skills for different purposes. You will learn about academic study, research and referencing, integrity, critical thinking and reflective practice. You will research, collect, record and interpret to generate original creative design ideas for textiles.
This module offers you the opportunity for further investigation, risk-taking and critical self-assessment as you develop and define your unique fashion identity. Working towards a pre-collection will allow you to examine new ideas and test innovative solutions, culminating in a substantial body of preliminary research and initial design development that will inform the research proposal relating to your Final Major Project.
This module offers you the opportunity for further investigation, risk-taking and critical self-assessment as you develop and define your unique textile design identity. Working towards a pre-collection will allow you to examine new ideas and test innovative solutions, culminating in a substantial body of preliminary research and initial design development that will inform the research proposal relating to your Final Major Project.
This module asks you to engage with and critically reflect on areas of the creative and cultural industries in relation to your career aspirations and with consideration of issues of sustainability and EDI. You will undertake short projects in response to live briefs set by industry partners, study and apply industry-standard methods of project management and user testing. You will conduct your own research into aspects of industry and employment that interest you and relate to your professional development and identity as a creative technologist.
On this module, you will identify and develop research on an areas of the broad field of creative technologies industry that connects with your creative or vocational interests and trajectory. This could be an organisation in the creative and cultural sector, a mode of design or art production, NGOs and activism, etc. You will consider issues of ethics and sustainability in your chosen sector, and reflect on your own professional ambitions.
This is the culmination of your MA programme. It gives you the opportunity to carry out a sustained piece of writing independently, and bring to bear the ideas, skills, and insights that have been learned on the programme. You will do this under the guidance of a supervisor who will meet with you at three times during the project, and read a draft of the final work in time for a period of revision. The final submission will include extended discussion of a technique, critical issue, literary genre, or piece of research explored in the creative submission.
The Creative Writing Skills Workshop is the heart of the Creative Writing MA. It is a supportive, exacting space for mini-lectures on craft, guided group feedback, and individual mentoring. It is a two-semester module that runs weekly. All students on the MA Creative Writing take part in this workshop. The Workshop is based around close reading of a current draft of your work-in-progress, seeking to develop it in keeping with your aims as a writer. Through this, you will be encouraged to develop your awareness of the contemporary literary scene, and a deepen your understanding of genre. You will also be encouraged to develop skills in critical reading and listening to the work of your peers. There will be in-class writing prompts, focussed homework exercises. All students will meet with their tutor for one-on-one mentoring during the semester.
In this module you will explore principles of programming and creative production for innovative technological applications. Using accessible platforms including block-based coding, simple robotics and front-end web design you will work on exercises that will quickly develop your technical skills and allow you to experiment with creative ideas.
The module been designed for the purpose of promoting and developing creative thinking and problem solving (CTPS) skills and addresses the need for individuals and teams who can ‘think outside the box’, and apply fresh thinking to practical, ‘real world’ problems. The module programme begins by examining the nature of creativity and the characteristics of creative people. It then proceeds to look at what blocks us creatively, and strategies for preventing or breaking through such blocks. The concept of ‘lateral thinking’ will be introduced together with processes for applying lateral thinking to problems that require creative solutions. You will be introduced to a variety of creative problem-solving techniques and approaches to use as ‘tools’ for re-interpreting problems, finding solutions and generating ideas. Practical demonstrations, exercises and task simulations will enable you to gain a deeper knowledge and understanding of these creative tools and the capacity to re-apply them or facilitate their use to generate concepts and ideas.
Are you interested in helping young people study English? This module will introduce you to teaching creative writing in secondary schools by providing training in effective classroom management and guidance on designing lesson plans for studying fiction and poetry. With a fellow student on the course, you will go on a placement in a secondary school in Southampton where you will help pupils develop their creativity and their knowledge of literary culture. Throughout the module, you will be encouraged to reflect on the critical and practical problems you encounter teaching, and to consider how the National Curriculum supports creativity in the classroom.
The module will start by defining the concept of data analytics and demonstrating the processes in three steps: data pre-processing, data mining and post-processing. Next, we will zoom into the data mining step and distinguish three types of data mining: descriptive/diagnostic data analytics (e.g. clustering, association rules), predictive data analytics (e.g. regression and classification), and prescriptive data analytics. The module will then illustrate how machine learning models can be successfully used to develop different application areas with a focus on retail credit risk. The theoretical concepts will be illustrated using real-life application cases and the relevant software.
This module is structured in two parts: the foundations of data analytics and its applications in credit risk assessment. In the first part, students will be introduced to the core concepts and workflow of data analytics, with a focus on data pre-processing and data mining techniques. Key analytical methods covered include linear regression, classification techniques (such as logistic regression and decision trees), and clustering approaches (including K-means and hierarchical clustering). Essential modelling techniques—such as model selection, regularisation, and cross-validation—will also be explored to ensure robust and interpretable analysis. All practical work will be conducted using the Python programming language. The second part focuses on the application of these techniques to credit risk assessment, particularly in the context of retail credit scoring. It covers data preparation techniques such as cleaning, visualisation, standardisation, binning, and Weight of Evidence (WOE) transformation. Students will learn how to develop and evaluate credit scorecards, and how to measure and compare model performance using appropriate metrics. Ethical and sustainability considerations, such as fairness in model outcomes, will also be addressed. Real-world datasets and case studies will provide practical context throughout.
We often take it for granted that one job of the state is to catch and punish murderers, thieves, and fraudsters. But we shouldn’t take this for granted. Criminal punishment is one of the worse things the state is allowed to do to us, as it intentionally creates suffering and deprives people of their liberty. What, if anything, can justify such a practice? Many different justifications have been offered by philosophers and legal theorists. Some claim punishment justified because of its consequences, some on the grounds that criminals should get their just deserts. Others have claimed punishment is justified because of the message it communicates to the criminal or to wider society. Do any of these justifications work, or should the practice be abolished? And if the practice of criminal punishment is justified, what are the principles that determine who should get punished, and for what? Should we only punish those who cause harm, or is it justified to also punish those who merely attempt or conspire to commit crimes? Should we only punish people who harm others deliberately, or is it also legitimate to punish those who do so unawares? This module will look at questions like these, drawing on a combination of both philosophy and criminal law theory.
