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GGES3021 is a module designed for students who are interested in the creative economy and how it is being shaped by geographical processes related to globalisation, digitisation and flexibilisation. The module will cover topics that are central to understanding the creative economy and key themes in
geography. For example, lectures and seminars will examine:

• The challenging labour conditions within creative industries such as music and fashion
• The ways in which producers create and communicate value for their goods, services and experiences in the competitive global marketplace
• The changing nature of consumption and growing importance of curators such as bloggers to the creative economy
• How and why these activities are contained within but also shaped by specific physical, temporary and virtual spaces
• The formation and relationship between global, local and trans-local cultural scenes such as Shoreditch in London
• Why cities are trying to attract creative firms and entrepreneurs and how individuals decide where to live and work in an era of unprecedented mobility
• To facilitate deep learning the module will combine conceptual engagements with theory and real world examples drawn from case studies in the UK and other international contexts including Canada and Sweden. Students will also be encouraged to reflect on their own experiences and to explore these topics first hand during independent research for their research papers.

The purpose of this module is to provide students with a critical, theoretical and applied understanding of the processes and spatial dynamics that are shaping the creative economy. It explores a range of interrelated economic, social, political and cultural issues from a geographical perspective.

GGES3021 is a module designed for students who are interested in the creative economy and how it is being shaped by geographical processes related to globalisation, digitisation and flexibilisation. The module will cover topics that are central to understanding the creative economy and key themes in
geography. For example, lectures and seminars will examine:

• The challenging labour conditions within creative industries such as music and fashion
• The ways in which producers create and communicate value for their goods, services and experiences in the competitive global marketplace
• The changing nature of consumption and growing importance of curators such as bloggers to the creative economy
• How and why these activities are contained within but also shaped by specific physical, temporary and virtual spaces
• The formation and relationship between global, local and trans-local cultural scenes such as Shoreditch in London
• Why cities are trying to attract creative firms and entrepreneurs and how individuals decide where to live and work in an era of unprecedented mobility
• To facilitate deep learning the module will combine conceptual engagements with theory and real world examples drawn from case studies in the UK and other international contexts including Canada and Sweden. Students will also be encouraged to reflect on their own experiences and to explore these topics first hand during independent research for their research papers.

The purpose of this module is to provide students with a critical, theoretical and applied understanding of the processes and spatial dynamics that are shaping the creative economy. It explores a range of interrelated economic, social, political and cultural issues from a geographical perspective.

GGES3021 is a module designed for students who are interested in the creative economy and how it is being shaped by geographical processes related to globalisation, digitisation and flexibilisation. The module will cover topics that are central to understanding the creative economy and key themes in
geography. For example, lectures and seminars will examine:

• The challenging labour conditions within creative industries such as music and fashion
• The ways in which producers create and communicate value for their goods, services and experiences in the competitive global marketplace
• The changing nature of consumption and growing importance of curators such as bloggers to the creative economy
• How and why these activities are contained within but also shaped by specific physical, temporary and virtual spaces
• The formation and relationship between global, local and trans-local cultural scenes such as Shoreditch in London
• Why cities are trying to attract creative firms and entrepreneurs and how individuals decide where to live and work in an era of unprecedented mobility
• To facilitate deep learning the module will combine conceptual engagements with theory and real world examples drawn from case studies in the UK and other international contexts including Canada and Sweden. Students will also be encouraged to reflect on their own experiences and to explore these topics first hand during independent research for their research papers.

The purpose of this module is to provide students with a critical, theoretical and applied understanding of the processes and spatial dynamics that are shaping the creative economy. It explores a range of interrelated economic, social, political and cultural issues from a geographical perspective.

The Crimean War (1853-56) was the most important Great Power conflict fought between the end of the Napoleonic Wars in 1815 and the outbreak of World War One in 1914. Yet its causes are uncertain and the way it was fought was often paradoxical: modern techniques of warfare, media reporting and medical care did not prevent this being a war characterised by blunder and incompetence, all played out in the glare of public scrutiny. Reputations were made and broken, Great Powers were humbled; we might ask did anyone win this war? Yet on the battlefield and beyond the implications and lessons of the war were wide-reaching for societies, economies and governments. This module therefore asks why did the war break out and how was it fought, while also examining its impact and legacy beyond the battlefield.

The Crimean War (1853-56) was the most important Great Power conflict fought between the end of the Napoleonic Wars in 1815 and the outbreak of World War One in 1914. Yet its causes are uncertain and the way it was fought was often paradoxical: modern techniques of warfare, media reporting and medical care did not prevent this being a war characterised by blunder and incompetence, all played out in the glare of public scrutiny. Reputations were made and broken, Great Powers were humbled; we might ask did anyone win this war? Yet on the battlefield and beyond the implications and lessons of the war were wide-reaching for societies, economies and governments. This module therefore asks why did the war break out and how was it fought, while also examining its impact and legacy beyond the battlefield.

In this module you will study how and why domestic crises struck the Habsburg Monarchy (Austria-Hungary) in the two decades before the First World War, and what the potential consequences were for the Empire’s long-term sustainability. The module particularly considers issues of stability/instability as its theoretical framework, as expressed not only by the ruling authorities towards certain suspect peoples or political groups (eg. socialists), but also by certain groups towards their respective rulers. We begin by evaluating the Habsburg dynasty as a ‘centripetal force’ and examples of civilian loyalty in the 1890s; then look at developments in the imperial city of Vienna (the rise of Christian Socialism). From there the module develops into three major crisis case studies. First, the crisis in Hungary where in the aftermath of the Millennium celebrations a new Magyar confidence resulted in a full-on clash with the Habsburg dynasty from 1905. At the same time, for the Magyar rulers themselves a different type of crisis was evident in their own back-yard: the behaviour of their Slovak and Romanian minorities. This reached a European-wide public when publicized in 1908 by the British historian R.W. Seton-Watson. The second case study is the Czech-German nationalist clash in the Bohemian lands. Here the Viennese government managed to effect some solution (in Moravia), but both Czech and German nationalists in Bohemia were still viewed as disruptive or disloyal. The module will take stock of the different tactics employed on all sides in order to explain rising national and dynastic paranoia. Third, the module turns to the infamous South Slav Question. It focuses in this part particularly on crisis in Croatia where Serb politicians after 1903 were thought to be in league with neighbouring Serbia. A prime point of study is the Zagreb Treason Trials of 1908-19 and their repercussions. Your knowledge base will slowly increase so that you can make informed comparative judgements (a) about contemporary mentalities and (b) about why these major domestic crises could not be solved by the Empire before 1914.

How are management practices and organisational behaviour imagined in culture, and how can we use imaginative approaches and cultural forms to understand leadership, ethics, and workplace dynamics? To what extent does popular culture influence leadership group dynamics and communication?

In this interdisciplinary module, you will learn how to harness knowledge and skills from the humanities in management
through scenario-based learning, using various materials ranging from case studies and films to literary text. In this module you will apply knowledge to case studies and explore how different styles of knowledge – narrative, visual and analytical – shape understanding of management and culture.

How are management practices and organisational behaviour imagined in culture, and how can we use imaginative approaches and cultural forms to understand leadership, ethics, and workplace dynamics? To what extent does popular culture influence leadership group dynamics and communication?

In this interdisciplinary module, you will learn how to harness knowledge and skills from the humanities in management
through scenario-based learning, using various materials ranging from case studies and films to literary text. In this module you will apply knowledge to case studies and explore how different styles of knowledge – narrative, visual and analytical – shape understanding of management and culture.

A four-field Anthropology brings together Archaeology, Biological and Social/Cultural Anthropology and Linguistics. This approach started in North America, but has since become useful globally, and ties in with Southampton’s long-established integrative approach to the disciplines. The four fields all explore different aspects of human diversity past and present, and all co-developed as disciplines over the last two centuries. Sometimes the connections between the four disciplines have been closer than at other times, but all investigate what it is to be human, using ethnographies, artefacts and resources, spatial organisation of space, physiological variation, evolution and languages. We shall explore some of the main themes that have informed archaeological and anthropological thought, from these disciplines’ beginnings in antiquarianism and exploration many centuries ago, to their growth as university disciplines in the nineteenth century and their current interdisciplinary approaches. Intersections and co-development with closely related disciplines (e.g. primatology, geography, history, natural sciences) will also be explored in this module. We shall discuss some of the philosophical and scientific influences on archaeology and anthropology (the Enlightenment, evolution, ethnography, science and cultural theory), relating these to broader historical trends in the development of archaeological and anthropological thought.

A four-field Anthropology brings together Archaeology, Biological and Social/Cultural Anthropology and Linguistics. This approach started in North America, but has since become useful globally, and ties in with Southampton’s long-established integrative approach to the disciplines. The four fields all explore different aspects of human diversity past and present, and all co-developed as disciplines over the last two centuries. Sometimes the connections between the four disciplines have been closer than at other times, but all investigate what it is to be human, using ethnographies, artefacts and resources, spatial organisation of space, physiological variation, evolution and languages. We shall explore some of the main themes that have informed archaeological and anthropological thought, from these disciplines’ beginnings in antiquarianism and exploration many centuries ago, to their growth as university disciplines in the nineteenth century and their current interdisciplinary approaches. Intersections and co-development with closely related disciplines (e.g. primatology, geography, history, natural sciences) will also be explored in this module. We shall discuss some of the philosophical and scientific influences on archaeology and anthropology (the Enlightenment, evolution, ethnography, science and cultural theory), relating these to broader historical trends in the development of archaeological and anthropological thought.