About this course
On this joint BA Philosophy and Music degree, you’ll engage with some of the biggest questions in Western philosophy while developing advanced skills in musical performance, composition and analysis. You’ll gain an in-depth understanding of the fundamentals of both subjects, and have the freedom to pursue your own interests through optional modules covering topics as varied as existentialism, studio techniques and 19th century Italian opera. You'll also get to spend a placement year abroad.
This degree will give you an excellent education in philosophy and music. In your degree you can:
- develop an understanding of philosophical questions such as ethics, reason and responsibility
- apply philosophical thought to language, morality, sex and other important aspects of life
- explore a range of music from European music in the Renaissance and Baroque periods right through the the music of the 20th century and global hip hop
- understand the principles of Western tonal music, including harmony and counterpoint
- learn how to write and present dissertations and research
You’ll be taught in small groups in a relaxed and friendly environment, and benefit from the expertise of both visiting performers and academic staff whose researches feed directly into the course content.
You can also improve your musical skills and performance through:
- workshops with professional performers
- submitting original compositions
- managing the administration of public music events
You can take modules from other disciplines such as anthropology or psychology, studying a language, or choosing from a range of cross-disciplinary modules.
Learn more about these subject areas
Course location
This course is based at Avenue.
Awarding body
This qualification is awarded by the University of Southampton.
Download the Course Description Document
The Course Description Document details your course overview, your course structure and how your course is taught and assessed.
Entry requirements
For Academic year 202324
A-levels
ABB including Music and Grade 8 Music Practical or demonstrated equivalent standard*
A-levels additional information
Offers typically exclude General Studies and Critical Thinking. *Equivalence to grade 8 is ascertained via audition. This can be done in person or by sending a video. We welcome students onto our programmes who are not at this level if their interests focus on other areas, such as composition, music technology and/or music history and ethnomusicology. We do not accept Music Technology as meeting our Music subject requirement. We can accept a pass in Grade 5 Music Theory or Grade 8 Music practical where Music is not studied as an accepted Level 3 qualification. This applies to all BTEC Music courses and similar including UAL and Rockschool. We recognise Music practical and theory exams from ABRSM, Trinity, Rockschool and LCM.
A-levels with Extended Project Qualification
If you are taking an EPQ in addition to 3 A levels, you will receive the following offer in addition to the standard A level offer: BBB including Music, and grade A in the EPQ, and Grade 8 Music Practical or demonstrated equivalent standard*
A-levels contextual offer
We are committed to ensuring that all applicants with the potential to succeed, regardless of their background, are encouraged to apply to study with us. The additional information gained through contextual data allows us to recognise an applicant's potential to succeed in the context of their background and experience. Applicants who are highlighted in this way will be made an offer which is lower than the typical offer for that programme, as follows: BBB including Music, and Grade 8 Music Practical or demonstrated equivalent standard*
International Baccalaureate Diploma
Pass, with 32 points overall with 16 points at Higher Level, including 5 at Higher Level in Music and Grade 8 Music Practical or demonstrated equivalent standard*
International Baccalaureate Diploma additional information
Offers typically exclude General Studies and Critical Thinking. *Equivalence to grade 8 is ascertained via audition. This can be done in person or by sending a video. We welcome students onto our programmes who are not at this level if their interests focus on other areas, such as composition, music technology and/or music history and ethnomusicology. We do not accept Music Technology as meeting our Music subject requirement. We can accept a pass in Grade 5 Music Theory or Grade 8 Music practical where Music is not studied as an accepted Level 3 qualification. This applies to all BTEC Music courses and similar including UAL and Rockschool. We recognise Music practical and theory exams from ABRSM, Trinity, Rockschool and LCM.
International Baccalaureate contextual offer
We are committed to ensuring that all learners with the potential to succeed, regardless of their background, are encouraged to apply to study with us. The additional information gained through contextual data allows us to recognise a learner’s potential to succeed in the context of their background and experience. Applicants who are highlighted in this way will be made an offer which is lower than the typical offer for that programme.
International Baccalaureate Career Programme (IBCP) statement
Offers will be made on the individual Diploma Course subject(s) and the career-related study qualification. The CP core will not form part of the offer. Where there is a subject pre-requisite(s), applicants will be required to study the subject(s) at Higher Level in the Diploma course subject and/or take a specified unit in the career-related study qualification. Applicants may also be asked to achieve a specific grade in those elements. Please see the University of Southampton International Baccalaureate Career-Related Programme (IBCP) Statement for further information. Applicants are advised to contact their Faculty Admissions Office for more information.
BTEC
Distinction, Distinction in the BTEC National Extended Diploma plus B in A level Music and Grade 8 Music Practical or demonstrated equivalent standard* Distinction, Distinction in the BTEC National Diploma plus B in A level Music and Grade 8 Music Practical or demonstrated equivalent standard* Distinction in the BTEC National Extended Certificate plus AB to include A level Music and Grade 8 Music Practical or demonstrated equivalent standard*
RQF BTEC
We are committed to ensuring that all learners with the potential to succeed, regardless of their background, are encouraged to apply to study with us. The additional information gained through contextual data allows us to recognise a learner’s potential to succeed in the context of their background and experience. Applicants who are highlighted in this way will be made an offer which is lower than the typical offer for that programme.
Additional information
Offers typically exclude General Studies and Critical Thinking. *Equivalence to grade 8 is ascertained via audition. This can be done in person or by sending a video. We welcome students onto our programmes who are not at this level if their interests focus on other areas, such as composition, music technology and/or music history and ethnomusicology. We do not accept Music Technology as meeting our Music subject requirement. We can accept a pass in Grade 5 Music Theory or Grade 8 Music practical where Music is not studied as an accepted Level 3 qualification. This applies to all BTEC Music courses and similar including UAL and Rockschool. We recognise Music practical and theory exams from ABRSM, Trinity, Rockschool and LCM.
QCF BTEC
Distinction, Distinction in the BTEC Extended Diploma plus B in A level Music and Grade 8 Music Practical or demonstrated equivalent standard* Distinction, Distinction in the BTEC Diploma plus B in A level Music and Grade 8 Music Practical or demonstrated equivalent standard* Distinction in the BTEC Subsidiary Diploma plus AB to include A level Music and Grade 8 Music Practical or demonstrated equivalent standard*
We are committed to ensuring that all learners with the potential to succeed, regardless of their background, are encouraged to apply to study with us. The additional information gained through contextual data allows us to recognise a learner’s potential to succeed in the context of their background and experience. Applicants who are highlighted in this way will be made an offer which is lower than the typical offer for that programme.
Access to HE Diploma
60 credits with a minimum of 45 credits at Level 3, of which 30 must be at Distinction and 15 credits at Merit, to include 6 Distinctions in Music and Grade 8 Music Practical or demonstrated equivalent standard*
Access to HE additional information
Offers typically exclude General Studies and Critical Thinking. *Equivalence to grade 8 is ascertained via audition. This can be done in person or by sending a video. We welcome students onto our programmes who are not at this level if their interests focus on other areas, such as composition, music technology and/or music history and ethnomusicology. We do not accept Music Technology as meeting our Music subject requirement. We can accept a pass in Grade 5 Music Theory or Grade 8 Music practical where Music is not studied as an accepted Level 3 qualification. This applies to all BTEC Music courses and similar including UAL and Rockschool. We recognise Music practical and theory exams from ABRSM, Trinity, Rockschool and LCM.
Irish Leaving Certificate
Irish Leaving Certificate (first awarded 2017)
H1 H2 H2 H2 H3 H3 including Music and Grade 8 Music Practical or demonstrated equivalent standard*
Irish Leaving Certificate (first awarded 2016)
A2 A2 B1 B1 B2 B2 including Music at B1 and Grade 8 Music Practical or demonstrated equivalent standard*
Irish certificate additional information
Offers typically exclude General Studies and Critical Thinking. *Equivalence to grade 8 is ascertained via audition. This can be done in person or by sending a video. We welcome students onto our programmes who are not at this level if their interests focus on other areas, such as composition, music technology and/or music history and ethnomusicology. We do not accept Music Technology as meeting our Music subject requirement. We can accept a pass in Grade 5 Music Theory or Grade 8 Music practical where Music is not studied as an accepted Level 3 qualification. This applies to all BTEC Music courses and similar including UAL and Rockschool. We recognise Music practical and theory exams from ABRSM, Trinity, Rockschool and LCM.
Scottish Qualification
Offers will be based on exams being taken at the end of S6. Subjects taken and qualifications achieved in S5 will be reviewed. Careful consideration will be given to an individual’s academic achievement, taking in to account the context and circumstances of their pre-university education.
Please see the University of Southampton’s Curriculum for Excellence Scotland Statement (PDF) for further information. Applicants are advised to contact their Faculty Admissions Office for more information.
Cambridge Pre-U
D3 M2 M2 in three principal subjects including Music and Grade 8 Music Practical or demonstrated equivalent standard*
Cambridge Pre-U additional information
Offers typically exclude General Studies and Critical Thinking. *Equivalence to grade 8 is ascertained via audition. This can be done in person or by sending a video. We welcome students onto our programmes who are not at this level if their interests focus on other areas, such as composition, music technology and/or music history and ethnomusicology. We do not accept Music Technology as meeting our Music subject requirement. We can accept a pass in Grade 5 Music Theory or Grade 8 Music practical where Music is not studied as an accepted Level 3 qualification. This applies to all BTEC Music courses and similar including UAL and Rockschool. We recognise Music practical and theory exams from ABRSM, Trinity, Rockschool and LCM.
Welsh Baccalaureate
ABB from 3 A levels including Music and Grade 8 Music Practical or demonstrated equivalent standard* or AB from two A levels including Music and B from the Advanced Welsh Baccalaureate Skills Challenge Certificate and Grade 8 Music Practical or demonstrated equivalent standard*
Welsh Baccalaureate additional information
Offers typically exclude General Studies and Critical Thinking. *Equivalence to grade 8 is ascertained via audition. This can be done in person or by sending a video. We welcome students onto our programmes who are not at this level if their interests focus on other areas, such as composition, music technology and/or music history and ethnomusicology. We do not accept Music Technology as meeting our Music subject requirement. We can accept a pass in Grade 5 Music Theory or Grade 8 Music practical where Music is not studied as an accepted Level 3 qualification. This applies to all BTEC Music courses and similar including UAL and Rockschool. We recognise Music practical and theory exams from ABRSM, Trinity, Rockschool and LCM.
Welsh Baccalaureate contextual offer
We are committed to ensuring that all learners with the potential to succeed, regardless of their background, are encouraged to apply to study with us. The additional information gained through contextual data allows us to recognise a learner’s potential to succeed in the context of their background and experience. Applicants who are highlighted in this way will be made an offer which is lower than the typical offer for that programme.
Other requirements
GCSE requirements
Applicants must hold GCSE English language (or GCSE English) (minimum grade 4/C) and mathematics (minimum grade 4/C)
Find the equivalent international qualifications for our entry requirements.
English language requirements
If English isn't your first language, you'll need to complete an International English Language Testing System (IELTS) to demonstrate your competence in English. You'll need all of the following scores as a minimum:
IELTS score requirements
- overall score
- 6.5
- reading
- 6.0
- writing
- 6.0
- speaking
- 6.0
- listening
- 6.0
We accept other English language tests. Find out which English language tests we accept.
You might meet our criteria in other ways if you do not have the qualifications we need. Find out more about:
- our Access to Southampton scheme for students living permanently in the UK (including residential summer school, application support and scholarship)
- skills you might have gained through work or other life experiences (otherwise known as recognition of prior learning)
Find out more about our Admissions Policy.
For Academic year 202425
A-levels
ABB including Music and Grade 8 Music Practical or demonstrated equivalent standard*
A-levels additional information
Offers typically exclude General Studies and Critical Thinking. *Equivalence to grade 8 is ascertained via audition. This can be done in person or by sending a video. We welcome students onto our programmes who are not at this level if their interests focus on other areas, such as composition, music technology and/or music history and ethnomusicology. We do not accept Music Technology as meeting our Music subject requirement. We can accept a pass in Grade 5 Music Theory or Grade 8 Music practical where Music is not studied as an accepted Level 3 qualification. This applies to all BTEC Music courses and similar including UAL and Rockschool. We recognise Music practical and theory exams from ABRSM, Trinity, Rockschool and LCM.
A-levels with Extended Project Qualification
If you are taking an EPQ in addition to 3 A levels, you will receive the following offer in addition to the standard A level offer: BBB including Music, and grade A in the EPQ, and Grade 8 Music Practical or demonstrated equivalent standard*
A-levels contextual offer
We are committed to ensuring that all applicants with the potential to succeed, regardless of their background, are encouraged to apply to study with us. The additional information gained through contextual data allows us to recognise an applicant's potential to succeed in the context of their background and experience. Applicants who are highlighted in this way will be made an offer which is lower than the typical offer for that programme.
International Baccalaureate Diploma
Pass, with 32 points overall with 16 points at Higher Level, including 5 at Higher Level in Music and Grade 8 Music Practical or demonstrated equivalent standard*
International Baccalaureate Diploma additional information
Offers typically exclude General Studies and Critical Thinking. *Equivalence to grade 8 is ascertained via audition. This can be done in person or by sending a video. We welcome students onto our programmes who are not at this level if their interests focus on other areas, such as composition, music technology and/or music history and ethnomusicology. We do not accept Music Technology as meeting our Music subject requirement. We can accept a pass in Grade 5 Music Theory or Grade 8 Music practical where Music is not studied as an accepted Level 3 qualification. This applies to all BTEC Music courses and similar including UAL and Rockschool. We recognise Music practical and theory exams from ABRSM, Trinity, Rockschool and LCM.
International Baccalaureate contextual offer
We are committed to ensuring that all learners with the potential to succeed, regardless of their background, are encouraged to apply to study with us. The additional information gained through contextual data allows us to recognise a learner’s potential to succeed in the context of their background and experience. Applicants who are highlighted in this way will be made an offer which is lower than the typical offer for that programme.
International Baccalaureate Career Programme (IBCP) statement
Offers will be made on the individual Diploma Course subject(s) and the career-related study qualification. The CP core will not form part of the offer. Where there is a subject pre-requisite(s), applicants will be required to study the subject(s) at Higher Level in the Diploma course subject and/or take a specified unit in the career-related study qualification. Applicants may also be asked to achieve a specific grade in those elements. Please see the University of Southampton International Baccalaureate Career-Related Programme (IBCP) Statement for further information. Applicants are advised to contact their Faculty Admissions Office for more information.
BTEC
Distinction, Distinction in the BTEC National Extended Diploma plus B in A level Music and Grade 8 Music Practical or demonstrated equivalent standard* Distinction, Distinction in the BTEC National Diploma plus B in A level Music and Grade 8 Music Practical or demonstrated equivalent standard* Distinction in the BTEC National Extended Certificate plus AB to include A level Music and Grade 8 Music Practical or demonstrated equivalent standard*
RQF BTEC
We are committed to ensuring that all learners with the potential to succeed, regardless of their background, are encouraged to apply to study with us. The additional information gained through contextual data allows us to recognise a learner’s potential to succeed in the context of their background and experience. Applicants who are highlighted in this way will be made an offer which is lower than the typical offer for that programme.
Additional information
Offers typically exclude General Studies and Critical Thinking. *Equivalence to grade 8 is ascertained via audition. This can be done in person or by sending a video. We welcome students onto our programmes who are not at this level if their interests focus on other areas, such as composition, music technology and/or music history and ethnomusicology. We do not accept Music Technology as meeting our Music subject requirement. We can accept a pass in Grade 5 Music Theory or Grade 8 Music practical where Music is not studied as an accepted Level 3 qualification. This applies to all BTEC Music courses and similar including UAL and Rockschool. We recognise Music practical and theory exams from ABRSM, Trinity, Rockschool and LCM.
QCF BTEC
Distinction, Distinction in the BTEC Extended Diploma plus B in A level Music and Grade 8 Music Practical or demonstrated equivalent standard* Distinction, Distinction in the BTEC Diploma plus B in A level Music and Grade 8 Music Practical or demonstrated equivalent standard* Distinction in the BTEC Subsidiary Diploma plus AB to include A level Music and Grade 8 Music Practical or demonstrated equivalent standard*
We are committed to ensuring that all learners with the potential to succeed, regardless of their background, are encouraged to apply to study with us. The additional information gained through contextual data allows us to recognise a learner’s potential to succeed in the context of their background and experience. Applicants who are highlighted in this way will be made an offer which is lower than the typical offer for that programme.
Access to HE Diploma
60 credits with a minimum of 45 credits at Level 3, of which 30 must be at Distinction and 15 credits at Merit, to include 6 Distinctions in Music and Grade 8 Music Practical or demonstrated equivalent standard*
Access to HE additional information
Offers typically exclude General Studies and Critical Thinking. *Equivalence to grade 8 is ascertained via audition. This can be done in person or by sending a video. We welcome students onto our programmes who are not at this level if their interests focus on other areas, such as composition, music technology and/or music history and ethnomusicology. We do not accept Music Technology as meeting our Music subject requirement. We can accept a pass in Grade 5 Music Theory or Grade 8 Music practical where Music is not studied as an accepted Level 3 qualification. This applies to all BTEC Music courses and similar including UAL and Rockschool. We recognise Music practical and theory exams from ABRSM, Trinity, Rockschool and LCM.
Irish Leaving Certificate
Irish Leaving Certificate (first awarded 2017)
H1 H2 H2 H2 H3 H3 including Music and Grade 8 Music Practical or demonstrated equivalent standard*
Irish Leaving Certificate (first awarded 2016)
A2 A2 B1 B1 B2 B2 including Music at B1 and Grade 8 Music Practical or demonstrated equivalent standard*
Irish certificate additional information
Offers typically exclude General Studies and Critical Thinking. *Equivalence to grade 8 is ascertained via audition. This can be done in person or by sending a video. We welcome students onto our programmes who are not at this level if their interests focus on other areas, such as composition, music technology and/or music history and ethnomusicology. We do not accept Music Technology as meeting our Music subject requirement. We can accept a pass in Grade 5 Music Theory or Grade 8 Music practical where Music is not studied as an accepted Level 3 qualification. This applies to all BTEC Music courses and similar including UAL and Rockschool. We recognise Music practical and theory exams from ABRSM, Trinity, Rockschool and LCM.
Scottish Qualification
Offers will be based on exams being taken at the end of S6. Subjects taken and qualifications achieved in S5 will be reviewed. Careful consideration will be given to an individual’s academic achievement, taking in to account the context and circumstances of their pre-university education.
Please see the University of Southampton’s Curriculum for Excellence Scotland Statement (PDF) for further information. Applicants are advised to contact their Faculty Admissions Office for more information.
Cambridge Pre-U
D3 M2 M2 in three principal subjects including Music and Grade 8 Music Practical or demonstrated equivalent standard*
Cambridge Pre-U additional information
Offers typically exclude General Studies and Critical Thinking. *Equivalence to grade 8 is ascertained via audition. This can be done in person or by sending a video. We welcome students onto our programmes who are not at this level if their interests focus on other areas, such as composition, music technology and/or music history and ethnomusicology. We do not accept Music Technology as meeting our Music subject requirement. We can accept a pass in Grade 5 Music Theory or Grade 8 Music practical where Music is not studied as an accepted Level 3 qualification. This applies to all BTEC Music courses and similar including UAL and Rockschool. We recognise Music practical and theory exams from ABRSM, Trinity, Rockschool and LCM.
Welsh Baccalaureate
ABB from 3 A levels including Music and Grade 8 Music Practical or demonstrated equivalent standard* or AB from two A levels including Music and B from the Advanced Welsh Baccalaureate Skills Challenge Certificate and Grade 8 Music Practical or demonstrated equivalent standard*
Welsh Baccalaureate additional information
Offers typically exclude General Studies and Critical Thinking. *Equivalence to grade 8 is ascertained via audition. This can be done in person or by sending a video. We welcome students onto our programmes who are not at this level if their interests focus on other areas, such as composition, music technology and/or music history and ethnomusicology. We do not accept Music Technology as meeting our Music subject requirement. We can accept a pass in Grade 5 Music Theory or Grade 8 Music practical where Music is not studied as an accepted Level 3 qualification. This applies to all BTEC Music courses and similar including UAL and Rockschool. We recognise Music practical and theory exams from ABRSM, Trinity, Rockschool and LCM.
Welsh Baccalaureate contextual offer
We are committed to ensuring that all learners with the potential to succeed, regardless of their background, are encouraged to apply to study with us. The additional information gained through contextual data allows us to recognise a learner’s potential to succeed in the context of their background and experience. Applicants who are highlighted in this way will be made an offer which is lower than the typical offer for that programme.
Other requirements
GCSE requirements
Applicants must hold GCSE English language (or GCSE English) (minimum grade 4/C) and mathematics (minimum grade 4/C)
Find the equivalent international qualifications for our entry requirements.
English language requirements
If English isn't your first language, you'll need to complete an International English Language Testing System (IELTS) to demonstrate your competence in English. You'll need all of the following scores as a minimum:
IELTS score requirements
- overall score
- 6.5
- reading
- 6.0
- writing
- 6.0
- speaking
- 6.0
- listening
- 6.0
We accept other English language tests. Find out which English language tests we accept.
You might meet our criteria in other ways if you do not have the qualifications we need. Find out more about:
- our Access to Southampton scheme for students living permanently in the UK (including residential summer school, application support and scholarship)
- skills you might have gained through work or other life experiences (otherwise known as recognition of prior learning)
Find out more about our Admissions Policy.
Got a question?
Please contact our enquiries team if you're not sure that you have the right experience or qualifications to get onto this course.
Email: enquiries@southampton.ac.uk
Tel: +44(0)23 8059 5000
Course structure
You’ll have the freedom to shape your degree to suit your interests by choosing modules from a wide range of options, including modules outside philosophy and music.
You don't need to choose your modules when you apply - your academic tutor will help you to customise your course.
You’ll also have the opportunity to broaden your studies, by selecting:
Year 1 overview
Compulsory modules give you a strong foundation in the philosophical concepts of:
- reason and argument
- freedom and responsibility
- appearance and reality
The compulsory modules will give you a springboard to choose your own areas of interest through optional modules. By choosing carefully, you’ll achieve a fascinating combination of philosophy and music.
You can learn the fundamentals of analysis, counterpoint and harmony - core principles of Western tonal music. You can go on to choose from an array of options, including 20th century music, Greek philosophy or musical technology.
There are also ample opportunities for individual or group tuition so that you can lift your own performance to a new level, or be exposed to a new discipline such as conducting.
Year 2 overview
Your knowledge is extended in the second part by a further compulsory module in the history of philosophy.
In addition, you'll take seven optional modules in philosophy and music, allowing you to build the course around your developing interests. Topics include moral philosophy, aesthetics, epistemology, philosophy of religion and logic.
Year 3 overview
You’ll consolidate your knowledge and skills by writing a philosophy dissertation or doing research into music. The topic may be musical (historical, analytical, critical) or it may relate music to another art or discipline (for example, music and architecture, acoustics, psychology of music).
You can choose make your own performance part of your research project.
A module on commercial composition allows you to work closely with a course tutor to in one-to-one tutorials to develop a portfolio of original work.
You’ll also select further optional modules. These usually cover topics which academic staff are actively researching, introducing you to the latest thinking. Options include studying the work of Nietzsche or Heidegger or looking at classical Indian or Islamic philosophy.
There are also opportunities to get involved in local performances and to add to your CV by gaining work experience in schools.
Want more detail? See all the modules in the course.
Modules
For entry in Academic Year 2023 to 2024
Year 1 modules
You must study the following modules in year 1:
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 ...
Exploring Music 1
Exploring a range of topics in Western music of the common era from the middle ages to the renaissance and baroque, this module will also allow you to develop your academic writing skills. Lectures introduce major cultural and historical topics such as wo...
Mind and World
According to rationalists, we can discover important truths about reality through the use of reason alone. The Rationalists of the 17th century, such as Descartes, Malebranche, Spinoza, and Leibniz, helped to found modern philosophy. In their seminal work...
Performance Skills A
This module introduces music performance skills. You undertake individual tuition in your chosen performance specialism* (8 hours of lessons) along with a variety of workshops exploring topics from across the performance spectrum. With the help of y...
Reason and Argument
One of the main reasons the study of Philosophy is valued by employers is that it develops an ability that is invaluable in all sorts of contexts: the ability to reason rigorously and correctly. All Philosophy modules aim indirectly to develop this skill,...
You must also choose from the following modules in year 1:
Applied Ethics
In both public and private life, we face difficult and pressing ethical questions every day. Should we give a proportion of our wealth to those in developing countries? Should we allow doctors to perform abortions or euthanasia and, if so, under what circ...
Composition Fundamentals
Composition Fundamentals will introduce you to a range of compositional techniques and principles. We will consider different ways of creating musical ideas and different approaches to structuring, varying and developing musical ideas. In particular, we w...
Existentialism and its Origins
How should I live my life and does it matter that I do so in good faith? What is it to live an authentic existence in light of the fact that that existence will at some point end? How is living authentically or in good faith related to being oneself, an i...
Exploring Music 2
This module aims to introduce you to some of the major musical forms, techniques and styles cultivated between 1750 and 1900. During the module you will develop your knowledge and understanding of ‘Classical’ and ‘Romantic’ musical styles and genres while...
Faith and Reason
Debates between believers and non-believers are often fierce and can appear intractable, while the differences between them leads to social tension, conflict, and even war. Non-believers frequently charge believers with irrationality; in response, believe...
First Year Ensemble Performance
Ensemble performance is a crucial skill in any musician's portfolio, in addition to being one of the most rewarding aspects of musical life. In this module you will prepare a 15-18 minute programme of instrumental, vocal or mixed ensemble music of your...
Introduction to Music Technology
This module discusses the fundamentals of Music technology– analogue and digital audio, MIDI, system components (sequencers, digital audio workstations, synthesisers, samplers, processors, etc); important examples of specific electronic music and audio te...
Performance in Practice B
This module allows you to develop your music performance skills to a new level. A combination of individual tuition in your chosen performance specialism* (12 hours of lessons) and a variety of workshop and public performance opportunities provide you ...
Political Philosophy
States impose many demands upon their citizens through the law and the magistrates and police who enforce it. But are there good reasons why citizens should comply with these demands, or do they act merely out of a fear of punishment? Some states we seem ...
Puzzles about Art and Literature
Both individuals and society attach great importance and value to certain works of art, including poems, novels, films, plays, symphonies, and paintings. Most of us spend a considerable amount of our limited time and resources acquiring, creating, experie...
Year 2 modules
You must study the following module in year 2:
You must also choose from the following modules in year 2:
Adventures in Musical Research
This module is based on a selection of recent and innovative scholarly writings on music, which challenge the reader to examine their assumptions about the nature of both scholarship and music as cultural practices. It is taught together with MUSI6022 Adv...
Aesthetics and the Philosophy of Art
You might watch a stunning film, hear a delightful song, enjoy a beautiful sunset, read a dreadful poem, attend an elegant dance, or see a garish building. Experiences like this can stimulate thoughts and feelings of great depth, and provide pleasure or d...
Animal Ethics, Animal Minds
Human treatment of animals has always been a major ethical question, and one that is gaining increasing public attention. We use and interact with animals in a variety of contexts that can have a significant impact on their lives and wellbeing. This modul...
Breaking the Binary: Gender and Sexuality in Popular Music
This module focuses on representations of sex and gender in popular music. It portrays gender on a sliding scale, and in a non-binary manner, and engages with cultural and feminist theory, sexuality and other theories of difference (such as othering, race...
Conducting
This module covers basic gestures used in duple, triple, compound, mixed and asymmetric metres; cueing of players and singers, and introducing expressive gestures for dynamics, phrasing etc.; basic approaches to rehearsal and score-marking technique.
Ensemble Performance 1
In this module students prepare one programme of instrumental, vocal, or mixed-ensemble music of their own choice, which is coached regularly by members of staff. There is an expectation that students, not staff, will independently organise an ensemble ...
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 n...
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 s...
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. The...
Explorations in Composition
This module focuses on composition that endeavours to innovate within and extend beyond musical conventions through actively exploring new possibilities, taking risks and experimentation. We’ll delve into a wide range of compositional approaches and techn...
Film Music Composition
Composing music for films has a rich, 100+ year history, and technological advances and inspired and innovative teams continue to evolve this dynamic sector of the creative industries. You will be introduced to this history and a series of contemporar...
How the Arts Work: A Practical Introduction to Cultural Economics
How are the arts getting back to work again after Covid-19? This is a critically important question for everyone who cares about them, artists and audiences alike. If you’re a student considering a career in the arts you’ll want to know where fresh opport...
Kant’s Copernican Revolution in Philosophy
Among philosophers in the modern era, Immanuel Kant is widely acknowledged as the most important, original and influential. His challenging book, Critique of Pure Reason, asks what we can know about the nature of reality at the most fundamental level. Can...
Logic
Ever since Aristotle, philosophers have been interested in developing formal systems of logic to refine our ability to distinguish valid from invalid arguments and to further our understanding of the nature of logic and validity. The aim of this module is...
Metaethics: Facts and Feelings in Ethics
We all make moral judgments and think about moral questions. For instance, you might think that torture is typically wrong but wonder whether it may sometimes be right. Whereas normative ethics tries to answer these questions, metaethics is concerned with...
Metaphysics: The Nature of Reality
Metaphysics is the study of what kinds of things there and what they are like in the most general terms. We have both a common sense picture of the world and a scientific picture of the world, and sometimes these two appear to conflict. Part of the job of...
Moral Philosophy
Moral philosophy is concerned with questions of right and wrong, good and bad, virtue and vice. Such questions are familiar: can it be right to lie to someone to avoid hurting their feelings? Is it okay to favour my friends and family, or should I be impa...
Music Therapy 1: Fundamentals
This module explores how music therapy uses music very differently to the entertainment industry, introducing you to the unique use of music as a powerful clinical tool in health and education settings. Using clinical music therapy techniques, music can b...
Music and Sound Production 1
This module allows you to explore basic multi-track recording and production techniques. The module is based in the University’s recording studios and music computing facilities where you will explore a range of techniques and equipment from both theoreti...
Music and the British Empire
The structures that later formed the formal British Empire started to emerge around 1600 and have persisted even in the years since the return of Britain’s last major possession, Hong Kong, to China in 1997. This module engages with the question of how th...
Opera and Musical Theatre in Europe (1600-1750): The Birth of Multimedia Entertainment
This module introduces you to operatic and musical-theatrical entertainments produced in Italy, France, Spain and England between 1600 and 1750 and investigates the ways in which their multimedia nature functioned in these diverse milieu.
Performance Tuition (Single Study)
This module allows you to continue to develop your music performance skills. A combination of individual tuition (10 1hr lessons) and a variety workshop and public performance opportunities provide you with the chance to study new repertoire, improve your...
Philosophy of Language
Philosophy of language explores the nature of meaning, language, and communication. What is it for a word or sentence – things which in and of themselves are simply noises or marks on a page – to mean something? What is it for a word to refer to something...
Philosophy of Religion
Can there be a proof that God exists? Or might phenomena such as suffering serve to show that an omniscient, omnipotent and omnibenevolent being cannot exist? Such questions are central to the philosophy of religion; attempting to answer them leads us to ...
Philosophy of Science
We build our world on scientific knowledge, in fact we stake our lives on it. Every time we board a train, send an email or take a medical drug we reaffirm our trust in the products of science. But what, if anything, gives science the authority it seems t...
The Mind, The Brain, and Consciousness
Philosophy of mind explores questions about the nature of the mind and mental states – states such as perceptual experiences, beliefs, desires, and emotions. What is the mind? Is it an immaterial substance? Is it the brain? Is it something like a computer...
The Operas Of Benjamin Britten
In this module you will explore the operas by Benjamin Britten, one of Britain’s most influential composers. Britten’s operas are among the few 20th-century works that hold a central position in today’s operatic canon. They are produced regularly by world...
The Producer as Composer: digital sound & songwriting in practice
In 2017, global recorded music revenues totalled $17.3 billion, the majority of which comes from the consumption of what we would classify as songs. This module aims, through lectures and practical work, to investigate & demonstrate how new production...
Them Changes: Composing and arranging for jazz and jazz influenced genres.
This module gives students a chance to compose for jazz and jazz influenced ensembles. This module will embrace the rich tradition of jazz writing and its conventions as heard in the works of the great jazz composers, such as Duke Ellington, Herbie Han...
Year 3 modules
You must study the following modules in year 3:
Commercial Composition
You will be introduced to a series of techniques and processes that can be applied to a wide range of commercial musics in the first semester; in the second semester you will work closely with course tutors in one-to-one tutorials to develop a portfolio o...
Composition Portfolio
With a mixture of lectures and individual supervision, Composition Portfolio is the final stage of the undergraduate pathway in concert-music based composition. Building upon the skills gained in first and second year creative music based modules, the lec...
Philosophy Dissertation
Students taking this module undertake research on a philosophical topic of their choice (subject to approval by the Department), and write a dissertation of 8,000 words on that topic.
Research Project
This module is based on a topic chosen by the student, completed under the supervision of a member of staff and culminating in a detailed dissertation. The topic may be musical (historical, analytical, critical) or it may relate music to another art or di...
You must also choose from the following modules in year 3:
Adventures in Musical Research
This module is based on a selection of recent and innovative scholarly writings on music, which challenge the reader to examine their assumptions about the nature of both scholarship and music as cultural practices. It is taught together with MUSI6022 Adv...
Breaking the Binary: Gender and Sexuality in Popular Music
This module focuses on representations of sex and gender in popular music. It portrays gender on a sliding scale, and in a non-binary manner, and engages with cultural and feminist theory, sexuality and other theories of difference (such as othering, race...
Business, Morality, and Markets
Business can be understood narrowly as the part of life in which we exchange services and goods. But in contemporary society, many of us spend a large part of our lives conducting business—either working within firms or for ourselves—and all of us engage ...
Classical Indian Philosophy: Self, Knowledge, and Liberation
Philosophy flourished in classical India for well over a millennium, with figures in this tradition producing works that are on a par with those of figures in ancient Greece and late antique and medieval Europe. In fact, figures in classical India contri...
Conducting
This module covers basic gestures used in duple, triple, compound, mixed and asymmetric metres; cueing of players and singers, and introducing expressive gestures for dynamics, phrasing etc.; basic approaches to rehearsal and score-marking technique.
Contemporary Theories of Justice
The aim of this module is to familiarise you with several important, but competing, theories of justice. Such theories give guidance on important questions of distributive justice (who ought to get what, when and why?), and provide, to varying degrees, gr...
Ensemble Performance 2
In this module students prepare one programme of instrumental, vocal, or mixed-ensemble music of their own choice, which is coached regularly by members of staff. There is an expectation that students, not staff, will independently organise an ensemble f...
Explorations in Composition
Following on from Composition Workshop (MUSI 2093/3100), this module will explore more technical devices, formal procedures and ways of thinking about composition. You will study key compositional approaches and techniques that have developed during the s...
Film Music Composition
Composing music for films has a rich, 100+ year history, and technological advances and inspired and innovative teams continue to evolve this dynamic sector of the creative industries. You will be introduced to this history and a series of contemporar...
Happiness and Wellbeing
It seems clear that people’s lives can go well or badly. But what is it for one’s life to go well? Does it consist in feeling good more often than feeling bad? Or getting most of what you want? Or does it consist in achievement, friendship, knowledge and ...
How the Arts Work: A Practical Introduction to Cultural Economics
How are the arts getting back to work again after Covid-19? This is a critically important question for everyone who cares about them, artists and audiences alike. If you’re a student considering a career in the arts you’ll want to know where fresh opport...
Islamic Philosophy
There is a rich and often overlooked tradition of Islamic philosophy, or 'falsafa'. This module focuses on the classical period of the Islamic Golden Age, from Al-Kindi, via Ibn Sina (also known as Avicenna), to Ibn Rushd (also known as Averroes). The cla...
Music Therapy 1: Fundamentals
This module explores how music therapy uses music very differently to the entertainment industry, introducing you to the unique use of music as a powerful clinical tool in health and education settings. Using clinical music therapy techniques, music can b...
Music Therapy 2: Beneath the Surface
The aim of this module is to look beneath the surface - challenging assumptions made about music being therapeutic and exploring how to prove music is effective as therapy. Drawing on the knowledge gleaned in the second year module, the module aims to dev...
Music and Sound Production 1
This module allows you to explore basic multi-track recording and production techniques. The module is based in the University’s recording studios and music computing facilities where you will explore a range of techniques and equipment from both theoreti...
Music and the British Empire
The structures that later formed the formal British Empire started to emerge around 1600 and have persisted even in the years since the return of Britain’s last major possession, Hong Kong, to China in 1997. This module engages with the question of how th...
Music in the Community with Bournemouth Symphony Orchestra
This innovative module, developed and delivered in close collaboration with the BSO Participate Team, will allow you to develop a range of skills and experience in community music practice. You will undertake training with BSO Associates and members of th...
Nietzsche
Reading the works of Friedrich Nietzsche is both exciting and troubling. He sets out to undermine the basis of many of our beliefs about values. Christianity, he believed, has had a powerfully negative effect on the potential of human beings. His method o...
Opera and Musical Theatre in Europe (1600-1750): The Birth of Multimedia Entertainment
This module introduces you to operatic and musical-theatrical entertainments produced in Italy, France, Spain and England between 1600 and 1750 and investigates the ways in which their multimedia nature functioned in these diverse milieu.
Performance Tuition (Single Study)
This module allows you to expand your music performance skills to a high standard. A combination of individual tuition (10 1hr lessons) and a variety workshop and public performance opportunities provide you with the chance to study new repertoire, improv...
Philosophy and Ethics in Psychology and AI
The science of psychology and the project of artificial intelligence raise profound philosophical issues as they attempt to understand, simulate and even go beyond human thought. Some concern the kind of explanation that these ventures seek: If we underst...
Philosophy of Sex, Sexuality, and Gender
In this module you will explore some major philosophical questions related to sex, sexuality and gender. We will consider general questions about the nature of sex, sexuality and gender: What makes an act sexual? What is a sexual orientation? What is gend...
Puzzles and Paradoxes
Socrates wants to cross a river and comes to a bridge guarded by Plato, who says: “Socrates, if you say something true, I will permit you to cross. But if you speak falsely, I shall throw you into the water.” Socrates answers: “You will throw me into the ...
Rationality, Responsibility, and Ethics
This module will explore some central issues about rationality, responsibility, and ethics. Questions we shall consider may include: What is it to act? Are all actions motivated by desire? Do we act only in pursuit of what we deem good? What is involved i...
Self-Knowledge
We seem to know our own minds - our beliefs, desires, intentions, thoughts, feelings and sensations - in a distinctively secure and immediate way, without having to rely on observation of our own behaviour. Such self-knowledge seems different from knowled...
The Ethics of Climate Change
The climate crisis is one of the most urgent issues facing humanity. Climate change is having an increasing impact on individual lives, and on social and political relations and institutions. This module examines the moral and political philosophical issu...
The Operas Of Benjamin Britten
In this module you will explore the operas by Benjamin Britten, one of Britain’s most influential composers. Britten’s operas are among the few 20th-century works that hold a central position in today’s operatic canon. They are produced regularly by world...
The Producer as Composer: digital sound & songwriting in practice
Truth, Opinion, and Ideology
It is commonplace to hear people say such things as, "You should believe that the climate is changing—that's what the evidence tells us", or "You ought not to believe that the earth is flat—that's just not true". These judgements concerning what people ou...
Learning and assessment
The learning activities for this course include the following:
- lectures
- classes and tutorials
- coursework
- individual and group projects
- independent learning (studying on your own)
Course time
How you'll spend your course time:
Year 1
Study time
Your scheduled learning, teaching and independent study for year 1:
How we'll assess you
- compositions
- composition portfolios
- debates
- developing websites
- dissertations
- essays
- individual and group projects
- oral presentations
- written exams
Your assessment breakdown
Year 1:
Year 2
Study time
Your scheduled learning, teaching and independent study for year 2:
How we'll assess you
- compositions
- composition portfolios
- debates
- developing websites
- dissertations
- essays
- individual and group projects
- oral presentations
- written exams
Your assessment breakdown
Year 2:
Academic support
You’ll be supported by a personal academic tutor and have access to a senior tutor.
Course leader
Jonathan Way is the course leader.
Careers
You’ll graduate with a wide range of transferable skills such as research, critical thinking, analysis and team working. Career skills are embedded at every stage of our courses and certain modules offer specific teaching in reasoning and communication.
Our philosophy graduates have secured roles as diverse as:
- project manager
- teacher
- human resources (HR) coordinator
- investment analyst
- digital marketing coordinator
- tax consultant
- data analyst
Our philosophy degrees are also a good foundation for further study at Masters or PhD level.
Careers services at Southampton
We are a top 20 UK university for employability (QS Graduate Employability Rankings 2022). Our Careers, Employability and Student Enterprise team will support you. This support includes:
- work experience schemes
- CV and interview skills and workshops
- networking events
- careers fairs attended by top employers
- a wealth of volunteering opportunities
- study abroad and summer school opportunities
We have a vibrant entrepreneurship culture and our dedicated start-up supporter, Futureworlds, is open to every student.
Work in industry
You can choose to spend a year in employment during this course.
Fees, costs and funding
Tuition fees
Fees for a year's study:
- UK students pay £9,250.
- EU and international students pay £22,300.
What your fees pay for
Your tuition fees pay for the full cost of tuition and all examinations.
Find out how to:
Accommodation and living costs, such as travel and food, are not included in your tuition fees. Explore:
Bursaries, scholarships and other funding
If you're a UK or EU student and your household income is under £25,000 a year, you may be able to get a University of Southampton bursary to help with your living costs. Find out about bursaries and other funding we offer at Southampton.
If you're a care leaver or estranged from your parents, you may be able to get a specific bursary.
Get in touch for advice about student money matters.
Scholarships and grants
You may be able to get a scholarship or grant to help fund your studies.
We award scholarships and grants for travel, academic excellence, or to students from under-represented backgrounds.
Support during your course
The Student Services Centre offers support and advice on money to students. You may be able to access our Student Support fund and other sources of financial support during your course.
Funding for EU and international students
Find out about funding you could get as an international student.
How to apply
When you apply use:
- UCAS course code: VW53
- UCAS institution code: S27
What happens after you apply?
We will assess your application on the strength of your:
- predicted grades
- academic achievements
- personal statement
- academic reference
You'll need to show you're proficient to grade 8 or equivalent, either by auditioning or sending a video.
Some candidates will be invited to a selection day, which will include an interview. If the admissions tutor decides to invite you to a selection day you'll receive an email. This will include information on how to prepare and what to expect during the session.
We'll aim to process your application within 2 to 6 weeks, but this will depend on when it is submitted. Applications submitted in January, particularly near to the UCAS equal consideration deadline, might take substantially longer to be processed due to the high volume received at that time.
Equality and diversity
We treat and select everyone in line with our Equality and Diversity Statement.
Got a question?
Please contact our enquiries team if you're not sure that you have the right experience or qualifications to get onto this course.
Email: enquiries@southampton.ac.uk
Tel: +44(0)23 8059 5000
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PhDs and research degrees
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Find a PhD project
- A missing link between continental shelves and the deep sea: Have we underestimated the importance of land-detached canyons?
- A seismic study of the continent-ocean transition southwest of the UK
- A study of rolling contact fatigue in electric vehicles (EVs)
- Acoustic monitoring of forest exploitation to establish community perspectives of sustainable hunting
- Acoustic sensing and characterisation of soil organic matter
- Advancing intersectional geographies of diaspora-led development in times of multiple crises
- Aero engine fan wake turbulence – Simulation and wind tunnel experiments
- Against Climate Change (DACC): improving the estimates of forest fire smoke emissions
- All-in-one Mars in-situ resource utilisation (ISRU) system and life-supporting using non-thermal plasma
- An electromagnetic study of the continent-ocean transition southwest of the UK
- An investigation of the relationship between health, home and law in the context of poor and precarious housing, and complex and advanced illness
- Antarctic ice sheet response to climate forcing
- Antibiotic resistance genes in chalk streams
- Assessing changes in astronomical tides on global scales
- Being autistic in care: Understanding differences in care experiences including breakdowns in placements for autistic and non-autistic children
- Biogeochemical cycling in the critical coastal zone: Developing novel methods to make reliable measurements of geochemical fluxes in permeable sediments
- Bloom and bust: seasonal cycles of phytoplankton and carbon flux
- British Black Lives Matter: The emergence of a modern civil rights movement
- Building physics for low carbon comfort using artificial intelligence
- Building-resolved large-eddy simulations of wind and dispersion over a city scale urban area
- Business studies and management: accounting
- Business studies and management: banking and finance
- Business studies and management: decision analytics and risk
- Business studies and management: digital and data driven marketing
- Business studies and management: human resources (HR) management and organisational behaviour
- Business studies and management: strategy, innovation and entrepreneurship
- Carbon storage in reactive rock systems: determining the coupling of geo-chemo-mechanical processes in reactive transport
- Cascading hazards from the largest volcanic eruption in over a century: What happened when Hunga Tonga-Hunga Ha’apai erupted in January 2022?
- Characterisation of cast austenitic stainless steels using ultrasonic backscatter and artificial intelligence
- Climate Change effects on the developmental physiology of the small-spotted catshark
- Climate at the time of the Human settlement of the Eastern Pacific
- Collaborative privacy in data marketplaces
- Compatibility of climate and biodiversity targets under future land use change
- Cost of living in modern and fossil animals
- Creative clusters in rural, coastal and post-industrial towns
- Deep oceanic convection: the outsized role of small-scale processes
- Defect categories and their realisation in supersymmetric gauge theory
- Defining the Marine Fisheries-Energy-Environment Nexus: Learning from shocks to enhance natural resource resilience
- Desert dune avalanche processes modern ancient environments
- Design and fabrication of next generation optical fibres
- Developing a practical application of unmanned aerial vehicle technologies for conservation research and monitoring of endangered wildlife
- Development and evolution of animal biomineral skeletons
- Development of all-in-one in-situ resource utilisation system for crewed Mars exploration missions
- Disturbance and recovery of benthic habitats in submarine canyon settings
- Ecological role of offshore artificial structures
- Effect of embankment and subgrade weathering on railway track performance
- Efficient ‘whole-life’ anchoring systems for offshore floating renewables
- Electrochemical sensing of the sea surface microlayer
- Engagement with nature among children from minority ethnic backgrounds
- Enhancing UAV manoeuvres and control using distributed sensor arrays
- Ensuring the Safety and Security of Autonomous Cyber-Physical Systems
- Environmental and genetic determinants of Brassica crop damage by the agricultural pest Diamondback moth
- Estimating marine mammal abundance and distribution from passive acoustic and biotelemetry data
- Evolution of symbiosis in a warmer world
- Examining evolutionary loss of calcification in coccolithophores
- Explainable AI (XAI) for health
- Explaining process, pattern and dynamics of marine predator hotspots in the Southern Ocean
- Exploring dynamics of natural capital in coastal barrier systems
- Exploring the mechanisms of microplastics incorporation and their influence on the functioning of coral holobionts
- Exploring the potential electrical activity of gut for healthcare and wellbeing
- Exploring the trans-local nature of cultural scene
- Facilitating forest restoration sustainability of tropical swidden agriculture
- Faulting, fluids and geohazards within subduction zone forearcs
- Faulting, magmatism and fluid flow during volcanic rifting in East Africa
- Fingerprinting environmental releases from nuclear facilities
- Flexible hybrid thermoelectric materials for wearable energy harvesting
- Floating hydrokinetic power converter
- Glacial sedimentology associated subglacial hydrology
- Green and sustainable Internet of Things
- How do antimicrobial peptides alter T cell cytokine production?
- How do calcifying marine organisms grow? Determining the role of non-classical precipitation processes in biogenic marine calcite formation
- How do neutrophils alter T cell metabolism?
- How well can we predict future changes in biodiversity using machine learning?
- Hydrant dynamics for acoustic leak detection in water pipes
- If ‘Black Lives Matter’, do ‘Asian Lives Matter’ too? Impact trajectories of organisation activism on wellbeing of ethnic minority communities
- Illuminating luciferin bioluminescence in dinoflagellates
- Imaging quantum materials with an XFEL
- Impact of neuromodulating drugs on gut microbiome homeostasis
- Impact of pharmaceuticals in the marine environment in a changing world
- Impacts of environmental change on coastal habitat restoration
- Improving subsea navigation using environment observations for long term autonomy
- Information theoretic methods for sensor management
- Installation effect on the noise of small high speed fans
- Integrated earth observation mapping change land sea
- Interconnections of past greenhouse climates
- Inverse simulation: going from camera observations of a deformation to material properties using a new theoretical approach
- Investigating IgG cell depletion mechanisms
- Is ocean mixing upside down? How mixing processes drive upwelling in a deep-ocean basin
- Landing gear aerodynamics and aeroacoustics
- Lightweight gas storage: real-world strategies for the hydrogen economy
- Long-term change in the benthos – creating robust data from varying camera systems
- Machine learning for multi-robot perception
- Machine learning for multi-robot perception
- Mapping Fishing Industry Response to Shocks: Learning Lessons to Enhance Marine Resource Resilience
- Marine ecosystem responses to past climate change and its oceanographic impacts
- Mechanical effects in the surf zone - in situ electrochemical sensing
- Microfluidic cell isolation systems for sepsis
- Microplastics and carbon sequestration: identifying links and impacts
- Microplastics in the Southern Ocean: sources, fate and impacts
- Migrant entrepreneurship, gender and generation: context and family dynamics in small town Britain
- Miniaturisation in fishes: evolutionary and ecological perspectives
- Modelling high-power fibre laser and amplifier stability
- Modelling soil dewatering and recharge for cost-effective and climate resilient infrastructure
- Modelling the evolution of adaptive responses to climate change across spatial landscapes
- Nanomaterials sensors for biomedicine and/or the environment
- New high-resolution observations of ocean surface current and winds from innovative airborne and satellite measurements
- New perspectives on ocean photosynthesis
- Novel methods of detecting carbon cycling pathways in lakes and their impact on ecosystem change
- Novel technologies for cyber-physical security
- Novel transparent conducting films with unusual optoelectronic properties
- Novel wavelength fibre lasers for industrial applications
- Ocean circulation and the Southern Ocean carbon sink
- Ocean influence on recent climate extremes
- Ocean methane sensing using novel surface plasmon resonance technology
- Ocean physics and ecology: can robots disentangle the mix?
- Ocean-based Carbon Dioxide Removal: Assessing the utility of coastal enhanced weathering
- Offshore renewable energy (ORE) foundations on rock seabeds: advancing design through analogue testing and modelling
- Optical fibre sensing for acoustic leak detection in buried pipelines
- Optimal energy transfer in nonlinear systems
- Optimal energy transfer in nonlinear systems
- Optimizing machine learning for embedded systems
- Oxidation of fossil organic matter as a source of atmospheric CO2
- Partnership dissolution and re-formation in later life among individuals from minority ethnic communities in the UK
- Personalized multimodal human-robot interactions
- Preventing disease by enhancing the cleaning power of domestic water taps using sound
- Quantifying riparian vegetation dynamics and flow interactions for Nature Based Solutions using novel environmental sensing techniques
- Quantifying the response and sensitivity of tropical forest carbon sinks to various drivers
- Quantifying variability in phytoplankton electron requirements for carbon fixation
- Reconciling geotechnical and seismic data to accelerate green energy developments offshore
- Resilient and sustainable steel-framed building structures
- Resolving Antarctic meltwater events in Southern Ocean marine sediments and exploring their significance using climate models
- Robust acoustic leak detection in water pipes using contact sound guides
- Silicon synapses for artificial intelligence hardware
- Smart photon delivery via reconfigurable optical fibres
- Southern Ocean iron supply: does size fractionation matter?
- The Gulf Stream control of the North Atlantic carbon sink
- The Mayflower Studentship: a prestigious fully funded PhD studentship in bioscience
- The calming effect of group living in social fishes
- The duration of ridge flank hydrothermal exchange and its role in global biogeochemical cycles
- The evolution of symmetry in echinoderms
- The impact of early life stress on neuronal enhancer function
- The oceanic fingerprints on changing monsoons over South and Southeast Asia
- The role of iron in nitrogen fixation and photosynthesis in changing polar oceans
- The role of singlet oxygen signaling in plant responses to heat and drought stress
- Time variability on turbulent mixing of heat around melting ice in the West Antarctic
- Triggers and Feedbacks of Climate Tipping Points
- Uncovering the drivers of non-alcoholic fatty liver disease progression using patient derived organoids
- Understanding ionospheric dynamics machine learning
- Understanding recent land-use change in Snowdonia to plan a sustainable future for uplands: integrating palaeoecology and conservation practice
- Understanding the role of cell motility in resource acquisition by marine phytoplankton
- Understanding the structure and engagement of personal networks that support older people with complex care needs in marginalised communities and their ability to adapt to increasingly ‘digitalised’ health and social care
- Understanding variability in Earth’s climate and magnetic field using new archives from the Iberian Margin
- Unpicking the Anthropocene in the Hawaiian Archipelago
- Unraveling oceanic multi-element cycles using single cell ionomics
- Unravelling southwest Indian Ocean biological productivity and physics: a machine learning approach
- Up, up and away – the fate of upwelled nutrients in an African upwelling system and the biogeochemical and phytoplankton response
- Using acoustics to monitor how small cracks develop into bursts in pipelines
- Using machine learning to improve predictions of ocean carbon storage by marine life
- Vulnerability of low-lying coastal transportation networks to natural hazards
- Wideband fibre optical parametric amplifiers for Space Division Multiplexing technology
- Will it stick? Exploring the role of turbulence and biological glues on ocean carbon storage
- X-ray imaging and property characterisation of porous materials
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