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BA (Hons) English Literature

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Institution C58

UCAS Q310

Bishop Otter campus (Chichester)

3 Years Full Time

Entry Requirements and Fees

2020/21 UK fee: £9,250

2020/21 International fee: £13,500

For further details about fees, please see our Tuition Fee page

 

Typical Offer (individual offers may vary):

  • UCAS Tariff points: 104 - 120 (A levels or combination with AS / EPQ / BTEC / Cambridge Technical)
  • A Levels: BBB - BCC
  • Access to HE Diploma: Pass with 12 level 3 credits worth of English units at Merit
  • International Baccalaureate: 28 points with English Higher at 4.
  • IELTS 6.0 overall with no element lower than 5.5

Student view

Rosie Mussen
English Literature
"Being at a smaller university is something I love, my favourite thing about studying here is how individually recognised you are by the English lecturers. It's always easy to organise a meeting with them and have a quick chat about how you're doing on the course."

Course content

On this degree you’ll discover a diverse range of literature, from classical to contemporary and from popular to canonical. In your first year you’ll explore Victorian literature from the Brontës to Oscar Wilde and you’ll enter the exciting space of Modernist experimentation. You’ll encounter new ways of thinking about the world and human identity and engage with Fantasy. You’ll learn about ‘Literature Now’ and consider its latest transformations into film and the graphic novel.

In your second year you’ll delve into past cultures, experiencing the rich literature of the Renaissance and encountering Romantics, rebels and reactionaries. You’ll choose to deepen your knowledge of fantasy, fairy tales or the gothic and you’ll explore the globe through world literature. Whether you love detective writing, science fiction, ecology or romance, you’ll be fascinated by the other worlds you discover.

Stimulated by vibrant research events, as you progress into your third year you’ll select from numerous specialisms and design your own research project on your favourite topic. Throughout, you’ll be supported by one-to-one contact with our friendly team who will guide you through our extensive range of ‘Study Abroad’ options and our excellent work placement module.

Read our English and Creative Writing brochure for more information.

Our facilities

You can take advantage of our range of facilities including:

  • Specific subject librarians are there to offer advice and assistance for your study area, they can provide specialised reading lists and bibliographies if you are having difficulty finding the right materials
  • Additional academic support available such as referencing, essay planning, presentation skills, research and information gathering, plus general dissertation skills
  • Access to over 500,000 e-books, 4,500 e-journals and 100,000 streamed media clips
  • Library and IT services located on campus with Wi-Fi, open access workstations, individual study rooms and group working spaces

Where this can take you

We want you to become an independent, self-motivated writer, critic and thinker. We will help you to understand the relationship between literature and the period in which it is written, to examine the form and style of literary works, to interrogate how language is used in politics, the media and the internet, and to engage with literary thinkers and theorists who have opened up important philosophical and political questions. We’ll teach you how to get to grips with complex volumes of information in short timeframes – in the process you will definitely improve your IT and word processing skills as well!



English Literature is a sought-after and well recognised degree in the job market. Our graduates go on to a wide variety of careers including:

  • Teaching
  • Journalism
  • Marketing
  • Personnel Work
  • Publishing
  • Gallery Work
  • Charity Management
  • Event Management
  • Tourism
  • Librarianship
  • Social Work
  • Local Authority Employment
  • IT

Some also study further in such areas as English Literature, Archival Studies and Law. Graduates from Chichester have improved communication skills, confidence and cultural knowledge that make them attractive to prospective employers.

Postgraduate Pathways

Alumni receive a 15% discount on postgraduate courses at Chichester.

Postgraduate study options available at Chichester include PGCE and Masters. 

  • MA Creative Writing
  • MA English Literature
  • PGCE
  • Postgraduate Research (PhD)

Work placements

We encourage our students to get culturally involved and gain experience, whether it is as a student blogger, with student societies, with local heritage projects or with our own vibrant research culture.

The Work Placement module allows you to work as, for example, a journalist or within a publishing environment, then to reflect critically upon the experience. Our Professional Writing module equips you with the skills needed to write in a whole range of professional modes. We also hope you’ll take advantage of careers advice available in the University, which is the home of ‘Graduate On’, designed to make the transition to graduate employment easier.

Indicative modules

Year One

Critical Writing: An Introduction 

The module is built around the key research, reading and writing skills that are fundamental to the study of English Literature at degree level. Starting with the basic close reading techniques that students will rely on for all their engagements with primary texts, the module moves on to a consideration of research and library skills, how to engage critically with secondary sources, and then planning, writing, referencing and proofreading written work. Sessions on responding to feedback and career management will enhance students’ development both within and beyond their degrees. The module as a whole will thus provide students with fundamental transferable skills and enhance their employability.

Literature Now: Studies in Writing Today 

How do we write and read our own moment? Exploring recent literary texts and transformations of the literary (film, graphic novels, digital texts, gamification, etc.) this module introduces students to the contemporary cultural landscape. Tracing multiple forms of ‘writing’ and ‘reading’, students will gain the capacity to engage creatively with the present and to develop their own critical responses. Flexible and expansive, the course allows students to test cultural forms, create their own written responses, and grasp their own experience of the present.

Conflicts and Controversies in Victorian Literature: Charlotte Brontë to Charles Dickens

This module will familiarise students with a series of key texts from the early and mid-Victorian period, covering the 1830s through to the 1860s. It will focus on some of the major conflicts and controversies associated with this time of significant change, and will consider the different ways in which a range of writers responded to these concerns. The module will develop students’ skills in the application of contextual and historical knowledge to the structure and content of a range of texts, including novels, poetry and one scientific text. The module will also help students to develop the skills of close textual analysis which they will rely on throughout their degree.

Make it New: Modernist Experimentation from T. S. Eliot to Graham Greene

This module considers the first 40 years of the twentieth century, focusing in particular on the radical developments and experimentation associated with modernist literature. As in the Victorian Literature module, students will consider literary texts in relation to key contextual and historical information, looking at the new forms developed by modernist writers in order to write about a new period of rapid change, conflict and controversy. Students will also continue to hone their skills of close textual analysis, as well as developing comparative skills in writing on more than one text.

Investigating Interpretation: Ideas in Literature, from Marx to Barthes

The course traces the origin of ideas in literature through three key thinkers: Karl Marx, Sigmund Freud, and the linguist Ferdinand de Saussure. Each stresses how interpretation might transform the world or need to be turned into something that transforms our understanding of the world. These thinkers also introduce the notion that our language is crucial in the way the world is constituted. Language is not a ‘picture’ of the world, but makes the world. Then the course moves on to debates about the literary act: cultural myths, the role of the author, the reader, and the text. The course has interactive lectures and seminars, in which students will actively apply their ideas to a range of literary texts. The aim is learning through practice to create students who are engaged with ideas that shape our world and our understanding of literature.

Decadence and Desire: Late Nineteenth Century Literature

This module will familiarise students with a series of key texts from the late Victorian period, covering the 1880s through to the turn of the century. It will focus on some of the major conflicts and controversies associated with this time of significant change and will consider the different ways in which a range of writers responded to these concerns. The module will develop students’ skills in the application of contextual and historical knowledge to the structure and content of a range of texts, including novels, poetry, and short stories. The module will also help students to continue to develop the skills of close textual analysis which they will rely on throughout their degree.

Contemporary Fiction: War, Women, and the World: Elizabeth Bowen to Alison MacLeod

This module considers the historical period since the second world war, focusing in particular on the social, cultural and personal changes in relation to fiction. As in earlier literary history modules, students will consider literary texts in relation to key contextual and historical information, looking at the new forms developed by contemporary writers in order to write about a period of social change, conflicts and controversies. Students will also continue to hone their skills of close textual analysis, as well as developing discursive essay skills.

Subverting the Subject, Ideas in Literature from Lacan to Butler

The syllabus ranges across a key set of thinkers who have each pursued ideas that subvert our usual ideas of the subject. If we usually consider the subject as the individual exercising their will to decide a course of action consciously, then these thinkers disrupt this by considering all the ways in which we might be determined by forces. This course will use literary fiction as the primary means to explore the cultural fiction of the self (although we will also use music, art, film, online culture, etc.) The course will have interactive lectures to engage and inform students about the central ideas of the subversion of the subject. Seminars will encourage students to apply what they have learnt in a creative fashion. Literature and culture will be key sites for both lectures and seminars to explore these ideas.

 

Year Two

Experiments in Fiction: Magic, Detection, Sci Fi and Beyond

After introducing students to the concept of genre and to narratives concerning the birth of the novel, the module will examine the picaresque alongside the ‘formal realism’ of Defoe’s Moll Flanders (1724).Students will contrast the scurrilous (and sometimes liberatory) romance (exemplified by Eliza Haywood) with the didactic novel (for example, Samuel Richardson’s Pamela). They will examine the formal features of the historical novel, explore the interplay of realism and the gothic with an appropriate text, for instance, Wuthering Heights, and analyse the features of the gothic short story, with a range of texts from Poe and Gilman. They will track the rise of detective fiction and touch on the development of the genre during the Golden Age. They will then explore instances of other key genres, which may typically include science fiction, magical realism and biofiction, including, potentially, such writers as Kim Stanley Robinson and Laura Esquivel.

Agents of Change: Women’s Writing in the Twentieth and Twenty-First Centuries

The ‘contestation’ of the module will be understood in terms of the challenges made by women’s writing (both critical and creative) to established authority. The works of fiction, and the critical / theoretical texts recommended for further discussion and illumination, can be seen as oppositional to what the Canadian scholar Linda Hutcheon calls ‘centrist discourses’.

Lectures, and tutor talks, will be used to introduce and to contextualize the set texts, and to outline appropriate strategies for the study of these texts. Questions on the texts will be distributed via Moodle in advance of each weekly seminar, and we’ll provide at least one online pdf copy of a key critical essay per author to help you to begin your independent secondary research and reading.

Renaissance and Beyond: Fantasy, Monarchy, History 

This module takes a chronological path. It will examine ideas of witchcraft and magic in works by Marlowe and Shakespeare. It will explore fantasies of womanhood by tracing  Petrarchan and humanist influences in early sixteenth-century poetry. It will reveal how Amelia Lanyer and others replied to such fantasies. It will uncover how literature expresses the ideology of power by examining that strange text, filled with chivalry and the monstrous, Spenser’s The Faerie Queene. It will examine the wit and energy of the poetry of John Donne and Andrew Marvel. It will disclose how Milton dramatized the fall of man in Paradise Lost. It will unearth the social and sexual satire in Rochester’s poetry and in the imagined worlds of the sixteenth century and Restoration. The module will end with tutorials before the essay assessment.

Modernism, Magazines and Media

This module gives students the opportunity to take their first-year engagements with modernist literature one step further, expanding the range of works studied to include modernist magazines and films as well as more traditional literary texts. Canonical works will be considered alongside less well known pieces, and certain texts will be considered in their original periodical format. Beginning in 1910, the year in which, according to Virginia Woolf, ‘human character changed’, the module will move for the most part in chronological order through to the mid-1930s. The emphasis will be on modernist experimentation and on the ways in which different modernists working with different media sought to represent their own versions of modern reality.

Gothic Sensations: From Walpole to Wilkie Collins

This module takes students from the terror of gothic to the thrill of sensation fiction. Beginning with the gothic’s origins in the 1760s, students will explore the genre’s development. They will assess the reasons for what has been called the ‘explosion’ of the genre in the 1790s and consider the role of the gothic tale in the developing periodical market. They will analyse how the discourse of sensibility and feeling and the medical discourses around sexuality and the body shifted to produce the sensation fiction of the nineteenth century. Familiarising themselves with the reception of gothic and sensation fiction, they will discover how this writing, while often underrated, was used to explore a range of social, sexual, racial and political anxieties. Students will also engage first hand in the process of recovering now obscure but often once popular gothic works of the past, learning how to edit such texts and considering how best to introduce them to new audiences.

Poetry: 1300 to the present 

Although the content of the module may vary slightly from year to year, it will typically begin with an introduction to the great variety of forms in English poetry. It will then follow with a series of weekly studies of particular poetic forms, focusing on examples old and new. It will study Songs, Ballads and Lyrics from the Middle English era to modern variants and kinds. We will then move to study both Pastoral and Sonnet forms, tracing their variations from the Renaissance to recent times. The following week will focus on poetry of Wit and Satire, comparing examples from pre-twentieth-century poetry with more contemporary forms. This will be followed by a study of the Elegy in both its earlier and more modern forms. We then turn to consider Romantic Poetry and its ‘afterlife’, where key aesthetic ideas about poetry will be traced from the Romantic era and shown to be still raising key questions about poetic expressiveness, landscape and individualism despite anti-Romantic trends in modern poetry. We then turn to study the Dramatic Monologue, focusing on the legacy of Robert Browning, with examples taken from the nineteenth and twentieth centuries. The following week will address Poetry and Modernism, approximately the era of 1900-1940, focusing mainly on modernist attempts at situating poetry in a mass, urban context. This will be followed by a week on the generic strategies and variations in contemporary poetry where genre will once more be both in question and central. The course will finish with a study of theories and defences of poetry from Plato to the post-modern.

World Literatures: Roots & Routes, from Conrad to Afrofuturism

Literature belongs to our world, but also creates rewrites our world and creates new worlds. This course explores how literature has been part of making the modern world, accompanying the new sense of the globe, colonial relations, and the new post-colonial world. In particular, this course looks at how the world is made in an uneven way and at responses to this world by so-called ‘peripheral’ modes of writing. The course studies how our sense of having roots in the world, especially national roots, engages with the global routes that make our experience. Charting a path through texts from the late nineteenth to the twenty-first century, the course does not aim to ‘represent’ the totality of world literature, instead we study a selection of texts that engage with crucial issues, from the violent imposition of imperial power to the ecological challenge of global climate change.

Romantics, Rebels, Reactionaries

The initial sessions will introduce students to Augustan poetry and then to the subtle and ongoing shift of sensibility after the middle of the century. The module will then discuss the French Revolution, and unlock the key ideas associated with Romanticism. A lecture on the Blake’s poetry will outline the significance of the French Revolution to English Romantic literature. The French Revolution was a catalyst for an unprecedented burst of creative activity in England, and Blake's Songs of Innocence and Experience (1789, 1795) and The Marriage of Heaven and Hell (1790-3) will reveal one of the most radical and complex political attitudes in English literary history. Blake's desire for human improvement, and his belief in the primacy of an imaginative, intuitive grasp of the external world will be followed by an examination of the response of women writers across the political spectrum, including Mary Wollstonecraft, to the French Revolution, and other issues. Literary responses to Edmund Burke’s Reflections on the Revolution in France (1790) will be considered. Wordsworth's and Coleridge's Lyrical Ballads (1798), and selections from Wordsworth's The Prelude will also be discussed and Coleridge's contribution to Romantic ideas will be explored through his conversational poems. Mary Shelley's Frankenstein (1818) will be examined as a novel which explicitly challenges the visionary yearnings of (masculine) Romantic poetry, and provides a strong warning to the Romantic overreacher, a notion implicitly sanctioned by Jane Austen’s Pride and Prejudice (1813). The module will also assess how far second-generation Romantic poets developed the key Romantic theme of reform.

European Literary Legacy: Writing the City

This module will deal with anxieties regarding the relationship between reader, author and cityscape. Not only will it provide a survey of a variety of canonical and non-canonical works drawn from and inspired by a specific location it will provide students with a new set of theoretical constructs drawn from psychogeographic writers and texts. Ranging from classic canonical texts to contemporary genre-fiction this course will provide students with an in-depth literary history of the period studied (that builds on previous modules), clear connections between the texts under discussion and a renewed attempt to place theoretical readings in context. Using key psychogeographic works by Benjamin, de Certeau, Debord, Sinclair and others the early part of the module will situate students in the theoretical context for the study of the works developed from the geographic space – in this case Venice. The module will then go on to discuss key works created and inspired by Venice over the past four hundred years (roughly) and, by doing so, each work will build upon the other creating a firm vision of the cityscape that has both transformed writers and has been transformed by literary and visual art over time.

From ‘Angry Young Men’ to Cool Britannia: A historical analysis of British cultural activity after 1945

This module provides students with an opportunity to analyse examples of British cultural activity after 1945.  The module discusses a series of key movements of cultural production, for example, ‘the Angry Young Men’; ‘Cold War fictions’; or ‘Thatcherism/responses to Thatcherism’.  It aims to show students the range and complexity of cultural work ‘at play’ in the period and to allow them to place examples of British cultural production in their artistic, political, and historical context.  

English in the Workplace

This module aims to provide students with the opportunity to reflect upon their academic work in English within the context of the workplace. The module will enable students to develop skills for the workplace, and for future career decisions. Students will attend compulsory sessions in the classroom before going to work for a number of weeks with an employer. At the end of the course, they will submit a written assignment and give a graded oral presentation. The assignment and presentation should demonstrate evidence of engagement with the workplace, independent critical thinking, clarity and fluency of expression, and awareness of how to prepare for future opportunities.

 

Year Three

English Dissertation

The Dissertation enables students to build on their research and writing skills developed during the first two years of the degree. It gives students the opportunity to work independently on a research project of their own choosing (with supervision), to pursue specialist interests and to strengthen and enhance their knowledge of a chosen subject.

The Unconscious and Desire, from Freud to Zizek

This course explores the notion of unconscious desire and the expression of these desires in literature and culture. It traces the emergence of the ideas of unconscious desire in the work of Freud and how Freud links this idea to the literary and the cultural. Then the course explores the ways in which various psychoanalytic thinkers have transformed the notion of unconscious desire and used it to grasp literary and cultural forms. At the heart of our experience is, psychoanalysis argued, a fundamental fantasy that engages and shapes our experience of the world and our ‘selves’. These fundamental fantasies are shaped by literature and culture.

Ethics of Reading: D H Lawrence to Michel Houellebecq

This module will deal with anxieties regarding the relationship between reader and author. Not only will it explore a number of controversial novels, several of which have been banned, restricted or burnt, but will also question the relationship of ethics to literature. Ranging from classic modernist texts to contemporary fiction this course will provide students with an in-depth literary history of the period, clear connections between the texts studied (chronologically) and a renewed attempt to place theoretical readings in context. It will ask if contemporary literature, and our reading of fiction, has moved beyond the postmodern into a proliferation of reading types that are no longer strictly tied to former modes of critical understanding.

By using Barthes’ work as a starting point the module will examine the counterpoints to theoretical modes of reading – notably the essay ‘Against Theory’ by Knapp and Michaels - and the debate that followed, along with the work of Sean Burke and others. The module will then go on to discuss the (partial) theoretical turn to ethics in the mid-1980s and, using three key essays, ask if an ethical discourse or a post-structuralist discourse is most useful for investigating novels that challenge us both politically and personally. Students will be encouraged to develop their own critically-informed reading of key Twentieth-Century texts.

Fantasy and Fairy Tales

This module is designed to enable students to develop an informed historical and critical perspective on a powerful literary and cultural tradition beginning with the fairy tales written in early modern Italy, continuing through Perrault, D’Aulnoy, Grimm, Andersen to the radical remakings of artists such as Angela Carter and Margaret Atwood. It also asks where, beyond Disney adaptations, we can turn to for modern fairy tales through a consideration of the use of fairy tale tropes in the work of J.K Rowling and Philip Pullman.

Gothic, Romanticism and Women’s Writing: From Mary Wollstonecraft to Jane Austen

The aim of this module is to introduce students to the exciting range of women’s prose writing in the period 1776-1814. Students will explore a range of prose texts across a variety of genres, including the novel, the essay and the drama. They will discover how this writing, while often underrated, was of importance to Romantic aesthetics (often primarily understood and defined in terms of poetry written by men). Students will also examine the use of the gothic and assess how this popular but often devalued mode of writing adds to our understanding of an extended Romantic period. Students will explore the relationship between such writing and the political debates of the period. In particular, the module uses these writings to show the intensity of the debate concerning the nature of the individual and society in the political turmoil following the American and French Revolutions. By examining women’s writing, students will be encouraged to move away from naïve assumptions about the historical context, particularly in terms of sexual and political oppression. They will consider how ‘feeling’ or sensibility, often connected with femininity, became a key concept in the post-French Revolution debate. They will be encouraged to appreciate the complex interaction of the discourses of aesthetics, gender and politics in the period and consider the role women writers played in shaping the British nation.

Scientific Revolutions: Literature and Science from H. G. Wells to Ian McEwan

The aim of this module is to introduce students to the burgeoning field of literature and science and to encourage them to think outside of traditional disciplinary boundaries. The module will explore a number of major scientific developments in the twentieth and twenty-first centuries, considering both these developments in and of themselves and the texts which explained, engaged with and responded to them. Students will encounter examples of the direct influence of science on literature, and of literature on science, but will also be asked to consider both disciplines as parts of the same zeitgeist, cultural matrix or historical context, each responding to shared cultural ideas and concerns. Students will be required to read and analyse literary texts from a range of genres, as well as popular science texts in the form of books, newspaper reports and magazine articles. The module will enable students to develop their close reading skills further by applying them to a range of different texts, and will encourage them to think about the place of their own discipline in relation to others.

Unforgettable Corpses: First World War Writing

The First World War and its immediate aftermath produced the modern world: politically and socially, the First World War was absolutely crucial. It was also a period which produced a distinct literature and which formulated a unique literary culture, one which remains important for contemporary literary culture. The experience of combat troops in the First World War as reproduced in texts written by those directly involved in the conflict materially impacted upon the English language and the literary imagination and continues to have an often under-acknowledged centrality in political and cultural thought. This module will examine the literary products of this period, the methods by which the authors reproduced, described and fictionalised their experiences. It will analyse the use of different genres and will assess the development of a poetics of conflict specific to the First World War. The second half of the module will consider the use of First World War tropes in literature produced in the latter half of the 20th century, compare the application of those narrative devices, and critically assess the later use of those devices. In so doing, it will interrogate the on-going relationship between the First World War and contemporary literary culture and society.

British Culture Wars 1800-2000

Class time will allow windows on specific moments (liberal reforms in the 1960s), while in other weeks survey broader themes that run over the entire period (e.g. the place of alcohol in society). The following subjects illustrate a sample of themes that feature, thus, for example:

Observing the Sabbath – from the Napoleonic War to Sunday trading.

  • Obscene publications in the 19th century.
  • Literary controversies in the 19th century – Newgate novels, French fiction and circulating libraries.
  • The people’s pleasures – moral panics in Victorian Britain over animal cruelty, music halls and naked bathing.
  • The cinema – self-censorship and the baleful influence of Hollywood.
  • The liberal hour – from the 1959 Obscene Publications Act to the 1969 Divorce Reform Act.
  • Rock ’n’ roll – fears over race, violence and drugs in the 1950s and ’60s.
  • The backlash against liberalism (1) – the rise of a moral right with Mary Whitehouse and her influence over Margaret Thatcher.
  • The backlash against liberalism (2) – the rise of a moral left and the creation of new taboos: sexism, racism, homophobia.
  • New technologies – video nasties, satellite TV and the internet.
  • The nanny state – government advice, targets and guidelines.
  • The perpetual war against alcohol.
  • Attitudes towards Britain.

History in the Graphic Novel

The purpose of this module is for students to critically analyse the representations of history that are found in ‘graphic novels’. Students will analyse the recent theoretical debates on this form of historical representation and they will debate the best strategies to employ to critically analyse sequential art forms, especially their portrayals of history. Two case studies will be adopted. Equipped with a working theoretical understanding students will analyse how artist-writers have depicted post-war USA. Here, special attention is given to the important newsprint work of Schulz and Doonesbury, as well as to influential graphic novelists Will Eisner and Art Spiegelman. These text-image sources will be read so as to analyse how contemporary America is represented and to deconstruct the social assumptions that are implicit in this figuration. For example, students will analyse the value system encouraged in such popular works as Peanuts, or analyse the depiction of New York in the work of Eisner. They will use and analyse the growing critical secondary literature (see indicative bibliography below). Art Spiegelman’s world famous representation of the Holocaust, Maus, turns attention to the representation of European history. Using a range of European graphic novels the students will question how Hergé, Tardi, Moore and/or Satrapi have depicted war, communism, colonialism, Victorian London and the experience of exile.

International English Studies

Include International English Studies: 

International English Studies

Teaching and assessment

The key to an English Literature degree is communication, and at Chichester we focus on your abilities in written and spoken expression.

The range of assessments includes: essays; textual analysis; commentary; collaborative project work; portfolio; examinations; dissertation and manuscript work.

Modules are assessed at every stage of the course, offering cumulative assessment of your progress. Your academic advisor and lecturers are available for advice throughout your degree. 

Additional Costs

Include Additional Costs: 

Additional costs

As a University of Chichester student you will be provided with many things to support you but there may be additional costs which you may encounter whilst studying. The information below will help you understand our provision and what else you need to budget for.

What you can expect from us

All of your teaching and assessments are included in your tuition fees, including, lectures/guest lectures and tutorials, seminars, laboratory sessions and specialist teaching facilities. You will also have access to a wide range of support and services:

• A range of student services – advisors, help desks, counsellors, placement support and careers service;

• The general Library services are free for students and our e-resources are available wherever you are. However, you may become liable for fines if you don't return items on time;

• Open access IT spaces, wi-fi across the campuses and in the halls of residence, AV equipment to borrow;

• Access to support from our Careers Service;

• Disability and additional learning support;

• The Language Centre to help you develop/improve foreign or English language skills;

• 24 hours a day security team.

Costs of living and other expenses you may need to consider:

• Accommodation and living costs;

• Text books (but do remember that our library is stocked with a large range of text books for all courses, as well as online resources such as industry journals, free of charge);

• General stationery and other supplies such as presentation materials;

• Photocopying and printing (note: a hard copy of each assessment to be submitted is required);

• The library is charged for the Inter Library Loans service - we pass this cost on directly to our customers;

• Travel to, from and between campuses (note that the U7 and Number 50 bus services offer a subsided travel rate); 

• Gym membership: check out our student membership packages, sports events, varsity teams, information about our new facilities and more on the Sport webpages;

• Dance / Theatre passes – these provide discounted entry to a range of performances;

• Field Trips / Educational Visits – these are optional and do not have to be undertaken to complete the programme. Students make a contribution towards the cost (e.g. travel, sometimes accommodation);

• If you require a Diagnostic Assessment for a Specific Learning Difficulty such as Dyslexia, the University may be able to assist you arrange this. You will be required to pay for this assessment, although some financial assistance may be possible from the University Hardship Fund. Further information is available from the Disability and Dyslexia Service. For more information, please click here

• Graduation: It is free for the student to attend the ceremony itself. Graduands must wear academic dress. Academic dress, guest tickets and photography are additional costs payable by the student.

Financial help available from the University

We offer a number of scholarships and bursaries to students who are beginning their studies at Chichester. Our Finance pages provides details on living costs, budgeting and paying your tuition fees.

Study Abroad

The Department of Humanities provides students with an outstanding range of degrees where you are encouraged to study abroad for one or two semesters.

We have partnered up with some of the best universities in the world including our friends in Italy, the oldest University, University of Bologna-Ravenna. The full list of partners today are:

  • University of Aix-Marseille (France)
  • Catholic University of Leuven (Belgium)
  • University of Duisburg-Essen (Germany)
  • University of Wuerzburg (Germany)
  • University of Bologna (Italy)
  • Cadiz University (Spain)
  • University of Eastern Finland, Joensuu and Kuopio (Finland)
  • Karadeniz University (Turkey)
  • St Norberts College (Wisconsin, USA)
  • Mercer University (Georgia, USA)
  • Columbus State University (Georgia, USA)
  • University of Northern Iowa (Iowa, USA)
  • Queens College (New York, USA)
  • Hobart and William Smith Colleges (New York, USA)
  • Louisiana State University (Louisiana, USA)
  • Thompson Rivers University (Canada)
  • Rikkyo University (Japan)

While our students work and study with our partners we welcome their students to our classes as well as supporting academic exchanges for global researchers to connect to our home students.