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BA (Hons) Medieval and Early Modern History

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Institution C58

UCAS V101

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 
  • International Baccalaureate: 28 points 
  • IELTS 6.0 overall with no element lower than 5.5

 

 

Student view

Medieval and Early Modern History
"My readings enabled me to form better opinions, develop new ideas and add new dimensions to these ideas. Being able to research in this environment, with the support that was offered to me was an exceptional experience that will be difficult to replicate."

Course content

Our BA (Hons) degree offers the opportunity to study 700 years of local, national and international history.

You will be able to select modules ranging from the aftermath of the Norman Conquest, through Tudor England, to Napoleon and will learn how to analyse politics, literature, art, architecture, textiles, landscapes and other cultural artefacts as well as written sources.

Modules include traditional survey courses covering Medieval Europe, the Wars of the Roses, the Renaissance and Reformation World and the Age of Revolution, 1776-1848.

They will also introduce you to specialist subjects like The Court of Henry VIII, Louis XIV’s France, The Eighteenth Century Enlightenment and the Cultural History of Death.

 

On the BA (Hons) Medieval and Early Modern History you will have the option in year two to work with sector-leading museums, galleries or heritage sites.

Our prestigious partners include: 

In addition we employ a number of internationally-recognised journalists who provide lectures related to sector of employment. 

For more information, you can read our latest History brochure.

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

Key skills include research, analysis, report writing and oral presentations. Emphasis is put on analysing contemporary sources, which will stand you in good stead for postgraduate study.

In addition, students selecting the Work Placement module will gain experience and specific employment skills for heritage or teaching careers.

You will emerge from the degree with an acute critical mindset and an appreciation of cultural diversity enabling you to take up any number of graduate employment opportunities.

Employers tell us that they value History degrees because they cultivate initiative and the ability to work independently or as part of a team, as well as enhancing traditional skills of analysis, writing and research.

Many students continue to study to become teachers (PGCE), undertake postgraduate study (MA/PhD) or gain employment in the heritage sector.

Either way, feedback tells us that our graduates believe that studying at Chichester has equipped them very well for the next stage in their careers and lives.

Postgraduate Pathways

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

Postgraduate study options available at Chichester include: 

  • MA Cultural History
  • PGCE
  • Postgraduate Research (PhD)

Alumnus profile

Peter Symonds, Visitor and Volunteer Co-ordinator, Petworth House, Sussex (National Trust) 

"The History Work Placement module gave me a more rounded view of history and heritage. I never understood the effort that went into making sites like Petworth a success until I worked with the people who actually make things happen, hearing about the difficulties as well as how they could be overcome.

My project allowed me to create interpretation for visitors to enhance their enjoyment - which I continue to do today.  My experience also shows that the module can lead to bigger things. Without doubt it kick started my career in heritage - for which experience is a necessity - and I certainly recommend it to future students.”

Indicative modules

Year One 

Renaissance & Reformation Europe, 1350-1600

This module begins by exploring the revival of classical antiquity that blossomed in Italy in the fourteenth and fifthteenth centuries that 19th historians labelled the ‘Renaissance’. This cultural movement came at a time when Europeans were profoundly dissatisfied with the corruption endemic within the Catholic Church. The intense textural criticism promoted by Renaissance humanists prompted religious reformers, like Colet in England and Erasmus in Holland, to translate and reinterpret the Bible. Martin Luther in Germany was unable to reconcile his understanding of the gospels with that of the Catholic church inspiring other ‘protesters’, like Jean Calvin in France, to found new churches. A series of internecine religious wars erupted permanently splintering Christendom. By examining political, intellectual and religious development, popular, elite and court culture, warfare and international relations and gender issues across Western Europe, and also in the Ottoman Empire to the East, students will gain a better understanding of early modern European society and the way it responded to pressure and change. This also serves as a useful introduction to the level I module “Torture to Terror: European Order & Repression, 1492-1792” (HIL123).

Torture to Terror: European Order & Repression, 1492-1792

Dramatic advances were made during this time in the realms of political theory, rational philosophy, diplomacy, science and global commerce following the voyages of discovery, culminating in the so-called ‘Age of Reason’ in the eighteenth century. Nevertheless, the period is dominated by brutality, atrocity and savagery as the persecution of witches and religious minorities, endemic warfare and the trade in slavery testify, concluding with the French Revolutionary Terror, 1792-94. The module begins with an examination of the destruction of the Indies by Spanish Conquistadores, introducing recurrent themes and debates, such as the interaction between European and non-European cultures, ‘just’ welfare, colonial exploitation, religious and cultural oppression, torture, slavery and human rights. Topics to be considered include theories of ‘absolute’ government and resistance from Machiavelli to Hobbes; the British Civil War; Witchcraft and Magic; the Spanish Inquisition; the Thirty Years War; 1618-48; the C17th Dutch Economic ‘Miracle’; the Scientific ‘Revolution’; Peter the Great’s Russia; the eighteenth-century Enlightenment; and the French Revolution/Terror.

England in Europe, 1154-1400

The module begins by outlining the cultural and political landscape of Western Europe in the mid-12th century. It will then explore major themes and events in English History from the 12th to the 15th century including the Angevin Empire and its loss, Magna Carta and the role of the Papal Monarchy, the relative peace and prosperity of the mid- 13th century, Edward I’s campaigns in Wales and Scotland, the upheavals of 1307-27, the Black Death of 1348 and the Hundred Years’ War. The module will end by asking whether the Peasants’ Revolt (and similar rebellions) heralded the demise of ‘feudal’ social structures, and the end of the Middle Ages.

Rethinking History: Theory and Practice

The module is team-taught and draws upon the specialist expertise of History tutors, examining a different approach to history each week from a range of contemporary theoretical perspectives. These will include, amongst others, social and cultural history, the history of women, gender and sexuality, ideology and discourse analysis, postcolonial, postmodern and empiricist histories, the history of the visual image, landscape and public history, the legacy of modern war, and heritage studies. Key concepts common to history writing such as periodisation and the nature of the archive are also examined. This module requires tutors to be explicit about their own historical practices with students and to reflect critically upon their own methods of analysis and the sorts of narratives they produce. The coherence of this module is based precisely on the same key issues addressed by tutors at each session. These may include, for example, what are the key arguments and who are the key contributors in a given approach to writing history and what makes it so important in the development of the discipline? What debates and controversies have animated the field so far and what are its overall strengths and limitations?

History, Heritage and Interpretation

The Material World: Interpreting Objects & Environments

The Tudors, 1485-1603

This module begins by introducing the Tudor monarchy as a whole through the key themes of personal monarchy and display, and considers the various loci of power - Parliament, Privy Council, Church, Crown and court - during this period. It then moves chronologically through the monarchs and events of the sixteenth century, beginning with Henry VII (the last medieval or first modern king?) and ending with Elizabeth I (one reign or two?). Students will consider the role of political faction in the decision-making process under Henry VIII; the impact of the Reformation at the centre and in the localities; the shaping of monarchical authority by the royal minority of Edward VI; and the female monarchies of Mary and Elizabeth. Throughout there is introduction to primary sources and to some of the major historiographical debates surrounding these issues, enabling students to think critically and independently about the controversial questions attached to this intense period of social and economic change.

The United States: An Introduction:1763-1970

The Wars of the Roses, 1455-85

The Black Death

This module will outline the context of the Black Death in the fourteenth century especially in light of the Great Famine of 1315-17. The pandemic will be tracked across Europe and its effects studied, in light of religious intolerance, especially towards Jewish communities. Using contemporary sources and demographic evidence the pandemic in England will also be tracked and studied. Its long term effects in population, religion, political and artistic fields will examined and the changing nature of late medieval society in the wake of this event studied. The module will end by asking whether the Black Death was responsible for the many upheavals of the late- fourteenth to early sixteenth century, such as the Peasants’ Revolt, the end of feudalism, the decline in monasticism and rise in personal piety, or whether these were inevitable.

The Slave Trade, 1444-1834

The Nineteenth Century World

 

Year Two

Medieval Heresies, 1100-1500: From the Cathars to Erasmus

The module will examine the definition of heresy within the Christian tradition. It will seek to explain the social and religious background to the earliest Christological debates, the role of the Ecumenical Councils in the definition of heresy, the impact the counciliar decisions had on the coherence of Christian communities. It will examine dualism, exploring its origins, beliefs and diverse development as it spread westwards across Christondom, looking explicitly at its impact on the Eastern Church (Bogamils, Patarenes, Paulicans and Massalians) and politically and economically on the Byzantine Empire, and on the Western Church (Cathars). This will be linked to the development of the free preaching movements – Waldenses and the mendicant friars, the former outlaw of the papacy, the latter supported as an instrument of influence. This will touch on the rise of the inquisition and the role of the crusades in the war against heresy. Against this background, the module will investigate the development of Wyclifism/Lollardy in England (with specific reference to the South of England), and its religios and social goals, and the response of the English secular and spiritual authorities to its agenda. It will cover its eastward spread to the English secular and spiritual authorities to its agenda. It will cover its eastward spread to Bohemia and the threat this posed to the Papacy and the Catholic monarchs of Europe in the first half of the fifteenth century. The module will conclude by exploring the impact heresy has had in contributing to the end of feudalism, fuelling movements toward greater social equality, promoting improvement in education provision (particularly in supporting the rise of vernacular literatures) and in the emergence of the Reformation in Europe.

Approaches to Research

Culture & Civilisation in Late Medieval England, 1200-1550

The module offers a thematic and contextual survey of late-medieval England, enabling students to expand on their learning from the introductory module England in Europe c.1154-1400 (although attendance on that module is not a pre-requisite). It commences by problematising ‘The Middle Ages’, focusing on historiography, myth, public perception, and the constructed nature of historical periodisation. Following this, various identities (for example monastic/ecclesiastical, seigneurial, masculine and feminine) are examined, as articulated in architecture, art and literature, as well as through more conventional administrative sources. The focus is on England, but material from elsewhere may be used, and videos and field trips are normally employed in order to enhance students’ understanding of late-medieval culture and its conceptualisation.

Work Placement: Applied History in the Workplace

This module will consolidate students’ learning from previous modules, particularly ‘History, Heritage and Interpretation’ or ‘Introduction to British Politics’ (although attendance on either of these is not a pre-requisite), through the application of their learning experiences to a working environment. Each student will be placed with a local heritage site or Politics-related business and will be introduced to a representative from their chosen site at an early stage so that a suitable programme of work can be constructed. The timetable will consist of 24 hours on-site, ideally in blocks of four/six hours weekly (although this may depend on the preferences of the particular site), and support will be provided by the tutor throughout. Students will be encouraged to set up e-mail discussion with the tutor and each other, so that they can develop a framework of support and enhance their progression through the module. The tutor will maintain contact with the each work placement representative, and will contact them directly at least once during the on-site period.

Enlightenment Europe, 1688-1789

The ideas of the Enlightenement provided new ways of thinking about science, religion, education, politics and society and the place of ‘mankind’ in the world, but to what extent did the ‘philosophers’ transform society and how enlightened were they? As Kant insightfully observed in 1784 the eighteenth century was not an enlightened age, but did witness the beginning of an age of enlightenment. After examining the concept of ‘Enlightenment’ the module will investigate a number of themes in greater depth including battles over science and religion; campaigns for cultural and religious toleration; the republic of letters and the diffusion of ideas; enlightened absolutism and political reforms across Europe; the rise and impact of the popular press and novel; education and childhood; women and gender; poverty and charity; justice and commerce; race and slavery; and the Enlightenment and revolution. A number of seminal thinkers and their influence are also assessed including Locke, Voltaire, Montesquieu, Diederot, Rousseau, Beccaria and Wollstonecraft.

Stuart England: Rebellion, Restoration, Revolution, 1603-88

This module will introduce students to the ‘Stuart Age’, 1603-88. The course is structured chronologically, starting with the accession of James I in 1603 and concluding with the deposition of his unapologetically Catholic grandson James II. By exploring the radical political, religious, economic, social, cultural and intellectual changes that took place in and beyond Britain the module will assess why England went through such a period of extended turbulence and instability in the seventeenth century. In contrast with other European ‘absolutist’ sovereign states England moved in the opposite political direction, but this was far from predictable in 1625 at the accession of Charles I or 1660 when his son was restored as King Charles II. The people of England forcefully altered the nature of their government several times in this period often with bloody consequences and therefore changed their monarch peacefully through Parliament in 1688 to avoid further conflict. Far from a smooth path to democracy this was in fact an era of constitutional experimentation and innovation with advancements in science, political theory and commercial activity forcing rulers and ruled to rethink how their relationship could work in a more effective and mutually beneficial fashion.

Game of Thrones: The 100 Years War, 1337-1453

The Hundred Years’ War took place when chivalry was at its height. The conflict has been seen as one of chivalry’s greatest moments – so many knights attempted to outdo each other in feats of bravery and skill in battle. But these wars also inverted many of the universal tenets of chivalry such as loyalty to overlords and protection of the innocent and unarmed. The module begins with an examination of the causes of the war, such as the long-standing tensions between the kings of England and France, the disputes over possession of Gascony, and Edward III’s claim to the French throne. Topics to be considered include diplomacy, such as Edward III’s recruitment of the counts of Flanders, military tactics and technology (such as the long bow and advances in gunnery), chivalry, the leadership of both the English and French armies, and the socio-economic impact of the conflicts in England and France.

Witchcraft & Magic in Early Modern Europe

This is a thematic course that focuses upon key issues in the debate over the nature of witchcraft, magic and superstition in the towns and villages of Early Modern Europe including Britain. The early modern world was imbued with notions of magic and superstition. The great witch-hunt was a manifestation of fear, but also of tensions within the local community and between the sexes. The repression of those magical beliefs and practices was related to the great cultural movement marking the marginalisation of popular culture by an increasingly separate elite. Themes to be covered include popular religion, the rise of the witch-hunts, the nature of magical and superstitious belief, the different manifestations of belief and practice across Europe, the dynamics of community accusation and state persecution, and the processes of decline. Through the wealth of available source material, in its variety of formats, students will be encouraged to explore the many historiographical debates surrounding the phenomenon.

Crime Deviance and Punishment in Early Modern Europe: 1500-1850

Medieval & Early Modern Women: Sex, Gossip & Politics

Kingdom of Heaven: Crusading and the Holy Land, 1095-1291

Material Cultures in Early Modern England

 

Year Three

Dissertation

The dissertation constitutes three modules at level 3. It will sustain a positioned argument (thesis) over 10500 words. Both primary and secondary sources will be used. The work will include explicit methodological and historiographical dimensions and where appropriate, theoretical discussions integrated into the text. Students will have taken the level two module, Approaches to Research, and have identified by its completion their dissertation subject. All choices made by the student will be approved by the tutor of this module for viability and appropriateness.

Louis XIV’s France, 1643-1715

The course assesses the extent to which an ‘absolutist’ monarchy was established in France in the seventeenth century. Revisionists argued that ‘absolutism’ was a myth or fabrication, revealing that Louis XIV’s authority was based on social collaboration with the elites and brilliant propaganda. This undermines the traditional protrait of an omnipotent monach who unified France by enforcing adminisitrative centralisation and cultural homogeneity. However, counter and post-revisionists have revealed that Louis XIV was a shrewd politician and an effective manager and negotiator, who was also fully prepared to exercise his divine-right prerogative powers and employ draconian measures. To test these interpretations many aspects of French society and government will be examined including political, economic developments, tensions beginning with the civil war known as the Fronde 1648-53; military reforms, diplomacy, warfare; commerce and colonial expansion; the church and religious persecution; court culture and the royal family; patronage and clientage networks; provincial identities and institutions; social developments and gender relations; the role of propoganda, art and literature; the growth and impact of public opinion.

Kingship, Queenship & Power in Late Medieval Europe

This course enables students to analyse the nature of social, cultural and political power in the late medieval and early modern periods by examining a variety of different topics such as royal ritual and lawnmaking, visual and material culture, and social exclusion and popular rebellion. The module commences by introducing models for Kingship. It then offers a survey of the exercise of power which is both thematic and loosely chronological, so that students will gain understanding of how power was conceptualised and exercised in different socio-cultural contexts and chronological periods, as well the ways in which authority was transmitted. The development of kingship and authority over the period will be explored , and key questions will include whether women rulers were simply ‘honorary kings’, and whether kings who ‘failed’ simply did not fit the gendered model.

The Physical Past: Landscape and Heritage from Antiquity to the Present

The Cultural History of Death

How people have treated their dead provides insights into their cultural behaviour, ideology and social order. The module commences with a broad chronological overview of some of the ways in which the dead have shaped the landscape, beginning with prehistoric sites like Stonehenge and Avebury and concluding with nineteenth and twentieth century extra-parochial cemeteries and crematoria. The module then continues chronologically from the Middle Ages to the early twentieth century, looking at beliefs about, and attitudes towards, the dead, and how these have shaped mortuary culture. The final session brings the module into the twenty-first century, looking at recent disputes about the historic dead, and in particular calls for the repatriation and re-interment of the remains of indigenous peoples.

Henry VIII’s Court: Faction, Faith & Fornication, 1509-47

This module encourages students to consider ‘court culture’ in terms of the royal court’s political influence; the role of faction; ideals of service; the impact of queen consorts; the ‘decline’ of the nobility versus a ‘growth’ in administrative officials in the manner of the French court; cultural developments in literature, drama, image-making, entertainments and architecture and the influence they had on governance; the representation of royal authority; and the influence of particular individuals such as the poet John Skelton, minister Thomas Cromwell, and foreign rivals like King Francis I are all discussed in light of ongoing historiographical debates. The course is primary source centred, examining court culture through the eyes of contemporaries in order to explore the centrality of the royal court and its relationship to the localities during this period of such immense change. The range of source material used here gives the course an interdisciplinary feel as we analyse literature, drama, monuments, architecture, correspondence and statute law.

Commerce and Consumer Culture in Early Modern England, ca 1600-1750

The module is based on lectures and class discussions. Throughout the course students will be required to make use of primary sources, which are either web or print-based, or which will be made available to them on Moodle. These will include probate material (e.g. wills and probate inventories), household accounts, personal and business letters, diaries and a range of contemporary literature. This engagement with primary material will be a key part of the week-by-week learning strategy and will also underpin the summative assignment. In addition students will be expected to make good use of the secondary works listed in the bibliography both week-by-week and when preparing for their summative.

Vice to Virtue? The Origins and Outcomes of the French Revolutions, 1744-94

The first half of the module examines later eighteenth-century France to contextualize the historiographical debates surrounding the revolution’s origins. Interpretations considered include Louis XV and the desacralisation of the monarchy; the impact of high and low enlightenment ideology; the growing power of the popular press and public opinion; the role of Louis XVI and Marie-Antoinette; financial reforms, political crises and rising social tensions. The second half of the module explores the course of the Revolution from 1789-94, beginning with the extraordinary developments that took place in 1789 and the construction and failure of constitutional monarchy 1789-91, to the popular republican revolution of 1792, civil and international warfare and counter-revolution in 1793 and the Terror of 1794. The module concludes with an overview of events 1795-99 and a summary of the historiographical debates. Within this chronological framework a number of themes will be examined including the impact of the Jacobin and popular movements (peasants and sans-culottes); revolutionary culture and the role of women; resistance to the Revolution and international intervention; and the nature of Terror and Robespierre’s ‘Republic of Virture’.

International English Studies

Include International English Studies: 

International English Studies

Teaching and assessment

Teaching is delivered over two 15 week semesters with 4 modules taken in each and a diverse range of assignments set from portfolios to exams and oral presentations.

Contact time is maximised through tutorials, lectures, seminars and field-trips.

The degree is supported with methods and skills-based teaching. In seminars you will discuss key historical debates and texts (all translated into English) with further instruction available via independent tutorials with module leaders.

In the final year you are tutored one-to-one to complete a substantial research project of your choice. You can also select a specialist module on the teaching of History in schools.

The city of Chichester, with its medieval cathedral and Georgian architecture, provides the perfect backdrop to the degree, which is taught in collaboration with important partners including the Weald and Downland Open Air Museum (the setting for the BBC’s recent ‘Tudor Monastery Farm’), housing many mostly medieval and early modern buildings. Equally importantly, student feedback confirms that our medieval and early modern modules offer a vibrant and stimulating learning experience that demonstrably enhances historical skills.

The course is run by a friendly, dedicated team, who also produce acclaimed international research that further enriches the learning experience. In addition to the extensive array of modules students are supported with specialist research training, and are allocated academic advisers to guide them through their three-year programme.

The National Student Satisfaction Survey and The Guardian regularly award Chichester’s History programmes with outstanding results.

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:

• Materials for laboratory and field-based teaching activity;

• 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.

Explore and analyse the history of Britain, Europe and the wider world, 1100-1800, an age of discovery, empire, conflict and revolution.

Select from a wide range of modules covering everything from the Crusades to the Tudors to the birth of popular democracy in America and France.

Gain new opportunities with our partner museums and heritage sites.

Qualify with a degree recognized by employers for cultivating skills of argument, presentation, research and analysis.