Students preparing for their graduation ceremony at Canterbury Cathedral

European Studies (Italian) - BA (Hons)

UCAS code R311

2020

European Studies combines the study of language with politics, culture and literature to give you the skills to understand and participate in the key issues across the continent. On the European Studies (Italian) programme, you learn Italian and spend a year studying or working in Italy, a cornerstone of European art, history and politics, to experience the language and culture directly.

Overview

Europe is geographically, linguistically and culturally diverse. It is also at the centre of many contemporary political debates. European Studies at Kent is based in the School of European Culture and Languages (SECL) and benefits from the interdisciplinary culture within the School. The programme gives you the opportunity to study Italian to an advanced level. In addition to your language modules, there is a wide range of options available to you covering the history, culture and politics of Europe and European nations.

Italian is spoken not just in Italy, but in San Marino, areas of Switzerland and Vatican City, as well as by communities located across Europe. 

Italian was one of the first language departments created at Kent and we are proud to offer a course of study where you learn Italian to a high standard and gain real insight into Italian culture, literature and society. We have native speakers teaching on campus, and Canterbury is the closest UK university city to mainland Europe, with Eurostar terminals nearby at Ashford and Ebbsfleet.

You can also take our European Studies programme with a focus on French, German or Spanish, or choose to study two languages in our combined languages programme. For details, see: 

Independent rankings

Italian at Kent was ranked 7th in The Times Good University Guide 2019. In The Guardian University Guide 2019, over 91% of final-year Modern Languages and Linguistics students were satisfied with the overall quality of their course.

In the National Student Survey 2018, over 88% of final-year students in Italian who completed the survey, were satisfied with the overall quality of their course.

Teaching Excellence Framework

Based on the evidence available, the TEF Panel judged that the University of Kent delivers consistently outstanding teaching, learning and outcomes for its students. It is of the highest quality found in the UK.

Please see the University of Kent's Statement of Findings for more information.

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Course structure

The following modules are indicative of those offered on this programme. This listing is based on the current curriculum and may change year to year in response to new curriculum developments and innovation.  

On most programmes, you study a combination of compulsory and optional modules. You may also be able to take ‘elective’ modules from other programmes so you can customise your programme and explore other subjects that interest you.

Stage 1

Compulsory modules currently include Credits

In the decade between 1943-1952, Italian cinema produced a series of films that departed dramatically from the traditions of mainstream cinema (both that of Hollywood and that produced under Fascism). These 'Neorealist' films were enormously influential around the world and had a lasting impact on film technique and style. This course will introduce students to the study of Italian cinema through an exploration of Neorealism – arguably the most significant 'movement' in Italian film history – and the work of several of the major Italian filmmakers involved in the movement (e.g. Rossellini, De Sica, Visconti).

In particular the course will consider:

- How to analyse a film, in terms of narrative, technique and style..

- The ways in which Neorealism constituted an alternative mode of practice to that of mainstream cinema (e.g. Hollywood) and the ways in which it rejected the tenets of the cinema of the Fascist era.

- The notion of realism in the cinema, in particular through the work of theorists such as André Bazin and Cesare Zavattini, and the ways in which this concept can be applied to the films studied.

- The social and political upheavals of wartime and post-war Italy and how these were reflected and negotiated in film.

- How and why Neorealism ended in the early 1950s and the ways in which its legacy is reflected in later Italian films.

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15

This module aims to introduce students to Italian literature and culture from the Unification to the late 20th century. It will explore the principal historical events of this period (e.g. the Risorgimento, Fascism, the Second World War and the birth of the new Republic, the 'economic miracle', the ‘years of lead’ and the Berlusconi era) and examine how these periods have been interpreted by a number of key literary authors, artists and intellectuals such as Di Lampedusa, Vittorini and Pasolini. Particular emphasis will be placed on the relationship between Italian literature and social and political history.

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15
Optional modules may include Credits

This is an intensive module for absolute beginners, Post-GCSE students and students who have not yet mastered level A2 of the Common European Framework of Reference for Languages (CEFR). On successfully completing the module students will have mastered level A2. The emphasis in this course is on acquiring a sound knowledge of the structure of the language as well as basic vocabulary and cultural insights while developing the speaking, listening, reading and writing skills.

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30

This module is for Post-A-level students and students who have mastered level A2 but not yet B1 of the Common European Framework of Reference for Languages (CEFR). On successfully completing the module students will have mastered level B1. The emphasis in this course is on furthering knowledge of the structure of the language as well as vocabulary and cultural insights while further developing the speaking, listening, reading and writing skills.

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30

This module introduces first year undergraduate students to some of the key historical events of modern history, and related debates and questions that have occupied the discipline of International Relations (IR). The focus is on communicating a few key themes, ideas, issues and principles that recur throughout the history of the last hundred years, and that cut across various theoretical approaches and different schools of thought. These key ideas include: war, conflict, violence and terror; international reformism; the nature of international order under conditions of anarchy; the balance of power; the influence of ideology on international affairs and on theorising; the tension between order and justice in the international sphere; and the nature of imperialism and its effects. Exploration of these themes, ideas, and issues emerges through analysis of the World Wars, the Cold War, decolonisation and the emergence of the US as the world's sole superpower in the post-Cold War era. The course places an emphasis on historical events between the global North and South, as these events often led to dramatic shifts and changes in international relations and foreign policy. Students will be encouraged to identify significant continuities and changes in international politics across the period studied.

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15

This module is addressed to students who have hitherto had no training in the academic field of International Relations. It aims to establish a good basis from which to appreciate at a higher level the theoretical schools of thought in the study of international relations, and to provide a strong grounding in the study of international politics as the basis for the further study in Stage 2 on the subject matter of the discipline of international relations. The course proceeds by examining a number of theoretical perspectives on International Relations and offers examples from history and current affairs to demonstrate the extent to which theories can be used to make sense of major issues in areas such as international security and international political economy.

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15

This module introduces students to the study of political concepts that are central to thinking about political life. Through the study of these concepts students will be introduced to the principal ideas of many of the major figures in the history of Western political thought (for example, Plato, Hobbes, Rousseau and Marx) and to the work of many contemporary political theorists as well (John Rawls, Michael Sandel, Richard Rorty, Susan Okin and others). In addition, lectures and tutorials will familiarise students with a variety of different debates about how best to understand any given concept (such as, debates about what constitutes 'human nature') as well as how to understand the relationship between different concepts (such as, whether a just society must be an equal one or not). Moreover, the module is designed to allow students to develop a set of ‘conceptual tools’ with which to interrogate and shape the political world in which they find themselves; a world which is saturated everyday with competing articulations of the political concepts that we will study in this module. As such, students should come to develop a subtle appreciation of how the concepts examined on this module are, to greater or lesser degrees, intrinsic to all of their studies in politics and international relations (and related subjects).

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15

This core module introduces students to the wide range of different methodologies commonly employed in political science. This includes the scientific method and both traditional and newer forms of research. Students will also be introduced to some of the fields of inquiry that dominate the study of politics, including public choice, social movements, political behaviour, economic development and democracy. The module integrates these two main components to create both an awareness of the breadth of political science and its approaches, ultimately providing students with the foundation for further study in political science. Substantive topics include: the nature of inquiry (questioning and determining what constitutes evidence), methods of comparison, theory and hypotheses. They will also be introduced to and explore quantitative methods, formal methods, experimental methods and empirical quantitative methods. Students will implement basic quantitative research techniques for themselves. Finally, they will be introduced to concepts such as equivalence, selection bias, spuriousness, value bias and ecological and individualist fallacy in order to illuminate the difficulties faced when making comparisons.

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15

The module introduces students to the empirical study of the key structures, institutions and processes in political life. It does so through the lens of the comparative method, in which political systems are compared and contrasted to test hypotheses about the factors producing similarities and differences across countries and over time. The module first introduces the comparative method, and then discusses the different ways in which political systems can be organized and classified. It focuses on the three key powers in all political systems – executive, legislative and judicial – the ‘intermediate’ actors that link people to their governments, namely political parties, interest groups and the media, and how citizens behave politically in relations to such institutions and actors. Throughout the module, students are encouraged to identify the factors and the processes leading to different political outcomes across states and over time and to use both qualitative and quantitative data to support their arguments.

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15
You have the opportunity to select elective modules in this stage

Stage 2

Optional modules may include Credits

This module is an intermediate level module. Its aims are to strengthen and widen the linguistic knowledge provided in ITAL3080, to consolidate students' vocabulary and improve their knowledge of written and spoken Italian through immersion in a variety of texts, and to practise translation skills both from and into Italian.

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30

This module is the natural follow-on for those who have, in the previous academic year, successfully taken an intensive beginners Italian course such as IT301, and who have covered the basics of grammar, acquired a stock of high frequency vocabulary and reached a degree of proficiency beyond GCSE and approaching A-level (A2 way stage in terms of the Common European Framework of Reference).

IT508 is designed to allow students, upon completion, to demonstrate a level of ability up to the B2 threshold, turning students into independent users of Italian, in both oral and written contexts. The course is thus also designed to prepare students for their year abroad and independent life in Italy as a foreign country. IT508 is an intensive course, which develops the student's active and passive aural and written skills.

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30

This module focuses on a number of Italian contemporary short stories. More specifically, this module discusses the literary treatment of love, and the love story, in the short stories of some of the most important Italian writers of the second half of the 20th century and early 21st century. Works by worldwide renowned authors such as Italo Calvino, Natalia Ginzburg, Cesare Pavese, and Leonardo Sciascia, accomplished "postmodernist" writers belonging to a younger generation such as Antonio Tabucchi and Pier Vittorio Tondelli, as well as less celebrated authors such as Gianni Celati and Fabrizia Ramondino, will be taken into consideration. While not underestimating the profound economic, social and political changes that Italy underwent during the last sixty years, particular emphasis will be given to the similar way in which all these writers seem to fictionally conceive of the love relationship as a missed encounter. In spite of the manifold forms of love being described in these texts (between husband and wife; wife and lover; young boy and ideal father; sister and brother; mother and daughter; two young men, etc.), all the short stories chronologically analysed in this module seem to rely on Calvino's provoking suggestion according to which the missed encounter is the "fundamental element" of love relationships.

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15

Despite her incomparable heritage, Italy experienced for many centuries a sense of cultural provincialism, with the world's intellectual curiosity switching to Paris, London, New York, and other centres of innovation. This module focuses on the clear connections between rapid socio-economic and socio-political change and the thrust for cultural modernity that made 20th century Italy once more a key contributor to the literary and visual arts in Europe and beyond. A wide variety of Italian 'texts’ of the first half of the 20th century will be taken into consideration, including novels, plays, short stories and films.

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15

What is sustainability? It has been defined in many ways, but the most frequently quoted definition is from 'Our Common Future', also known as the Brundtland Report (1987) which refers to 'development that meets the needs of the present without compromising the ability of future generations to meet their own needs.' While the concept of sustainability has its roots in the natural sciences, it is becoming evident that theories and practices of sustainability are of relevance in social and cultural studies as much as biophysical relationships.

The module begins with an examination of the wide-ranging definitions of sustainability and of the contribution to the discourse from Humanities subjects. We proceed to analyse a range of case studies representing the four disciplines of Modern Languages in SECL at Kent: French, German, Italian and Hispanic Studies. The case studies highlight cultural practices ranging across time periods and geographies in which sustainable processes are key. They may include the cultural history of sustainability or 'Nachhaltigkeit' in the German context; the Cinema Ritrovato festival in Bologna, Italy; the debate in psychoanalysis on the themes of exploitation/sustainability and competition/cooperation in relation to ecological practices and the environment; the works of Martinique author Patrick Chamoiseau and the challenges to French/Eurocentric concepts of sustainability; and the culture and practice of urban organic farming – organopónicos – that arose out of the economic crisis in Cuba in the 1990s and which have circular economics, cultural development and educational practices at their core.

The module concludes with a consideration of how the case studies illustrate theories and practices of sustainability, and how in turn they may be considered catalysts for further engagement in questions of sustainability

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15

This module introduces students to key concepts in the analysis of musical products such as opera, traditional songs, pop and counter-culture songs. It also introduces students to the use of music in literature and film in Italy from mid-nineteenth century to the present. It does so by considering a selection of relevant cultural products from a variety of sources, such as nineteenth-century opera (e.g. Giuseppe Verdi; Giacomo Puccini), literature on music (e.g. Anna Banti's Lavinia Fuggita; Alessandro Baricco’s Novecento), 1960s 'cantautori’, Italian progressive rock bands and political impegno (e.g. Fabrizio De Andrè, Banco del Mutuo Soccorso, Area), soundtrack composers (e.g. Ennio Morricone), and contemporary singers (e.g. Simone Cristicchi, Caparezza, etc.). The module uses musical products as a point of access to understand Italian culture and history and analyses how these mirror, criticise and try to change Italian social, cultural and political beliefs. Special attention will be given to the textual and literary aspect of musical products, focusing on close readings of lyrics.

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15

This module focuses on European foreign policy, i.e. the ‘external dimension’ of European politics, exploring the relationship between Europe and the rest of the world. Following the creation of the European External Action Service (EEAS), the EU now stands poised to unleash significant foreign policy potential in its neighbourhood, and beyond. The difference between the EU and ‘Europe’ will be examined in component fashion through the foreign policies of some of the major European states.

Thereafter, the foreign policy tools of the EU will be looked at, after moving into an in-depth thematic treatment of the key foreign policy issues facing the EU vis-à-vis its security, defence, economic, trade and development relations, and its dynamics with ‘rising powers’, the US, its eastern and southern neighbours in Central Europe, Asia and North Africa.

Other issues include its burgeoning military capacity and a growing set of overseas military missions. Broader themes will include the impact of global developments on Europe, the international significance of European integration and the more general role of Europe in the new world order This course will draw on theories from political science and international relations and concepts defining Europe’s global role.

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15

The purpose of this module is to introduce students to the negotiation system that is the EU, how it has evolved politically and institutionally since its creation, how it works, both in theory and in practice and the key political challenges it faces. Students gain an in-depth understanding of the dynamics of European integration over time and the politics behind this new and experimental process of transnational cooperation. Students also analyse the functioning and roles of the EU's main institutional bodies, investigate how EU legislation is produced and implemented and how the various political actors with a stake in EU-decision-making interact both formally and informally. Finally, the module addresses key political questions underpinning EU politics in these challenging times, including political support for the EU amongst its citizens and the phenomenon of Euroscepticism; the UK’s relationship with the EU before and after the Brexit vote; the EU’s underlying democratic legitimacy and debates on its future development.

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15

The module examines the politics of transition and change in post-communist countries in their effort to establish new democratic regimes and find their place in the world. The module consists of three main parts.

Part I focuses on the experience and nature of communist rule, to develop basic understanding of communism as an ideal, political system, and a life style. Part II looks at transitions, examining regional patterns of change and relating them to the 3rd and 4th waves (coloured revolutions) of democratisation globally. Part III discusses the issues of post-communist politics in Europe, by way of exploring the forms and quality of democracy in the new states, considering the effect of EU enlargements on the new Member States and the EU neighbours; and discussing the future of communism in the world.

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15

This module provides an introduction to the various approaches to security studies by way of introducing key thinkers, the key literature. Its core aim is to provide a solid theoretical and conceptual grounding for students interested in the diversity of issues, institutions and actors engaged in the practice of international security.

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15
You have the opportunity to select elective modules in this stage

Year abroad

Going abroad as part of your degree is an amazing experience and a chance to develop personally, academically and professionally. You experience a different culture, gain a new academic perspective, establish international contacts and enhance your employability. 

All European Studies (Italian) students are required to spend a year abroad between Stages 2 and 3. You are expected to adhere to any academic progression requirements in Stage 2 to proceed to the year abroad. If the requirements are not met, you may have to postpone your year abroad.

The year abroad is assessed on a pass/fail basis and does not count towards your final degree classification. You spend the year working as an English language assistant or in approved employment, or studying at one of our partner universities. For a full list of our partner universities, please visit Go Abroad.

Compulsory modules currently include Credits

Students either study at a relevant foreign university or work abroad (either as British Council language teaching assistants or in some other approved capacity).

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120

Stage 3

Compulsory modules currently include Credits

The module develops advanced proficiency in writing, speaking and comprehending Italian. It concentrates on translation into Italian and English and the development of analytical skills in the production of written and spoken Italian. Translation exercises confront students with a variety of advanced texts in different styles and registers, and encourage accuracy and critical reflection as well as acquisition and consolidation of grammatical structures. The language skills component combines discursive writing on advanced topics with the development of proper oral competence through discussion. Conversation classes with a native speaker develop presentational ability, and enable students to speak fluently and idiomatically at the advanced level.

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30
Optional modules may include Credits

This module is intended to introduce undergraduate students to research. As such, it provides an opportunity to work on a topic of their own choosing relating to Italian language, culture or literature. Originality and feasibility are important aspects of writing dissertations and topics will be scrutinised and approved by Italian staff before research can begin. Students can expect guidance from the module convenor and an academic supervisor throughout the process, varying from one-to-one tutorials to classes on how to edit your own prose. There will also be a meeting regarding the Dissertation at the end of the Spring term of the previous year to clarify arrangements and to outline what work is required on this module.

The programme document with regulations is sent to all students at the end of the Spring term of Stage 2. Students are invited to suggest titles for comment, for which tutors are allocated. They are advised to do preliminary reading over the summer based on generic advice of the module convenor. They then choose precise topics in consultation with the convenor and personal tutors at the start of the Autumn term.

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30

This module discusses contemporary adaptations from different Italian textual sources (e.g. children's tales, novels, non-fiction) under the following main aspects:

As "parallel" works which supplement the original literary texts. Films expand, update and adjust the themes of the original literary texts to the historical, social and cultural context in which the adaptations are made;

As works of literary criticism. The way the narrative of a film adaptation is structured and the way a film chooses to selectively focus on some particular episodes and themes is evidence of how the film director critically analyses the literary text and "re-writes" it in the form of a screenplay and in the editing of the material filmed;

As an altogether "new" product that structurally differs from the original literary source. Cinema's language relies on signifying images or visual signs that are irreducible to those of written and spoken languages;

Finally, we will analyse the impact that filmmaking had on the art of writing, assessing the extent to which contemporary novels are often already written with the big screen in mind.

We will focus on emblematic contemporary adaptations such as Collodi's Pinocchio, adapted, among others, by Roberto Benigni, Baricco’s Novecento, adapted by Tornatore (La leggenda del pianist sull’oceano), Ammaniti’s Io non ho paura, adapted by Gabriele Salvatores, and Saviano’s Gomorra, adapted by Matteo Garrone for the big screen and by Stefano Sollima for the television.

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15

This module aims at developing students' visual literacy within the context of Italian studies, by teaching the skills necessary for the reading of static visual materials, especially photography. Contextually, it aims at developing and enhancing the critical response of students to such imagery, with particular focus on their social, cultural and political context.

Photography worldwide has been at the centre of daily life, artistic production and political propaganda for the last century and a half. This holds all the more true for Italy, whose contemporary history as a unified country begins almost at the same time as the popularisation of photography. This module will explore this relationship on a socio-historical basis. It will analyse, among other topics, the portrayal of the Risorgimento; Lombroso's criminological and anthropometric use of photography; pseudo-anthropological photography in colonialist exploits, racism and eugenics; Fascist propaganda; futurism and modernism; neo-realist documentary photography and its influence on photojournalism of the 1960s-70s; the paparazzi, fashion and advertisement; photography and the contemporary visual arts; digital photography and social networks. By means of a close reading of photographic and other visual materials, the students will gain a profound understanding of the practices—ideological, political, commercial, aesthetic, and social—that produce such materials within the modern Italian cultural context.

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15

This course complicates the notion that there is a unifying concept of an Italian national cinema. Specifically, it will examine particular instances of filmic production operating outside of the national and cinematic capital of Rome, examining both the factors determining and constraining the emergence of such filmmaking practices, and the ways in which the films they produce may differ from those produced in the capital and associated with an Italian national cinema.

To achieve this, the module will focus on a number of case studies, such as:

• The cinema of Naples, analysed in relation to the question of Neapolitan identity and cultural difference.

• The cinema of Turin, as a product of deliberate regional funding and cultural heritage strategies.

• The cinema of Sicily, seen in relation to the problematising of cultural stereotypes.

• How certain 'national' film productions have dealt with the problematic notion of Italian national/regional identity.

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15

This module is aimed at those students who would like to follow a career as Primary or Secondary School teachers, but is also suitable to those who would like to consider a career in HE language teaching by providing them with the opportunity to develop their knowledge and understanding of Languages in the primary and secondary school context as well as in HE.

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30

This module introduces students to central debates about the influence of different executive formats on democratic government. The course examines the differences between and within presidential, parliamentary and semi-presidential constitutions and examines their consequences for the quality of democracy and for policy outcomes. The course initially focuses on identifying the key institutions and processes that shape the behaviour and strategies of politicians in the executive, before moving on to consider the consequences of these for governance, policy-making and democratic stability. Throughout the central focus is on understanding the extent and the ways that formal political institutions may shape how politicians respond to citizen preferences, bargain with each other to resolve political conflict and choose policies. Students will be exposed to different ways of thinking about the impact of political institutions on politics, different ways of conceptualizing and measuring democratic performance and encouraged to think about how a broad range of other factors may interact with constitutional formats to shape outcomes. The approach used will be broadly comparative and will use case-specific and cross-national evidence from both developed and less developed democracies in all regions of the world.

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15

This course will provide students with an in-depth knowledge of the recent political history of Northern Ireland. The course will be accessible to all students, whether they are new to the topic or not. The main objective of the course is to provide students with a greater understanding of one of the most complex regions within the United Kingdom. Students who take the course will learn about the central issues that underpinned community conflict, why sectarian conflict broke out in the region in the late 1960s, why it continued for so long, and what political dynamics led to the ‘peace process’ of the 1990s. In addition to looking at the conventional historical and political development of Northern Ireland, the course will also focus on wider aspects of the society such as representations in Irish poetry, music and sport, and the way in which these have mirrored political and cultural relationships within the region.

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15

Since 2009, the European Union has grappled with a crisis in the Eurozone, a refugee crisis, terrorist attacks in France, Belgium and the UK, the rise of radical right, populist challenger parties, heightened tension with Putin's Russia, the UK’s Brexit decision and rule of law disputes with Hungary and Poland. This has led to increased questioning of the purpose and trajectory of European integration and policy-making. The focus of this module is on assessing the capacity of the EU as a system of public policy-making as it faces these myriad challenges. In so doing we endeavour to understand how the EU’s system of governance works and how it is driven by both the politics and economics of its member states and the global system. This module focuses on the EU’s 'outputs’ in terms of public policy in this context, with particular attention paid to the fields of market regulation, economic and monetary union, environmental policy, agriculture policy, regional policy, justice and home affairs policy (internal security), foreign policy and trade policy. As well as analysing the effectiveness of EU policy-making in these policy areas, where appropriate we also explore the impact of ongoing political events on their operation.

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15

This module focuses on European foreign policy, i.e. the ‘external dimension’ of European politics, exploring the relationship between Europe and the rest of the world. Following the creation of the European External Action Service (EEAS), the EU now stands poised to unleash significant foreign policy potential in its neighbourhood, and beyond. The difference between the EU and ‘Europe’ will be examined in component fashion through the foreign policies of some of the major European states.

Thereafter, the foreign policy tools of the EU will be looked at, after moving into an in-depth thematic treatment of the key foreign policy issues facing the EU vis-à-vis its security, defence, economic, trade and development relations, and its dynamics with ‘rising powers’, the US, its eastern and southern neighbours in Central Europe, Asia and North Africa.

Other issues include its burgeoning military capacity and a growing set of overseas military missions. Broader themes will include the impact of global developments on Europe, the international significance of European integration and the more general role of Europe in the new world order This course will draw on theories from political science and international relations and concepts defining Europe’s global role.

View full module details
15
You have the opportunity to select elective modules in this stage

Teaching and assessment

Most of the modules involve a combination of lectures, seminars, contact with a native speaker and individual study in our computer-assisted language learning laboratory.

Modules taken at Stage 1 are assessed either by 100% coursework or a 50:50 combination of coursework and examination. At Stages 2 and 3, depending on the modules you select, assessment varies from 100% coursework (extended essays or dissertation), to a combination of examination and coursework, usually in the ratio 50:50.

Contact Hours

For a student studying full time, each academic year of the programme will comprise 1200 learning hours which include both direct contact hours and private study hours.  The precise breakdown of hours will be subject dependent and will vary according to modules.  Please refer to the individual module details under Course Structure.

Methods of assessment will vary according to subject specialism and individual modules.  Please refer to the individual module details under Course Structure.

Programme aims

The programme aims to:

  • Offer an integrated and multi-disciplinary curriculum related to the study of contemporary Europe in the areas of language, culture and European politics.
  • Provide a sound grounding in the target language in all its aspects, through extensive reading and through the use of the target language in a spoken and written medium.
  • Develop a critical awareness of the cultures and societies of the countries/regions in which the target language is used from the 17th century to the 21st century.
  • Develop specialist knowledge of a range of areas within the countries/regions in which the target language is used.
  • Train students in the field of translation from and into the target language.
  • Provide a gateway to related thematic studies comprising various bodies of knowledge and methodological approaches.
  • Enable students to understand and use the concepts, approaches and methods of Politics including quantitative and qualitative analytical skills.
  • Develop students’ capabilities to think critically about political phenomena, issues, ideas and institutions in contemporary Europe and their connections with historical, legal and sociological aspects.
  • Provide teaching which is informed by current research and scholarship and which requires students to engage with aspects of work at the frontiers of knowledge.
  • Contribute to widening participation in higher education by offering a wide variety of entry routes.
  • Meet the lifelong needs of a diversity of students.
  • Provide a means of access to intercultural awareness and understanding.
  • Provide opportunities for the development of personal, communication, research and other key skills appropriate for graduate employment both in industry and in the public sector.
  • Develop general critical, analytical and problem-solving skills which can be applied in a wide range of situations.
  • Facilitate students’ ability to cope independently in the target language.
  • Build on close ties within Europe and elsewhere (notably in countries and regions of the target language), reflecting Kent’s position as the UK’s European University.
  • Produce graduates of value to the region, nationally and internationally, in possession of key knowledge and skills.
  • Prepare students for employment or further study.
  • Provide learning opportunities that are enjoyable experiences, involve realistic workloads, based within a research-led framework and offer appropriate support for students from a diverse range of backgrounds.
  • Provide high quality teaching in supportive environments with appropriately qualified and trained staff.
  • Provide students with the opportunity to spend a full academic year in a country or region in which the target language is used. They may attend one of the partner universities, work as a language assistant in a school through the British Council, or arrange suitable employment (which must be verified by the University of Kent).
  • Provide students with the opportunity to improve their spoken and written language skills in educational, professional and social contexts. Enable students to acquire or increase first-hand knowledge of the culture(s) of the target language.

Learning outcomes

Knowledge and understanding

You gain knowledge and understanding of:

  • The target language
  • The literature and cultures of the communities and societies where the target language is used from the 17th to the 21st centuries 
  • The history of the countries/regions where the target language is used
  • Key concepts, theories and methods used in the study of politics, and their application to the analysis of contemporary Europe
  • The structure, institutions and operation of the political systems of contemporary Europe, with particular reference to the European Union (EU) and its member states
  • The social, economic, historical and cultural contexts of political institutions and behaviour in contemporary Europe
  • The political dynamics of interaction between people, events, idea and institutions with special reference to the European context
  • Critical theory of the target language
  • Cultural theory of the target language
  • Civilisation and contemporary society within the countries and regions of the target language, through first-hand experience.

Intellectual skills

You gain the following intellectual abilities:

  • Apply the skills needed for academic study and enquiry
  • Evaluate information critically. 
  • Synthesise information from a number of sources in order to gain a coherent understanding of the subject. 
  • Utilise communication skills (reading, writing, listening and speaking) for the coherent expression and transfer of knowledge.
  • Analyse, evaluate and interpret a variety of texts and other cultural products in a critical manner.
  • Study and reach conclusions independently.
  • Organise and present ideas within the framework of a structured and reasoned argument.
  • Utilise problem-solving skills related to everyday and academic or professional life in a country where the target language is used.

Subject-specific skills

You gain subject-specific skills in the following:

  • Communicate effectively in the target language for a range of purposes and audiences 
  • Develop language skills in reception (listening and reading), production (speaking and writing), and mediation between at least two languages (translation and interpreting) 
  • Demonstrate detailed knowledge and effective understanding of the various structures and registers of the target language 
  • Translate accurately and efficiently into and from the target language
  • Understand the nature and significance of human activity in the political sphere and its relations in other social activities
  • Apply application of concepts, theories and method used in the study of Politics to the analysis of political idea, institutions, practices and issues in contemporary Europe
  • Evaluate different interpretations of political and social issues and events with an awareness of their historical roots
  •  Describe, evaluate and apply different approaches to collecting, analysing and presenting political information
  • Analyse critically a variety of texts be they journalistic, historical, visual or literary 
  • Gain intercultural awareness and competence, and an appreciation of cultural diversity
  • Ability to mediate and display qualities of empathy in an intercultural context
  • Acquire intercultural awareness through everyday experience of and interaction with communities where the target language is used.

Transferable skills

You gain transferable skills in:

  • Communicate effectively with a wide range of individuals using a variety of means 
  • Evaluate one’s own academic performance
  • Apply problem-solving skills in a variety of theoretical and practical situations
  • Develop accurate and effective note-taking and summarising skills
  • Develop library and bibliographical research skills
  • Take responsibility for personal and professional learning and development
  • Manage time and prioritise workloads, think and perform under pressure
  • Develop a capacity for teamwork
  • Gain leadership abilities
  •  Work creatively and flexibly 
  • Deploy a range of Information Technology skills effectively, such as word processing text with footnotes, basic formatting, using e-mail, searching databases and text-files, navigating the Web
  • Develop independence and self-reliance while accommodating to and living in a country or region of the target language.

Careers

The ability to speak another European language is a key asset in the global employment market, and many employers view a graduate with overseas study experience as more employable.

Recent graduates have gone into areas such as:

  • politics both in the UK (national and local government) and in Europe
  • the media 
  • consultancy
  • teaching
  • marketing
  • financial services. 

Many of our graduates choose to continue with their studies at postgraduate level.

Entry requirements

Home/EU students

The University will consider applications from students offering a wide range of qualifications. Typical requirements are listed below. Students offering alternative qualifications should contact us for further advice. 

It is not possible to offer places to all students who meet this typical offer/minimum requirement.

New GCSE grades

If you’ve taken exams under the new GCSE grading system, please see our conversion table to convert your GCSE grades.

Qualification Typical offer/minimum requirement
A level

BBB

GCSE

Grade B or 6 in a second language

Access to HE Diploma

The University will not necessarily make conditional offers to all Access candidates but will continue to assess them on an individual basis. 

If we make you an offer, you will need to obtain/pass the overall Access to Higher Education Diploma and may also be required to obtain a proportion of the total level 3 credits and/or credits in particular subjects at merit grade or above.

BTEC Level 3 Extended Diploma (formerly BTEC National Diploma)

The University will consider applicants holding BTEC National Diploma and Extended National Diploma Qualifications (QCF; NQF; OCR) on a case-by-case basis. Please contact us for further advice on your individual circumstances. A typical offer would be to achieve DDM.

International Baccalaureate

34 points overall or 15 points in HL including 4 at HL or 5 at SL in a second language

International students

The University welcomes applications from international students. Our international recruitment team can guide you on entry requirements. See our International Student website for further information about entry requirements for your country. 

However, please note that international fee-paying students cannot undertake a part-time programme due to visa restrictions.

If you need to increase your level of qualification ready for undergraduate study, we offer a number of International Foundation Programmes.

Meet our staff in your country

For more advice about applying to Kent, you can meet our staff at a range of international events.

English Language Requirements

Please see our English language entry requirements web page.

Please note that if you are required to meet an English language condition, we offer a number of 'pre-sessional' courses in English for Academic Purposes. You attend these courses before starting your degree programme. 

General entry requirements

Please also see our general entry requirements.

Fees

The 2020/21 tuition fees have not yet been set. As a guide only, the 2019/20 annual tuition fees for this programme are:

UK/EU Overseas
Full-time £9250 £15700

For students continuing on this programme, fees will increase year on year by no more than RPI + 3% in each academic year of study except where regulated.* 

Your fee status

The University will assess your fee status as part of the application process. If you are uncertain about your fee status you may wish to seek advice from UKCISA before applying.

Fees for Year in Industry

For 2019/20 entrants, the standard year in industry fee for home, EU and international students is £1,385

Fees for Year Abroad

UK, EU and international students on an approved year abroad for the full 2019/20 academic year pay £1,385 for that year. 

Students studying abroad for less than one academic year will pay full fees according to their fee status. 

General additional costs

Find out more about accommodation and living costs, plus general additional costs that you may pay when studying at Kent.

Funding

University funding

Kent offers generous financial support schemes to assist eligible undergraduate students during their studies. See our funding page for more details. 

Government funding

You may be eligible for government finance to help pay for the costs of studying. See the Government's student finance website.

Scholarships

General scholarships

Scholarships are available for excellence in academic performance, sport and music and are awarded on merit. For further information on the range of awards available and to make an application see our scholarships website.

The Kent Scholarship for Academic Excellence

At Kent we recognise, encourage and reward excellence. We have created the Kent Scholarship for Academic Excellence. 

The scholarship will be awarded to any applicant who achieves a minimum of AAA over three A levels, or the equivalent qualifications (including BTEC and IB) as specified on our scholarships pages

The scholarship is also extended to those who achieve AAB at A level (or specified equivalents) where one of the subjects is either mathematics or a modern foreign language. Please review the eligibility criteria.

The Key Information Set (KIS) data is compiled by UNISTATS and draws from a variety of sources which includes the National Student Survey and the Higher Education Statistical Agency. The data for assessment and contact hours is compiled from the most populous modules (to the total of 120 credits for an academic session) for this particular degree programme. 

Depending on module selection, there may be some variation between the KIS data and an individual's experience. For further information on how the KIS data is compiled please see the UNISTATS website.

If you have any queries about a particular programme, please contact information@kent.ac.uk.