History

History - BA (Hons)

UCAS code V100

2020

Any study of history engages a natural human curiosity about the past. It’s an exciting and diverse subject, which is reflected in the flexibility and breadth of the History degree programme offered at Kent.

2020

Overview

The School of History at Kent is one of the leading History departments in the country, where you are taught by passionate academics, active researchers and recognised experts. You learn within an inspiring environment, studying on carefully crafted programmes that allow you to develop your own skills and interests.

Our degree programme

Our History programme allows you to tailor your degree to your own interests. These may be incredibly broad, or more focused within specific themes or historical periods.

There is a huge choice of modules on offer, which reflect the wide-ranging expertise of our academics. You can explore topics from the crusades to the Cold War; from the impact of science on 19th-century culture to the totalitarian regimes of Stalin’s Russia and Hitler’s Third Reich.

History video

History student, Beccy Noble, talks about what it's like to study the subject at Kent. 


Year in professional placement

It is possible to take this programme with a work placement between the second and third year of your degree – this can provide valuable work experience and the chance to gain new skills. You don’t have to make a decision before you enrol at Kent but certain conditions apply.

Year or term abroad

You have the chance to study abroad for a year, or for a term in your third year. Previous destinations include:

  • California, USA
  • Massachusetts, USA
  • Ottawa, Canada.
  • Poitiers, France
  • Stellenbosch, South Africa
  • Pokfulam, Hong Kong
  • Tokyo, Japan.

Study resources

Facilities to support your studies include:

  • the British Cartoon Archive, whose 20th-century collection can illuminate many aspects of recent history
  • a rare and complete set of British official histories of both world wars 
  • privileged access to rare books and priceless manuscripts at Canterbury Cathedral Library and Archives.

Extra activities

You can get involved with the student-run History Society, which in previous years has organised lectures, social events and trips across Europe.

The School of History also organises talks from visiting speakers that you are welcome to attend. In addition there are regular careers workshops and visits from successful alumni.

Professional network

We have excellent links with the National Trust as well as local heritage organisations, including:

  • Canterbury Cathedral Library and Archives
  • The Beaney House of Art and Knowledge
  • Canterbury Archaeological Trust
  • Royal Engineers Museum.

The School of History has also established strong links with academic institutions across Europe and beyond.

Independent rankings

History at Kent scored 93 out of 100 in The Complete University Guide 2020 and was ranked 19th in The Times Good University Guide 2020.

Of final-year History students who completed the National Student Survey 2019, over 90% expressed satisfaction with the teaching on their course and over 90% were satisfied with the overall quality of their course.

Teaching Excellence Framework

All University of Kent courses are regulated by the Office for Students.

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

This module has two aims: 1) to contribute towards equipping the students with the necessary practical and intellectual skills for them to think and write as historians at an undergraduate level; 2) to encourage them to think reflectively and critically about the nature of the historical discipline, its epistemological claims, and why we, as historians, do what we do in the way we do it.

It will focus on the process of 'getting used to' undergraduate history; the difference between university life from school/college. These sessions are reinforced with in-house study skills sessions. This will be reinforced through the seminar teaching in the remainder of the module.

The module identifies and explores three main areas of history, asking: what is medieval history; what is early modern history; what is modern history? Students will also explore different central historical themes and approaches in historical scholarship, such as Marxism or nationalism, thereby introducing them to history at university level at both a practical and conceptual level. This will cover the development of university history in the broad sweep of history from approximately the twelfth century to the late twentieth century. It will also consider the impact of the Social Sciences on the historical profession during the twentieth century.

The seminars will reinforce these sessions through discussion of selected readings on relevant topics. Students will also study how to use and analyse a primary source and a variety of historical methodologies.

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Optional modules may include Credits

Why did the Roman Empire collapse? How did Christianity and Islam become so influential? How violent were the Vikings? When did countries like England, France and Germany come into being? This survey module provides an introduction to the history of Late Antiquity and the early Middle Ages, examining the major political events and social changes that transformed the Roman world and the Near East between c.300 and c.1000. Along the way, we shall consider such topics as identity, warfare, gender, religious life, rulership and law. Students will obtain a clear understanding of the outlines of early medieval history between the later Roman Empire and the sweeping changes of the tenth century, as well as a sense of what daily life was like for most people and of the types of evidence historians can use to understand this period. The weekly lectures guide students through the module and their readings, while seminars provide opportunities to explore key historical problems and debates in more detail through the analysis of primary sources.

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This module is a survey of medieval Europe from c.1000 to c.1450. It includes elements of political, institutional, religious, social and cultural history.

The module is intended to provide students with a foundation that will allow them to make the most of other courses in European history, particularly those focusing on the Middle Ages and Early Modern period, by equipping them with a grounding in geography and chronology, as well as in a variety of approaches to the study of history.

Lectures will provide an overview of some of the period's defining features including the feudal system; kingship; the crusades, warfare and chivalry; popes (and anti-popes); monasticism and the coming of the friars; heresy; visual culture; women and the family; and towns and trade.

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This module will provide a survey of the major events, themes and historiographical debates in early modern history from the Renaissance to religious wars of the early seventeenth century. This period in European history witnessed the cultural and social upheaval of the Reformation, the advent of print and the intellectual changes associated with Humanism, the formation of recognisably 'modern' nation states, and the beginnings of Europe's troubled engagement with the wider world.

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This module will provide a survey of the major events, themes and historiographical debates in early modern history from the religious wars of the first half of the seventeenth century to the dawn of modernity in the second half of the eighteenth century. This period in European history witnessed the development of a system of nation states in Europe, the rise of Absolutism, the development of new European powers in Eastern and Central Europe, an expansion of European influence in the Americas and Asia (leading to a greater commercialisation of European society), as well as the fundamental shifts in European intellectual culture associated with the Scientific Revolution, overseas expansion and the Enlightenment.

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This course explores the history of empires on a global scale. It challenges students to grasp the history of empires by examining their structures, instruments and consequences. The course will cover the history of empire from the sixteenth to the middle of the nineteenth century. Themes will include the expansion of European empires (Spanish, Portuguese, British, French, Dutch and Belgian) in the Americas, Asia, the global rivalry for empires among European nations in the eighteenth century, the commercial expansion of the East India Companies in the Indian Ocean,, the expansion British colonies in India, slavery and the Abolition movement and the Revolt of 1857. It will provide students with a critical historical knowledge of imperialism and globalisation.

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This course explores the history of empires on a global scale. It challenges students to grasp the history of empires by examining their structures, instruments and consequences. The course will cover the expansion of European empires from the end of the nineteenth to the middle of the twentieth century, in the age of decolonization. Topics include the conquest of Africa in the age of the so-called 'New Imperialism', the French and British Civilizing missions in Africa and Asia, the emergence of modern ideas of race, immigration, freedom struggles in Asia and Africa, and postcolonial cultural and political developments across the world. It will provide students with a critical historical knowledge of imperialism and globalisation and enable them to form a deep understanding of the postcolonial world.

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Subjects to be covered will include: The Crimean War; The Franco-Prussian War and German unification; the origins of the First World War; the Treaty of Versailles; the League of Nations; the origins of the Second World War; the Cold War in Europe; the origins of the European Union; from détente in Europe to the fall of Communism.

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Over the past 500 years, inventions such as telescopes, robots and fridges have revolutionised our relationships with one another and with the natural world. This module engages with some well-known inventions since the so-called 'scientific revolution' (c. 1600), alongside some unexpected and surprising ones. It examines their making and their use, and explores how they have contributed to the distinctively modern European perspective that has come to be known as ‘science’. This module approaches its topics from the perspectives of cultural and social history.

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This module examines the principal themes of the political, social and cultural history of Britain during the Victorian era (c. 1830 –1900). This period saw the building of one of the world’s greatest empires, the transformation of Britain from a rural society into the world’s first and leading industrial nation, and the development of a modern state and new forms of democratic participation.

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The first section of the module will focus on the impact of the Enlightenment, and revolutionary approaches to social change, in France and Russia. In the final seminars, the wider impact of revolutionary ideas, including the concept of nationalism, will be explored in a wider European context. Topics covered will include: the Enlightenment; the French revolution; Jacobinism; the Napoleonic Empire; Russia under Peter the Great and Catherine the Great; the Decembrist revolt in Russia; nationalism in Europe; the revolutions of 1848

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The course will provide a survey of the major events, themes and historiographical debates in modern British history from the early twentieth century to the 1990s. It will examine the roles of total war, imperialism and decolonisation, social welfare legislation, the advent of mass culture in shaping the nation. Subjects to be covered will include: crisis and reform in Edwardian Britain; politics and society in the Great War; stagnation and recovery in the interwar years; appeasement; the People’s War, 1939-45; the welfare state; decolonisation; the affluent society and the politics of consensus; the end of consensus 1970-79; nationalism and devolution; Thatcher and the rolling back of the state; New Labour.

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The module introduces students to a broad range of material and themes relevant to the history of medicine, highlighting changes and continuities in medical practice and theory as well as in medical institutions and professional conduct. The section on ancient medicine addresses the role of Greek writers such as Hippocrates. The section on medieval medicine focuses on major epidemics, the origins of medical institutions, and the role of medical care and cure in the context of social and demographic changes. In particular, this section addresses the role of the Black Death and subsequent plagues, as well as the history of hospitals. The section on early modern and modern medicine explores the development of psychiatry and the asylum system in the 18th century, the rise of public health and the welfare state, and the role of social Darwinism and eugenics in the 19th and early 20th centuries. For the late 19th and 20th centuries, the course will look at the role of gender and sexuality, medicine and modern warfare, health and disability, and modern medicine and medical ethics.

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The module will focus primarily on the period from the 18th century onwards but will begin with an outline treatment of the British colonies in North America from initial European settlement. Interactions between Native American, African, African-American and European populations will be emphasised in the colonial period. Thereafter the module examines the first anti-colonial revolution in modern history and the creation of a new nation and concludes with the reconstitution of the nation after a bloody civil war and on the eve of large-scale industrialisation.

Themes include the causes and consequences of the Revolution, the new political system, the development of mass democracy, economic development and territorial expansion into the West, reform movements, sectional conflict between North and South, slavery, the Civil War and the re-establishment of a national order during Reconstruction.

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The module will introduce the students to the history of the U.S during its dramatic rise to industrial and international power. Beginning with the transformation of the U.S into an urban industrial civilisation at the end of the 19th Century, it ends with a review of the American position at the beginning of the 21st century.

Themes include early 20th century reform, the rise to world power by 1918, prosperity and the Depression, the New Deal, war and Cold War, race relations, Vietnam, supposed decline and resurgence from Nixon to Reagan, the end of the Cold War, and the Clinton Administration.

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You have the opportunity to select elective modules in this stage

Stage 2

Optional modules may include Credits

This module examines the European experience of war during the French Revolutionary and Napoleonic Wars. The lectures will consider the major national armies (French, Prussian, Austrian, Russian, British and Spanish) and how they were expanded and reformed in the wake of the French Revolution. Seminars will consider key themes, such as the nature of the officer corps, recruitment and conscription, the nature of 'People's War’, interactions between soldiers and civilians, developments in tactics, logistics and discipline and morale. The approach taken, will largely be that of ‘war and society’, focusing on the social history of the armies but there will also be some consideration of operational history and cultural history approaches to this topic. While this approach moves significantly away from ‘old military history’ with its focus on generals and battles, there will be some consideration of Napoleon’s methods of warfare and how these were successfully countered by his enemies.

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Science and religion are often presented as in antithesis; worldviews that will inevitably clash. Popular accounts of science often present religion and religious institutions as a restraining force on the advance of science, and find it difficult to deal with the many scientific figures whose work was either underpinned or unaffected by their faith. This module will look critically at these narratives, re-examining famous episodes such as Galileo's clash with the Catholic Church, and debates over Darwin’s theory of evolution, from the Huxley-Wilberforce debate of 1860 to the Scopes Trial in Tennessee in 1925. We will explore the late 19th-century roots of the "clash narrative" and the developing idea of inevitable “Warfare” between science and religion, noting the other ways in which the relationship has been understood. This includes the long-lasting natural theological framing of scientific knowledge, which saw evidence of God’s existence and attributes in the natural world, and historians’ accounts of the role of religion in motivating individuals and groups to undertake scientific work.

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Over the last two centuries, surgery has been radically transformed from a barbaric craft to a precision based science. Aided by new technologies, surgeons pioneered exploration into the body in ways never achieved before and became heroes of the hospital operating theatre and beyond. Historians have called this a surgical revolution. But how revolutionary was it? Did surgeons always get it right? Did new ideas, procedures and technologies immediately replace those that came before them? Is the history of surgery simply a story of continual progress? This module will examine major aspects of surgery from 1750 in order to evaluate the extent to which a 'surgical revolution' took place. Topics to be addressed include the rise of pathological anatomy; dissection and body snatching; anaesthesia; antisepsis and asepsis; vivisection; war; organ transplantation; and keyhole surgery. Adopting a social and cultural approach, the module will examine these topics in line with several key themes: the surgical profession, masculinity and heroism; patients, ethics and the body; technologies and techniques; and the sciences of pathology and physiology. The module will also explore the dissemination of surgical history today to public audiences through analyses of museum exhibits.

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Spanning the period from the Exclusion Crisis of the late 1670s until the end of the Seven Years' War in 1763, this module will explore a crucial period in the history of Britain through an examination of politics, religion and diplomacy. Emerging from the upheaval of revolution in the 1640s and 1650s, the British monarchy had to adapt to new circumstances in the ensuing 100 years and one of the aims of the module will be to consider the changing nature of kingship and queenship in this age. Dynasticism remained important - after all, two unions were brought about during this period - with the Dutch (1689-1702) and the Hanoverian electorate (1714-1837). Necessarily, therefore, the European dimension will be central to the module, while the focus will be on Britain, not merely England. Parliament assumed an enhanced role in the politics of this period - with annual parliaments from 1689 and parliamentary union with Scotland in 1707 - and the module will pay close attention to the fortunes of ministers, the growth of parties and the increasingly active electorate in an age of frequent general elections. The module will also assess how extra-parliamentary opinion, the press and popular protest affected the political landscape. Religious conflict remained an issue, with continuing tension between the established church and 'dissenters', as well as between Catholic and Protestant (the attempt to exclude James, Duke of York from the succession signifying the continued interdependence of religion and politics). Finally, the module will examine the impact on Britain of the War of the Austrian Succession (1740-48) and the Seven Years' War (1756-63), and the growth of the British colonial empire.

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Week 1: introduction

Weeks 2-6 (including Study Week) German Wars of Unification, 1864-1870

Weeks 7-12 American Civil War

Both sets of conflicts will be examined through a series of themes: political management of war in the second half of the nineteenth century; the nature of generalship and command; the issues of logistics, communications and military medicine; the experiences of front-line troops; the management and attitudes of home fronts

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The module will chart the evolution of contemporary British foreign policy. It begins firmly in the era of pre-First World War diplomacy, and examines the legacy of Britain's role in nineteenth century international relations, including the role of empire. The module will explore the nature of the old and new diplomacy as well as issues relating to foreign policy formation. It will include an evaluation of the role of diplomats and the work and operation of the Foreign Office. It will also include a discussion of the main themes and issues of Britain's relations with all of the major European powers from 1904-1973, including the origins of the two world wars, the connection between foreign policy and political ideology. The module will also examine Britain's relations with the United States during this period and with the Far East, especially with Japan.

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Seventeenth-century Britain experienced considerable division and tension, most obviously in the Civil Wars in mid-century between the countries which comprised the multiple kingdom of Britain. The aim is to examine the reasons for, and the attempted resolution of, major political and religious problems, with a clear sense of the European context in which these events were played out. Topics to be studied will include the ideological clashes between crown and parliament in England; the political and cultural divisions of `court' and `country'; religious disunity across the three kingdoms; the expansion of a `public sphere' of politics and religion; the failure of republican government in the 1650s; the instability of Restoration politics and the coming of the Glorious Revolution; and Britain's changing role in Europe across the century.

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Fundamental to Western European political and cultural ambitions since the mid-eighteenth century has been technological change. This module provides a unique and stimulating social history of science and technology in a period of industrialisation and imperial expansion. In the first part, we examine the twin foundations of British industrial and imperial power exemplified by the dramatic eighteenth-century voyages of Captain James Cook around the Pacific, and by the evolution of the steam engine by James Watt in the same period. In the second part of the module we focus on the powerful new nineteenth century technological systems - railways, steamships, electric telegraphs and ship canals - which served to discipline the diverse cultures of Empire, whether British, American or Continental. In these ways, the module will provide a striking foundational study for an enriched understanding of politics and society in the modern world.

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The history of the Great War is a subject of perennial fascination, for this war left its imprint on British/European society to an extent almost unparalleled in modern history. No previous war matched it in scale and brutality. The military history and the course of events have been told many times. This course, by contrast, focuses on the social and cultural upheavals of the Great War. The aim is to move beyond narrow military history and examine the war's socio-cultural impact on British and European societies. Furthermore, it hopes to overcome historians' fixation with national histories. The First World War was, by definition, a transnational event and this course will fully explore the comparative method.

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The module will explore the nature of the British Army in the Second World War. How it reacted to the crushing defeats of 1940 in France and 1942 in the Far East before transforming itself into a war-winning force. The course will begin with the inter-war army examining its lack of doctrine and the confused role it had in British and imperial defence plans. From there it will move on to examine the transformation of the army from a pre-war small professional outfit to a vast conscript army, before concluding on the situation in 1945, the retention of peacetime conscription and adaptation to the Cold War world. It will take a broad approach to military history, studying the political, economic and cultural realities behind the force.

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This module explores the place of death within medieval European culture, focusing especially on the visual and material evidence of relics, tombs, architecture, wall paintings, and illuminated manuscripts. It will begin by examining how ideas about death and the dead were expressed in works of art from Late Antiquity until the arrival of the Black Death in 1348. Our primary sources will be set within the context of literary, visual, documentary and liturgical evidence. Together, we will examine these sources from different disciplinary perspectives in attempt to determine how the study of medieval death and contemporary anxieties about the afterlife can inform us about how people lived in the Middle Ages.

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Condemned by the international community for refusing to sign the Kyoto Accords, rendered powerless by electricity blackouts, and stricken by the Hurricane Katrina disaster, the United States of America is today embroiled in a narrative of environmental controversy and catastrophe. This module explores to what extent the USA has been ‘inviting doomsday’ throughout the modern (twentieth-century) period. Commencing with an introductory session on writing and researching American environmental history, the module is then split into four sections: Science and Recreation, Doomsday Scenarios, Environmental Protest, and Consuming Nature. Over the twelve weeks we will consider a range of environmental issues that include wildlife management in national parks, pesticide spraying on prairie farms, nuclear testing in Nevada, and Mickey Mouse rides in Disneyland. By the end of the module, we will have constructed a comprehensive map of the United States based around themes of ecological transformation, assimilation and decay.

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This module is meant to introduce students to the key processes and dynamics of sub-Saharan African history during the past two centuries. The course covers three chronological periods: the pre-colonial, colonial and post-colonial eras. In their study of the pre-colonial period students, will especially familiarize themselves with the changing nature of African slavery and the nineteenth-century reconstruction of political authority in the face of economic, environmental and military challenges. The colonial period forms the second section of the course. Here, students will gain an understanding of the modalities of the colonial conquest, the creation and operation of colonial economies and the socio-cultural engineering brought about by European rule. The study of the colonial period will end with an analysis of African nationalisms and decolonisation. In the final part of the course, students will develop an understanding of the challenges faced by independent African nations. The nature of the post-colonial African state will be explored alongside such topical issues as the Rwandan Genocide and the African AIDS epidemic.

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Society has always been fascinated by those deemed different and over time, unusual people have been viewed and constructed in a myriad of ways. The course explores the continuities and changes surrounding those classed as different. Broadly, the course will investigate the changing nature of difference from the 1780s to the 1920s. It will examine the body and mind as contested sites; spaces occupied by those considered different; the establishment of normality versus deviance; the changing conceptions of difference over time; relationships between unusual people and the wider society. Using a broad range of sources, from novels to film, the course will trace the shifting cultural constructions of difference.

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This module will offer a comparative study of the armies of the Great Powers during the First World War. The module will adopt the ‘war and society’ approach to this topic and so will focus on the social composition and combat effectiveness of the armies concerned, along with civil-military relations and the higher strategic direction of the war. This module will therefore seek to answer some of the key questions of the Great War: how did the Great Powers manage to raise and sustain such large armies, why did soldiers continue to fight, given the appalling casualty rates; how politicised were the armies of the Great War, why were politicians allowed to embark on foolhardy military adventures, how crucial were the Americans in securing Entente victory and how effectively were economies adapted to meet the demands of the armies? Comparative topics for discussion in seminars will include; planning for war, recruitment and conscription, the officer corps, generals and politicians, discipline and morale; and attitudes to technological advances.

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Focusing on the history of modern Germany in the Twentieth Century, the module examines major changes and continuities in the development of a highly advanced, industrialised but also militarised European nation state which played a central role in shaping the modern European geographical and political landscape. The module explores the end of the Imperial Monarchy after the end of the First World War in 1918, the role of the Allied reparation demands, hyper-inflation and political instability of the Weimar Republic, and the rise of National Socialism and the Third Reich during the 1930s. The course will chart the influence of anti-Semitism, racial eugenics and geopolitics in Germany's quest for world domination during the Second World War and assess the legacy of the Holocaust in defining post-war German identity and society. By examining the Federal Republic of Germany (FRG) and the German Democratic Republic (GDR), the module will take a critical look at the politics, ideology and day-to-day history (Alltagsgeschichte) of East and West German society during the Cold War, and explore the underlying factors which led to the fall of the Berlin wall in 1989 and subsequent German reunification.

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This course is all about putting History 'in its place', in other words, examining the history of modern Britain through the analytical lens of environmental history and exploring the ways humans have used, adapted, and imagined various environments over time. Taking 1850 as its starting point, it looks at major transformations in British life – the social and ecological problems of the Victorian city; changing attitudes towards nature preservation; empire and ecological imperialism; war, chemicals and modernity; environmental revolutions and radical protest - to chart the ways in which successive generations interacted in meaningful ways with the spaces and other species around them. This is a story both of material changes and of cultural values – our interactions with and our imaginations of the modern world. Accordingly, themes of urbanisation, politics and environmental change; health, medicine and wellbeing; national identity, gender and cultural life will be explored through a series of case studies that take in such topics as 'Miasma and Manure: Public health in 19th century London' and 'Ban the Bomb: the Cold War, nuclear technology and popular protest.' The principal geographical focus is Britain, but the module also embraces a necessarily global outlook in covering such themes as international wildlife conservation; the world of nature on film; and debates about ecological crisis and global climate change.

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Between the founding of the republic and the middle decades of the nineteenth century, the United States came of age. The nation's population increased tenfold; its territory more than doubled. Driven by the high-minded ideals out of which the country had been founded, and the restless energy that saw a nation of thirteen colonies grow into a territorial republic of immense size, the United States became a symbol of a tumultuous century. In time, however, the republic would become a casualty of its own success. As the 1850s wore on, a battle over slavery and its place in a rapidly changing nation unraveled into sectional conflict, secession, civil war and a decade's long struggle after the war ended. The result was the largest forced emancipation of slaves in world history, and a conflict of barely calculable carnage. For better and for worse, the Civil War and its aftermath would become the great crucible into which a modern United States was born.

This module surveys the origins, conflicts and outcomes of the Civil War by not only understanding how the war altered the United States but understanding the Civil War and its aftermath in a broader context. Students will examine the causes and consequences of the conflict, by looking backwards to the roots of sectionalism and secession, and forwards into the postwar period, known as Reconstruction. The purpose of this module is to understand how all of these historical forces sowed the seeds of the republic's demise, while at the same time examining what kind of new nation Americans created in the ashes of the old one. Out of the war would come not only a new nation, but a fundamentally different United States. The violent collapse of slavery and the destruction of the plantation system brought profound change and innumerable conflicts, long after the South capitulated and two national armies laid down their weapons. In the wake of the war, Americans would attempt to construct a new republic, born as Abraham Lincoln urged in 1864, out of a 'new birth of freedom.' The problems with that birth, and the contradictions that would endure, would mark the country right up to the present-day.

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Often described as the 'Jewel in the Crown', British India played a key role (economic, strategic, military) in the expansion and consolidation of British Empire. In the 18th century India had been a territory held by the English East India Company; by the mid-19th century India became a crown colony and an integral part of the British Empire for reasons that included both resources and a role in enhancing imperial prestige.

Focusing mainly on the nineteenth century, this module explores the processes through which India became a colony and its broader impact on the British Empire. More specifically, the purpose of the module is to impart in students a critical understanding of the relationship between India and the British Empire, especially the ways in which India influenced imperial policies (social, economic) in both metropolitan Britain and in the wider British dominions and colonies. In short, this module offers a survey of the complex, long and historically consequential relation between India and the British Empire.

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How common was trial by combat in medieval society? Why did individuals sometimes voluntarily enter slavery? What could a woman do if she wished to divorce her husband? These are the kinds of questions students will consider in this module on law and order in early medieval Europe. Legal texts are among the most voluminous sources to have survived from the early Middle Ages, providing fascinating perspectives on government and the reach of the state, dispute settlement, courts and trials, social relations, literacy, the influence of the Church and more. While the bulk of our material comes from Merovingian and Carolingian Francia, we shall also consider evidence from other regions, including the Byzantine world, Anglo-Saxon England and Visigothic Spain. Different types of legal records will be studied in order to learn how early medieval societies were regulated and how rulers attempted to govern their realms. By examining law, custom and justice in theory and in practice, students will gain an appreciation for the ideals of early medieval law and government, as well as the thornier realities of its operation in society at large.

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Between 1815 and 1914 Britain engaged in only one European war. The Empire was, therefore, the most consistent and most continuous influence in shaping the army as an institution and moulding public opinion of the army. This module will examine various aspects of the British army’s imperial experience between 1750 and 1920 (although the focus will fall, for the most part on the small wars of the Victorian period). The central focus will be on the campaigning in Africa and India, exploring how a relatively small number of British soldiers managed to gain and retain control of such vast territories and populations. Through an examination of a wide range of literary and visual primary sources, the module will also explore how the imperial soldier specifically and imperial campaigning generally were presented to and reconfigured by a domestic audience.

Topics covered will include:

The everyday life of the imperial soldier

Representing the imperial hero: Henry Havelock and Charles Gordon

The portrayal of imperial campaigning in contemporary popular culture

The legacy of the Boer War: commemoration, doctrine and reform

The modern memory of colonial warfare: from Lives of a Bengal Lancer to Zulu

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Cultures never develop and grow in isolation. They are built on the values of past generations, and they are shaped and challenged in interaction with other cultures. The main objective of this module is to explore and present the powerful interaction between Europe and the Islamic world in early modern times, c. 1450-1750.

The course will firstly provide an overview of the rise and fall of three major Islamic states and empires (the Abbasid Caliphate, the Safavid Empire, the Ottoman Empire). It will then assess the early modern European encounter with the Islamic world 1) by discussing the scholarly, religious, political and economic incentives for this encounter; 2) by documenting the exchange of knowledge, ideas, values and material objects this encounter stimulated in the early modern period; 3) by exploring the enormous impact, which this encounter had on European civilization. The course will focus on the following topics and areas of life:

1) Transmission of scientific, technical and medical knowledge.

2) Collecting manuscripts and studying the languages of the Islamic world

3) Trade and economic exchange

4) Conflict and cooperation

5) Understanding Islam, translating the Koran

6) European discovery of Arabic literature, art and architecture

7) Arabs in the West (diplomats, travellers, scholars and prisoners)

8) Europeans in the East (diplomats, travellers, scholars and prisoners)

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The French Revolution continues rightly to be regarded as one the great turning points of modern European History. This course will introduce students to the political, social and economic context of France from the accession of Louis XVI to the rise of Napoleon Bonaparte. It will explore and assess the divergent interpretations for the origins of the revolutionary conflagration of 1789. There will also be an attempt to understand how a revolution based on the triad 'liberty, equally and fraternity,' lost of sight of its humanitarian aspirations and quickly descended into fratricidal political terror and warfare on a trans-European scale. Students will also be encouraged to cast a critical eye on the vexed question of the French Revolution's contribution to modern political culture.

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What were the experiences of 'outsiders' who did not conform to Nazi ideals? What was it like to live in an occupied country during the Second World War? This course, which is structured in two parts, examines both Germany during the Third Reich and Vichy France under German occupation. Themes to be addressed include: the persecution of Jews, Roma and Sinti, Jehovah’s Witnesses, homosexuals and those with impairments; pro- and anti-natalist policies; the concentration camp system; German resistance; the fall of France; Vichy collusion; popular collaboration; French resistance; and the Liberation.

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30

The diplomatic relationship between Britain and France in the first half of the twentieth century can be seen as a marriage of convenience. Not natural historical allies, the British and French governments were forced increasingly to work together to combat the tensions in Europe that led to the outbreak of the First and Second World Wars.

This module explores the love-hate relationship between the two countries in tracing the origins of the Entente Cordiale, and by addressing some of the major historiographical debates in twentieth century international history. Lectures will provide students with an overview of these debates and the topics listed below, and seminars will encourage students to consider their understanding of these areas and critically engage with them through discussion.

Themes explored will typically include, imperialism, political reform and its impact on foreign policy formation, democratisation, the rise of nationalism, peacemaking at the end of the two world wars; the Ruhr Crisis, the Treaty of Locarno, the League of Nations; the Kellogg Briand Pact; the Briand Plan; the Geneva disarmament conferences of the late 1920s/early 1930s; Eastern Europe and Russia; different strategies to deal with the rise of Hitler; the fall of France, the rise of Vichy; the secret war; the outbreak of the Cold War.

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This module covers fundamental transformations taking place in European society between c. 1450 and 1750. It focuses specifically on the everyday experiences of early modern Europeans, and how these changed as a result of, amongst others, global expansion, encounters with 'others', religious change, urbanisation and a innovation proliferation of new goods. Through looking at how these transformations affected the micro-level of men and women in their daily lives, this module aims to give insight into the ever-changing lives of Europeans before the onset of 'modernisation' in the 19th century. Themes that will be addressed in the lectures and seminars include ethnic and religious diversity, gender, the individual, witchcraft and material culture.

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30

The curriculum works systematically through the exploration and settlement of different regions, with weekly material covering particular migratory pathways, including Chesapeake planters, New England puritans, pirates and settlers in the Caribbean, and other seminal cultural zones including attention to the Middle Colonies and the Lower South. Introductory coverage will explore the "prehistory" of British colonialism through an examination of the plantation of Ulster, and other aspects of migration and imperialism will be treated through engagement with the Scottish experiment at Darien and English attempts to gain footholds in West Africa. The curriculum will concentrate on particular themes to help sustain integrity across this diffuse oceanic domain: encounters with indigenous peoples, Atlantic imperialism, settlement demographics, and cultural folkways. The final weeks of the course will treat points of convergence and integration, including the growth of cities, religious movements, political commonalities, and the eighteenth-century wars for empire in the Atlantic, culminating in the Peace of Paris of 1763.

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You have the opportunity to select elective modules in this stage

Year in industry

You have the opportunity to spend a year on professional placement between Stages 2 and 3 as part of this programme.

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. 

You spend your year abroad at one of our partner universities. Places and destination are subject to availability, language and degree programme. To find out more, please see Go Abroad.

Stage 3

Compulsory modules currently include Credits

This module is designed to give final-year Single or Joint Honours History students an opportunity to independently research a historical topic, under the supervision of an expert in the field. Students are required to submit a dissertation (maximum length 9,000 words) based on research undertaken into primary sources, and an extended reading of secondary sources. It is designed to allow students to engage in their own historical research into any chosen topic (the only stipulation being that there must be a member of staff available within the School of History who is able to supervise the topic), and to present their research in a cogent and accessible format.

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Optional modules may include Credits

Charlemagne (r. 768–814) is often called 'the father of Europe', and it was under the rule of his dynasty, the Carolingians, that European political institutions and culture were consolidated – so much so that one can speak of a ‘Carolingian order’. This special subject looks at how the Carolingians tried to bring order to every aspect of society, including government, religious observance, the economy, the law, education and learning, and even individual behaviour. One feature of this drive for ‘correction’ (as it was known) was an unprecedented volume of written documentation, which allows the historian both to perceive a coherent plan of reform and to test the claims of the reformers. Seen from another angle, however, Charlemagne and his family were merely brutal warlords, whose collection of a mountain of plunder gave them the means to produce propaganda that portrayed their regime as ordered, reforming and divinely sanctioned. Can the two views be reconciled? What exactly did the Carolingians accomplish? Was the reform ever anything more than empty rhetoric? Could the Carolingians survive without constant military triumphs? These are the key questions the sources allow us to address.

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60

The course explores the causes, conduct and consequences of the French and American wars in Vietnam. The course begins in the aftermath of the Second World War with the French Indochina War and charts the United States' growing concern with the region, the Americanisation of the war in Vietnam under President Johnson and eventual disengagement under President Nixon. In addition to placing the conflicts in their regional and international contexts, the course will consider the military strategies implemented in the field and the domestic challenges inherent to fighting a "limited war". The second part of the course focuses on the domestic aspects of the American war including the role of the media, the evolution of the anti-war movement and civil-military tensions. In addition to acquiring substantive knowledge, students will practice core skills, including accessing and critically assessing primary sources, communicating effectively orally and in their written work as well as working in groups.

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60

Over seventy years after Nazi Germany's unconditional surrender, we are still living in the shadow of the Second World War. The end of the Cold War has seen an upsurge in commemorative activity ranging from new memorials to court cases. This special subject considers the impact of the Second World War on European societies (including Britain) between 1945 and the present day. This module will examine – and compare – the ways in which contemporaries and later generations have tried to make sense of the upheaval and horrors of the Second World War. The module will explore a host of commemorative practices and media (ranging from architecture and popular histories to film and war memorials) and their socio-cultural contexts. Methodologically, the module explores the cultural history of the legacy of war. Cultural history here means the study of languages, practices, artefacts and gestures through which events are encoded by those who live through them or in their aftermath.

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The United Nations was established by the victorious states of the Second World War in 1945. The preamble to the Charter of the United Nations declared that the organisation's aim is to 'save succeeding generations from the scourge of war’; promote fundamental human rights and the rights of nations large and small; maintain international law and promote social progress. This module will explore how successfully the organisation has met its founding ideals. In doing so, it will consider major issues that faced the United Nations during the first fifty years of its existence. It will examine how policy was formulated in the committee rooms of the General Assembly and the Security Council. It will then explore how effective such policy proved in the context of the Cold War and the changing post-colonial environment of the late twentieth century.

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From early nineteenth century concerns over declining birth rates to the profound impact of the AIDS epidemic in the late twentieth century, this module will examine key political, economic, social and medical issues and events that shaped discourse, attitudes and behaviours surrounding sex and health in Britain since 1800. A central concern of this module will be to untangle the complicated relationship between public discourse and private behaviour. Indeed, while vocal social commentators, scientific and medical communities, the State and the Church increasingly sought to regulate sexual attitudes and behaviours, deviant and tabooed practices such as prostitution, masturbation and sex outside marriage were (and still are) prevalent. In untangling public discourse and private behaviour, the module will consider: the extent to which the regulation of sex and health has been successful; the ways in which attitudes and behaviours changed across the period and varied according to geography, social class, sexual preference, gender and ethnicity; and how they affect our attitudes towards sex and health today. Themes addressed in this module include: Britain's role in the global commercialisation of contraceptive technologies; venereal disease; abortion and infanticide; eugenics; same-sex relationships; and sex crimes.

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This Special Subject examines the history of human rights in human experimentation during the Cold War, and traces the development of biological and chemical warfare research from the Second World War through to Allied military research in the 1950s and 1960s. It charts continuity and change in the development of medical ethics standards in modern military research on humans, and assesses the extent to which research subjects were informed of the risks involved in the research. The module explores Allied war-time research and the international response to news of Nazi medical atrocities. The Nuremberg Medical Trial and the Nuremberg Code are important milestones in the history of informed consent and modern medical ethics. The module looks at the Nuclear testing programme that was conducted by the United States and the United Kingdom in the 1950s, and investigates in detail the evolving chemical warfare programme at Porton Down in the United Kingdom where one of the servicemen, Ronald Maddison, died from exposure to the nerve agent sarin in 1953. The history of research into incapacitants and biological warfare agents is located into a wider context of an evolving system of medical ethics in which non-therapeutic experiments without consent were increasingly seen as unethical and unlawful. Finally, the attempts by veteran groups for recognition and compensation will be examined as part of a wider political history of the Cold War which has shaped our understanding and memory of the more recent past.

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This special subject explores California history from Native American times to modern day. It charts the rise to power of the US Pacific Coast and the many complexities that come with mass immigration, technological innovation and cultural frontierism. The special subject does not provide a simple narrative of state history, but instead employs a series of case studies to illuminate key periods of California's past and present, auto-stops, if you will, to navigate the Golden State as both a place, an idea and, most significantly, an image. The case studies also facilitate an interdisciplinary approach to the topic, for example, the Great Depression in California is considered by a session on the life of the hobo, his music, migration, work and community in the period. Sources here include Nels Anderson’s classic sociological text 'On Hobos and Homelessness’ and collections of Okie/hobo music of the period. A number of movie showings will relate both the rise of Hollywood as a state industry as well as Hollywood’s own social commentary on the California experience. The California dream and the notion of California exceptionalism will be critiqued across the module. Students will be expected to immerse themselves in the culture industry of the state and truly explore what (if anything) makes California so special or Golden.

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The aim of this course will be to show how far the Great War has infiltrated into modern culture and to test the validity of Paul Fussell's thesis that the Great War created Britain's modern cultural atmosphere. Fussell contends that modern society is marked by a love of irony, paradox and contradiction formed by the experience of the Western Front. Against this theory we will set the ideas of Samuel Hynes and Martin Stephen, as argued in their works, A War Imagined and The Price of Pity. This course will explore how the Great War has influenced our lives and why we have certain images of it. Why, for example, do most people associate the Great War with words such as 'waste', 'futility' and 'disillusion'? Why does the morality of the Great War seem so tarnished, while the Second World War is conceived as a just war? The course will be based upon literature (high and popular), poetry, art, architecture and film. We will therefore be 'reading' a 'primary text' each week. The course will serve to highlight many of themes of the 19th and 20th century British survey courses and will further contextualise the course on Britain and the Home Front in the Second World War.

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A century after the discovery of the Americas, in a treatise published in 1580, the radical Reformer Jacob Paleologus argued that it was most unlikely that the ancestors of the American natives could have crossed the Ocean and he concluded hence that all humans cannot descend from one single individual, Adam. So the discovery of America not only challenged traditional geographical knowledge, but also questioned fundamental religious, anthropological and historical assumptions. This module will explore early modern encounters with new worlds and with non-European cultures and it will ask about the manifold changes of European life which these discoveries brought about.

The seminars of the first term will be dedicated to the different stages of European discoveries, starting with Columbus' discovery of America and ending with Mungo Park's attempts to discover the sources of the Niger river. Based on the weekly reading of one primary source, we will follow explorers, travellers, ambassadors, soldiers and missionaries on their expeditions to the inner parts of Africa, to the court of the Shah of Persia, to China and to the Americas. The module discusses the religious, intellectual, political and economical contexts of these discoveries and it will ask how the various actors organized and methodized their expeditions and how they interpreted their discoveries. The second term will be dedicated to the study of some of the consequences these discoveries entailed. How did they affect traditional European ideas about mankind, religion, the world and their position in it? How did they influence European life style, fashion, art and literature?

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This module will analyse British government and society during the 1630s, one of the most significant decades of the 17th century, when Charles I ruled without parliament in England and pursued controversial policies in England, Scotland and Ireland. Through examining a wide variety of primary source material, students will be encouraged to draw their own conclusions about the character and success of Caroline government in the 1630s, as well as on the causes of the British Civil Wars, topics upon which rival historiographical theories continue to flourish. This is a fascinating period of intense historical enquiry which offers students the opportunity to become adept at the interpretation of primary sources, to deepen their understanding of the complexities of the period, and to improve the presentation of their ideas in both oral and written form.

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This special subject will introduce students to the pros and cons of the historiographical debate surrounding Napoleonic and Revolutionary French history. It will give final year students an alternative means of engaging with the familiar historical category of 'Empire.' The focus on French expansion abroad, in the early nineteenth century, challenges one to move away from understanding the Napoleonic Empire in national terms; this course in essence, by its very nature, is European in both scope and content. To do this it will explore processes of acculturation and international competition on a thematic basis. It will examine, in broad multi-national manner, the complex interaction between centre and periphery or what Italians, more prosaically, describe as conflict between 'stato reale' and 'stato civile.'

This special subject will investigate the Napoleonic Empire in its many facets. Students will be urged actively to pursue their individual interests in either war and society, Empire, political culture and/or gender.

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You have the opportunity to select elective modules in this stage

Teaching and assessment

Teaching is by a combination of lectures, providing a broad overview, and seminars, which focus on discussing particular issues and are led by student presentations. Lectures and seminars use a variety of materials, including original documents, films and documentaries, illuminated manuscripts, and slide and PowerPoint demonstrations.

The School of History uses a mixture of assessment patterns. The standard formats are 100% coursework or 60% examination and 40% coursework.

The School also has excellent student support arrangements. Alongside our Student Support Officer, each student is assigned an academic tutor. All module convenors keep regular office hours, and the School has a policy of returning at least one essay on each module in a one-to-one personal meeting, allowing for additional verbal feedback and discussion.

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:

  • provide students with a firm understanding of the tradition and discipline of history as a means of understanding cultures different from their own and changes in society over time
  • develop students' intellectual curiosity and initiative
  • encourage independent critical thinking and judgement
  • develop new areas of teaching and incorporate the research expertise of teachers into the programme
  • provide stimulating learning opportunities based on well-planned teaching strategies and offer effective support for students from a variety of backgrounds
  • prepare students for a range of careers and roles in a modern complex society or for further study
  • develop a critical understanding of the past
  • provide a flexible degree through which students can adopt a structure for their various interests.

Learning outcomes

Knowledge and understanding

You gain knowledge and understanding of:

  • the complexities of human existence in the past, while recognising that history does not consist of 'a specific body of required knowledge'
  • texts and other source materials, while addressing questions of genre, content, perspective and purpose
  • the problems inherent in the historical record itself and the limits within which interpretation is possible
  • the value of neighbouring disciplines, recognised through the interdisciplinary nature of history itself
  • more than one country, period (medieval, early modern, modern) and analytical approach (social, political, economic, cultural history, history of science).

Intellectual skills

You gain intellectual skills in:

  • conceptualisation: the ability to relate concept to empirical evidence, and the ability to recognise the relative and contested character of concepts themselves
  • critical thought and independence of mind: the ability to challenge received conclusions and evaluate the work of others
  • the ability to synthesise material from a variety of sources to gain a coherent understanding of issues
  • reflexivity – an understanding of the nature of the discipline and our own involvement with it
  • recognising and distinguishing between the different sources of historical knowledge (epistemological awareness)
  • recognition and employment of what is required to solve particular problems.

Subject-specific skills

You gain subject-specific skills in how to:

  • apply a range of historical methods and analytical approaches with awareness of the relevance of other disciplines
  • access a range of sources of information, including textual and non-textual material
  • present the results of historical work to a critical audience or readership using standard notes, reference systems and bibliography
  • marshal an argument: summarise, analyse and defend a particular interpretation or analysis of historical events.

Transferable skills

You gain transferable skills in:

  • communication – how to organise information clearly; respond to written sources; present information orally; adapt style for different audiences; use of images as a communication tool
  • numeracy – how to make sense of statistical materials; integrate numerical and non-numerical information; understand the limits and potentialities of arguments based on quantitative information
  • information technology – how to produce written documents; undertake online research; communicate using email; process information using databases
  • working with others – how to define and review the work of others; work co-operatively on group tasks; understand how groups function
  • improving own learning – how to explore personal strengths and weaknesses; time management; review your working environment; develop specialist learning skills (such as foreign languages); develop autonomy in learning
  • problem solving – how to identify and define problems; explore alternative solutions and discriminate between them.

Careers

Graduate destinations

Our graduates are prepared for a wide range of career options in areas including:

  • journalism and the media
  • management and administration
  • civil service and local government
  • museum and heritage management
  • law, commerce and banking
  • teaching and research
  • library work
  • armed services and defence analysis.

Examples of the positions some of our graduates have moved into include:

  • Stonehenge Custodian
  • producer at the BBC
  • Warden at Windsor Castle
  • CEO of EasyJet.

Help finding a job

The School of History runs employability sessions to help you hone your job-hunting skills, and these include input from highly successful alumni.

The University also has a friendly Careers and Employability Service, which can give you advice on how to:

  • apply for jobs
  • write a good CV
  • perform well in interviews.

Career-enhancing skills

You graduate with an excellent grounding in historical knowledge and become adept at:

  • research
  • analysing large quantities of information from often conflicting sources
  • assessing complex arguments.

To help you appeal to employers, you learn key transferable skills that are essential for all graduates. These include the ability to:

  • think critically
  • communicate your ideas and opinions
  • manage your time effectively
  • work independently or as part of a team.

You can also gain extra skills by signing up for one of our Kent Extra activities, such as learning a language or volunteering.

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 including History or a related humanities based essay writing subject which includes English, Philosophy, Religious Studies or Classical Civilisation. Students applying without History will need to make a case in their personal statement.

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 DMM plus A-level in History or a related humanities based essay writing subject at grade B, which includes English, Philosophy, Religious Studies or Classical Civilisation. Students applying without History will need to make a case in their personal statement.

International Baccalaureate

34 points overall or 15 points at HL including History 5 at HL or 6 at SL

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 annual tuition fees for this programme are:

UK/EU Overseas
Full-time TBC £16200
Part-time TBC £8100

For details of when and how to pay fees and charges, please see our Student Finance Guide.

The 2020/21 annual tuition fees for UK undergraduate courses have not yet been set by the UK Government and are displayed as TBC. As a guide only full-time tuition fees for Home and EU undergraduates for 2019/20 entry are £9,250.

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

The 2020/21 annual tuition fees for UK undergraduate courses have not yet been set by the UK Government. As a guide only full-time tuition fees for Home and EU undergraduates for 2019/20 entry are £1,385.

Fees for Year Abroad

The 2020/21 annual tuition fees for UK undergraduate courses have not yet been set by the UK Government. As a guide only full-time tuition fees for Home and EU undergraduates for 2019/20 entry are £1,385.

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

Additional costs

The following course-related costs are not included in your tuition fees:

  • Compulsory textbooks. Costs will depend on your module selection but we will advertise the RRP of core texts before you choose your modules.
  • Optional books you may wish to purchase - although there is an excellent selection in the library.
  • Optional field trips. We are committed to subsidising these costs where possible.
  • Travel costs for research trips (eg to an archive) required for your dissertation (compulsory).
  • Printing costs – we ensure your course is as ‘paper-free’ as possible. Most coursework is submitted online and we make use of online journals. Therefore, printing costs will depend on personal preference (for example, if you wish to print online materials). 
  • Printing and binding two copies of your dissertation.

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.