UCAS code: V590
2016 Entry: 260-300 points
2017 Entry: 104-120 points
*UCAS has changed the way they calculate the tariff for courses starting in September 2017. Find out more about the new tariff.
3 years full-time; 6 years part-time
If English is not your first language:
Year 1/Level 4: IELTS 6.0 (including 6.0 in writing) or equivalent.
Course Tuition Fees and Additional Costs
UK/EU/Channel Islands and Isle of Man
2016 Entry (Full-time) | £9,000 p/a
Part-Time £1,125 per 15 credit module. The number of credits available per module may vary. Students can take up to a maximum 90 credits per year, so the maximum fee in a given year will not exceed the government permitted rate of £6,750.
Total Cost £27,000 (3 years)
2016 Entry (Full-time) | £11,300 p/a
Part-Time £1,410 per 15 credit module. The number of credits available per module may vary. Students can take up to a maximum 90 credits per year.
Total Cost £33,900
For further details, click here
Optional cost - students may buy a reading pack. The costs are a maximum of £40 per year.
To find out what general costs are included or excluded in the course fees, such as textbooks and travel expenses, please click here
Students studying Single Honours Modern Liberal Arts may be eligible for a Subject Scholarship of £1,000.
Study abroad (optional):
Students have the opportunity to visit such places as the local observatory, Tate Modern, The National Gallery, London Schools, student conferences, and St-Martin-in-the-Fields.
Taught elements of the course take place on the King Alfred Campus or at West Downs, Winchester
Suitable for applicants from:
UK, EU, World
Students on the course have commented positively on:
- Tutors' availability, approachability, and support
- Interesting and well organised content
Pre-approved for a Masters:
University of Winchester students studying Bachelor Honours degrees are pre-approved to start a Masters degree at Winchester. To be eligible students must apply by the end of March in their final year and meet the entry requirements of their chosen Masters degree.
Students explore a range of profound and important ideas and concepts, unrestricted by academic subject boundaries and underpinned by an integrated approach to the curriculum. They read and reflect on many of the most influential texts in the Western tradition, and beyond it, and discuss their own responses both in writing and orally. Study on the programme draws on classical and modern texts, as well as contemporary and popular culture, including film, music and art.
In Year 1, students are introduced to the Liberal Arts of ancient and medieval times, but complemented by modern themes and texts. They explore some of the most profound mysteries surrounding human existence and the science of the cosmos, and the question of freedom and its relation to enlightenment. In addition, students can choose to question the meaning of 'higher' education both present and past, to explore representations of the 'fall' in art and literature, to examine philosophy in cinematic film, to learn about the Renaissance, and to study tragedy in ancient culture.
In Year 2, there are two compulsory modules that deepen our understanding of freedom by reading some of the most influential texts and thinkers within social theory, philosophy, art, and science from the last two and half thousand years of European culture and beyond. In addition, there are a number of optional modules that students can choose from according to their own interests. In the final year, students produce a dissertation on a subject of their choosing.
The core modules undertake an adventure into some of the most profound questions concerning human existence and the idea of freedom. The optional modules look at many aspects of liberal arts education in detail, enabling students to pursue areas they are most interested in, including studies in the Holocaust, nature, the soul, religion(s), art, music, science, literature, and education. All modules share a philosophical approach in exploring their issues and questions.
- Freedom is to Learn 1 and 2
- Harmonia mundi
- Learning from the Renaissance
- Models of Higher Education
- Ancient 'Canonic' Tragedy
- Film and Philosophy
- Spirit: Innocence and Experience
- Creator Texts
- First Principles: Core Texts
- Foundations of Modern Medicine
- Freedom is to Learn 3 and 4
- Creator Images
- Disciplining the Soul
- Music and Philosophy
- Utopia and Tragedy
- Theorising the Holocaust (Shoah)
- Theorising Education and Ecology
- Power of the Teacher
- Spirit: In Ruins
- Atomic Nature
- First Principles: Core Texts
- Athens and Jerusalem
- Freedom is to Learn 5
- The Devil: Arts, Literature and Religion
- Learning from the Holocaust (Shoah)
- Modern Tragic Lives
- (Human) Nature
- Spirit: Life and Death
- The Natural Universe and Ecology
- Philosophy of the Teacher
- Know Thyself
- First Principles: Core Texts
- Straight and Crooked Thinking
For further information about modules, please view the course leaflet (see right hand side).
Please note the modules listed are correct at the time of publishing, for full-time students entering the programme in Year 1. Optional modules are listed where applicable. Please note the University cannot guarantee the availability of all modules listed and modules may be subject to change. For further information please refer to the terms and conditions at www.winchester.ac.uk/termsandconditions
The relationship between the teacher and student was the definitive symbol of the very earliest universities in Europe. We still hold to this belief. A programme such as ours requires strong relationships between tutors and students. We want to push students, even beyond their own expectations of themselves, but are here to ensure students are supported as much as is needed.
Teaching and learning constitute the substance of higher education. We know that strong teacher/student relationships are the key to motivation, enjoyment and success, and to feeling valued as an individual within educational institutions. We work hard to establish and maintain these relationships so that students learn in a friendly, challenging and supportive environment. Educational relationships are the cornerstone of everything we do.
Our teaching is seminar based. We insist on careful reading of texts to provoke questioning, discussion and dispute. Groups are small, and are able to combine reading with the free exchange of ideas. Our tutors are dedicated to showing the contribution that a Liberal Arts education can make in the life of each individual.
Students experience learning in a number of different ways, including listening and talking to tutors and peers, independent research from books, journals, the web and session handouts, from quiet reflection and questioning, and from the thinking and preparation required for the successful completion of assignments whether they be written or oral. The course gives students increasing freedom in the direction that their work takes over the course of their studies.
Our approach complements well the broader aims of the University to shape 'confident learners' by enabling students to develop the skills needed to excel in their studies here and to transfer these skills to postgraduate studies or to the employment market. The core belief of the Liberal Arts, and of our programme, is that higher education challenges the learner to engage with ways of thinking that change how we think about ourselves, about others, and about the world in general.
Professor Nigel Tubbs, Programme Leader
Telephone: +44 (0) 1962 827349
Assessment in Modern Liberal Arts is designed to let students show us, and themselves, what they are capable of. We want to push students even beyond their own expectations of themselves. Assessments are designed to enable students to show the individual progress they are making. Students work is closely followed by the tutors who will continually raise the bar for each individual. Students work with their tutors to reflect on their progress and plan their academic and skills development accordingly. Assessment is primarily by essay.
At the University of Winchester validated programmes may adopt a range of means of assessing your learning. An indicative, and not necessarily comprehensive, list of assessment types you might encounter includes essays, portfolios, supervised independent work, presentations, written exams, or practical performances. The University is committed to ensuring that all students have an equal opportunity to achieve module learning outcomes. As such, where appropriate and necessary, students with recognised disabilities may have alternative assignments set that continue to test how successfully they have met the module's learning outcomes. Further details on assessment types used in the programme you are interested in can be found on the course page, by attending an Open Day/Evening, or contacting our teaching staff.
Graduates are particularly eligible for all humanities-based graduate-entry jobs.
For more information about graduate employment visit From Freshers to Future - what will yours be?
Our approach to employability and Liberal Arts education is that education can be more than just a training; it can stimulate the intellect and develop character ways that make students more, not less, employable. In their academic work, students will have had to practise problem solving, organisation, time-keeping, project management, taking initiative, interacting with peers and tutors, team-working, critical thinking, adaptability, communication of ideas in debate and on paper, team-work, courage to meet challenges and difficulties, and commitment to the goal of succeeding.
The Destinations of Leavers from Higher Education (DLHE) record collects information about what those completing university go on to do six months after graduation. The Careers Service undertakes DLHE on an annual basis through surveys and a data collection process. DLHE is designed and strictly controlled by HESA.
While DLHE provides accurate information about first destinations, this data needs to be viewed with some degree of care. Six months after leaving university is often a time of much uncertainty and change for leavers; many will be unsure of their long-term career plans and may take a temporary job or time out. The destinations of graduates only six months out of university do not necessarily reflect longer term career success and are therefore a crude measure of employability. Therefore, DLHE data should be viewed as merely a 'snapshot' of one particular year's experiences at a specific point in time.
At the University of Winchester, we are committed to ensuring all our students gain employability skills to enable you to enter graduate level jobs and pursue the profession of your choice, for more information please read the Employability Statement.