International Development: Global Health
UCAS code: L730
- Acquire the skills and knowledge to understand the complexities of global health and international development challenges in the 21st-century
- Study a unique multidisciplinary degree which enables you to make a positive difference to the lives of people around the world
- Explore some of the most topical and critical issues facing the world today, from wealth disparity and environmental degradation to pandemic diseases and restricted access to health-care services and medicines
- Gain valuable experience with an international non-governmental organisation (NGO) as part of an optional work placement
- Understand more fully what makes changes sustainable
- Benefit from the extensive resources and networks at the University’s Centre for Global Health as well as those located in other departments at the University
- Gain expertise in the field of international development where exciting employment opportunities are to be found
Do you have a global outlook and passion for social change? If so, this unique and rewarding course could help you to play a future role in the pursuit of improved global health and wellbeing.
On this innovative programme you will critically explore the challenges of sustainable health and wellbeing as a basis for understanding complex issues in international development.
Our three-year degree takes a broad and interdisciplinary view, looking in-depth at the United Nations’ Sustainable Development Goals and the work of the World Health Organisation to cover social and economic development issues such as poverty, health, global warming, gender equality and social justice.
An important aim of the programme is to sharpen your awareness of the wider and interdependent issues facing the health of the world’s population through the analysis of selected case studies. You also develop an understanding of the work of groups and agencies active in the fields of development, including through fieldwork-based placements, giving you the necessary experience and exposure to maximise graduate employability in related sectors.
As a valued member of our academic community, you benefit from the world-class expertise of staff in the Centre for Global Health. Modules will feature relevant global health case studies, such as the centre’s Kintampo Project in Ghana and Partnerships for Health Information. These show that international development is complex and requires an integrated and collaborative approach to achieve lasting change.
The course adopts a blended-learning approach, with face-to-face teaching, collaborative small-group work, and structured self-study. Some distance learning may be offered. This degree equips you with a range of theoretical knowledge and practical skills required to make a valuable contribution to global health in particular and international development more generally.
In Year 1 you explore the Study of International Development and Global Health through introductions to, among other topics, culture and social justice, economics and power and global change.
You continue to study approaches to international development and global health in Year 2, including health systems, health services, and the roles of civil society and NGOs.
Your final year includes advanced study of selected aspects of International Development through the lens of Global Health. You undertake an in-depth enquiry based on your own interest within the field, that is presented and discussed throughout the year as work-in-progress and finally as an examined dissertation to complete the course.
On graduation, as well as having transferable skills in time management, conflict resolution, presentations, research methodologies, and teamwork, you will be prepared to address many of the complex issues facing the modern world.
Graduates of International Development go on to careers in charitable organisations, businesses and the NHS in the UK and abroad, taking on roles in general/project management, community and/or business development, campaigning, advocacy, fundraising, service improvement, policy analysis and development, evaluation and research, and health promotion. Alternatively, you may choose to take your studies further to a higher degree in international development or more specifically in health and wellbeing, or use this qualification as a gateway to other professional pathways such as nursing or medicine as a mature student.
If on graduating you decided not to seek a job in international development, you will nevertheless leave with enhanced capabilities that you – and a future employer – would find highly desirable: critical thinking; social research; articulate writing and speaking; good understanding of wide range of educational, social, political, welfare matters; business principles, practices and values; and a sound appreciation of the challenges facing the globalised, interdependent world we are part of.
Pre-approved for a Masters
If you study a Bachelor Honours degree with us, you will be pre-approved to start a Masters degree at Winchester. To be eligible, you will need to apply by the end of March in the final year of your degree and meet the entry requirements of your chosen Masters degree.
ABOUT THIS COURSE
Suitable for applicants from:
UK, EU, World
Learning and teaching
Our aim is to shape 'confident learners' by enabling you to develop the skills needed to excel in your studies here and as well as onto further studies or the employment market.
You are taught primarily through a combination of lectures and seminars, allowing opportunities to discuss and develop your understanding of topics covered in lectures in smaller groups.
In addition to the formally scheduled contact time such as lectures and seminars etc.), you are encouraged to access academic support from staff within the course team, your personal tutor and the wide range of services available to you within the University.
Over the duration of your course, you will be expected to develop independent and critical learning, progressively building confidence and expertise through independent and collaborative research, problem-solving and analysis with the support of staff. You take responsibility for your own learning and are encouraged to make use of the wide range of available learning resources available.
Your overall workload consists of class contact hours, independent learning and assessment activity.
While your actual contact hours may depend on the optional modules you select, the following information gives an indication of how much time you will need to allocate to different activities at each level of the course.
Year 1 (Level 4): Timetabled teaching and learning activity*
Teaching, learning and assessment: 288 hours
Independent learning: 912 hours
Year 2 (Level 5): Timetabled teaching and learning activity*
Teaching, learning and assessment: 264 hours
Independent learning: 912 hours
Placement: 24 hours
Year 3 (Level 6): Timetabled teaching and learning activity*
Teaching, learning and assessment: 216 hours
Independent learning: 912 hours
Placement: 72 hours
*Please note these are indicative hours for the course.
Taught elements of the course take place on campus in Winchester.
All class based teaching takes places between 9am – 6pm, Monday to Friday during term time. Wednesday afternoons are kept free from timetabled teaching for personal study time and for sports clubs and societies to train, meet and play matches. There may be some occasional learning opportunities (for example, an evening guest lecturer or performance) that take places outside of these hours for which you will be given forewarning.
Our validated courses 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.
We ensure 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 on the course you are interested in can be found on the course page, by attending an Open Day or Open Evening, or contacting our teaching staff.
Percentage of the course assessed by coursework
The assessment balance between examination and coursework depends to some extent on the optional modules you choose. The approximate percentage of the course assessed by different assessment modes is as follows:
Year 1 (Level 4)*:
0% written exams
13% practical exams
Year 2 (Level 5)*:
0% written exams
10% practical exams
Year 3 (Level 6)*:
0% written exams
5% practical exams
*Please note these are indicative percentages and modes for the programme.
We are committed to providing timely and appropriate feedback to you on your academic progress and achievement in order to enable you to reflect on your progress and plan your academic and skills development effectively. You are also encouraged to seek additional feedback from your course tutors.
For more information about our regulations for this course, please see our Academic Regulations, Policies and Procedures section.
2021 Entry: 104-120 points
A GCSE A*-C or 9-4 pass in English Language is required.
International Baccalaureate: 104-120 points to include a minimum of 2 Higher level IB certificates at grade 4 or above.
If English is not your first language: Year 1/Level 4: IELTS 5.5 overall with a minimum of 5.5 in all four components.
Course Enquiries and Applications
Telephone: +44 (0) 1962 827234
If you are living outside of the UK or Europe, you can find out more about how to join this course by emailing our International Recruitment Team at International@winchester.ac.uk or calling +44 (0)1962 827023
Explore our campus and find out more about studying at Winchester by coming to one of our Open Days.
Year 1 (Level 4)
|Introduction to International Development||15|
This module provides an introduction to International Development. It covers the key meanings (i.e. traditional and contemporary) and theoretical perspectives of international development. Students will be assisted to develop a theoretical vocabulary by introducing them to the major approaches and their critiques. The underpinning of the course is interdisciplinary so the content draws from a range of academic disciplines i.e. sociology, psychology, politics, business studies and law as well as medicine and nursing. The impact on health and wellbeing of the key themes are explored: distribution of wealth and poverty, inequality, religion and beliefs, conflict, war and migration, culture, economic growth and sustainability. It will draw upon cases studies from global health of contemporary significance and prepare students to understand and investigate key themes. A range of contemporary development issues and challenges are introduced as is development policy and practice in this area including the Sustainable Development Goals.
|Skills for HE and Understanding Professional Practice||15|
This module is designed to support the development of students’ academic and employability skills and acclimatise them to the learning culture and environment of higher education.
|Understandings of Global Health||15|
This module explores various understandings of global health from the management or absence of disease to health in wider terms and as embracing wellbeing. Students will be introduced to a range of definitions and concepts to help to recognise and comprehend the different experiences that different communities have of global health and wellbeing, particularly in low- and middle-income countries. They will also consider diversity of experience in global health and wellbeing of people throughout the life course. The module considers the linkages between health and wider issues and how health is affected by education, housing, income and crime and similarly affects all these factors. Global health as multi-factorial and multi-directional in terms of relationships with these wider issues, a theme that is central throughout the module.
|Global Issues in Community Health||15|
This module provides an international and interdisciplinary perspective to understanding global health and wellbeing in the 21st Century. Particular attention is paid to the interdependence of nation states, and the link between health and wellbeing and social and economic development. The wide-ranging impact of human behaviour on health and wellbeing is noted through the exploration of contemporary trans-national health concerns, for example HIV/AIDS, human trafficking, disposal of nuclear waste and climate refugees. Last, both the role of civil society in attaining community wellbeing in different parts of the world, and the contribution of international organisations, initiatives and protocols to furthering global health and wellbeing, are considered.
|Globalisation, Economics and Power||15|
This module outlines the key changes that affect international development: globalisation; economics; and the global political environment with for example the growth of non-state conflicts and terrorism. It considers the positive and negative implications of these changes in relation to health and wellbeing. Students will be assisted to develop an understanding of some of the relevant main concepts and theories as well as empirical examples that prepare students to be able to describe, analyse and understand them. The module covers significant historical developments as they relate to health including the breaking up of the post-war settlement, independence and de-colonisation, and the welfare states of Europe. Students will be introduced to the notion of a new world and contemporary significant issues including health security and health diplomacy.
|Culture, Rights and Social Justice||15|
This module explores the key concepts of culture and rights and theories of social justice and considers how they are deceptively simple but there is the risk that they can be interpreted and applied in many different and sometimes quite misleading ways. Students will be helped to explore how culture, rights and social justice can provide a sound basis for decision making and practice and policy. As such they will consider the moral, political and practical choices facing those working in international development. The module takes a practical perspective, seeking to understand what these concepts and theories mean by drawing on case studies from low- and middle-income countries. It also examines how and why some groups - women and some racial and ethnic groups in particular – are more likely to ‘left behind’ as the world pursues the Sustainable Development Goals and greater security and prosperity for all.
|Community and Community Development||15|
This module will allow students to build on their existing knowledge of what constitutes ‘community’ – for example, communities ‘of interest’ as well as geographically-based communities. Students will analyse how communities develop, exploring the part which community practitioners may play in that process. Students will be encouraged to consider examples of development, change, cohesion and conflict within a community of which they are a member. The module will also give students a general introduction to the study of community development as an academic subject area, in beginning to investigate theories related to community development. In particular, political and philosophical concepts underpinning community development will be explored.
|Perspectives on International Development: Global Health||15|
This module provides students with the opportunity to reflect on the content of Year 1 and consider how their learning, and that of fellow students, has helped find new ways of looking at international development and the relationship with, and meaning of, global health. It will help to consolidate students’ understanding and appreciation of the year’s theme, Perspectives on International Development: Global Health. It introduces students to the practice of reflection and the importance of drawing on their own knowledge and understanding as part of this process.
Year 2 (Level 5)
|Community and Change||15|
In seeking to create change in health behaviours or lifestyles, professional or policy focus can tend to be on the individual and their choices or lifestyles. This module explores the impact of community structures and norms on individual health behaviours, and examines the community context of changes needed to promote the better health. The module revisits definitions of ‘community’, and thinks again about similarities and differences in communities which affect how we can work with and within them. ‘Bottom Up’ approaches to working in communities can seek to use community strengths and capacities for improvement with in a community and help in facilitating sustainable change. A range of practical and philosophical approaches to change are examined, along with the need for communities to participate in the design, implementation and evaluation of activities.
|Health, Food and the Physical Environment||15|
The main themes of the module are food, water and the human environment and the links between them. It examines the relationship between the physical environment and health. It concentrates on two areas, access to clean water and nutritious food, which are long standing problems, and two others, the changing human environment and climate change, which are bringing new risks to health. A key theme of the module is the fact that these issues are closely linked and that almost any policy response and action designed to deal with any one of them can be modified effectively to bring ‘co-benefits’ in tackling the others. There are however difficulties in acting to improve health as there are multiple factors and people to consider. The module examines the ways this has been managed (with various degrees of success) in practice by drawing on case studies to draw out the main issues and challenges.
|Governance in Global Health||15|
This module considers the workings of the international institutions involved in health and the on-going debates about their reform. Starting with the United Nations and other global institutions, the module then focuses on the contribution of a range of international institutions and non-government organisations in health and wellbeing in low- and middle-income countries. The module assesses the relationships that exist between international organisations and governments and the implications for international development or cooperation. Consideration is afforded to strategies and approaches to reform the governance of global health.
|Research and Evaluation in Global Health||15|
This module is designed to provide students with a comprehensive understanding of different approaches to research and research and evaluation designs that are appropriate to the study of global health. It gives students an appreciation of how research can be designed to achieve different purposes i.e. to evaluate, achieve action, empower and change. The module covers the key skills and techniques to be able to carry out small scale research in global health and wellbeing including searching the literature, developing research questions, selecting appropriate data collection techniques, negotiating access to settings and participants, analysing data and presenting results. Key considerations such as ethical issues and researcher responsibilities will be covered to support students in thinking about their own global health project ideas and to start to prepare them for their dissertation that they will undertake in the final year of the degree.
|Health Systems and the Expansion of Health Care||15|
The governments of the world are committed to expansion of health care through introducing Universal Health Coverage and ensuring ‘nobody is left behind’. The module considers the different purposes and priorities of different systems that have evolved and how their growth is interlinked with issues of culture, history, politics and power. A range of possible models for health systems are critiqued with a focus on case studies from low- and middle-income countries.
|Effectiveness in Global Health||15|
This module provides students with the opportunity to reflect on the content of Year 2 and consider how their learning, and that of fellow students, has helped find new ways of understanding decision making and action in global health. It will help to consolidate students’ understanding and appreciation of the year’s theme, Effectiveness in Global Health. This module draws on key themes from the year including the importance of research and evaluation activity in global health. It builds on the students’ growing expertise in undertaking reflective practice and as such the importance of drawing on their own practice as well as where appropriate, external knowledge and research.
Year 3 (Level 6)
The dissertation takes the form of an original independent empirical investigation into an aspect of global health. Students are required to discuss proposals with module tutors and select their topic for investigation before the end of their penultimate year of study; supervisors will be allocated at this stage. Students need to prepare themselves by reading over the summer break, and are expected to see their supervisor in the first two weeks of semester 1 in their third year. Students are given clear advice on management and deadlines for stages of their projects. No data collection may take place before the student has received ethics approval where required.
|Opportunities and Agendas for Community Development||15|
This module will identify, examine and critique current agendas that affect community development; and, similarly, assess how community development practice, in turn, influences these agendas. Key questions will be, “Who (or what?) is setting this agenda?”; “Is control ‘top-down’ or ‘bottom-up’?”; “How significant is the part played by community activists and local people?” A main context for study will be the growing tendency to use the concept of “community” as a platform for policy, specifying approaches and methods described as “community development”, to meet aims and objectives. To this end, “mission statements” tend to be rooted in principles such as, “involvement of communities in decision-making”, “increasing citizen participation in policy development and service delivery” and "renewing democracy”; “outcomes” tend to be linked to “targets”, which see “outreach into communities” as fundamental to success. the focus will be on policies and practice in areas such as government, community and voluntary work, health, social care, education, housing, community safety and youth work. Current consequences for residents in various communities will be researched – for example, with reference to socio-economic conditions; demography; social class; income and wealth; race and ethnicity; faith groups; urban/rural residency; age; gender; impairments. The conditions which determine effective community participation and ‘empowerment’ will be evaluated.
|Funding for Global Health||15|
This module examines critically contemporary funding in global health and wellbeing; how it has been shaped over several decades by a top-down approach; the current shift towards funding health systems-strengthening initiatives and partnership working; and the implications for future practitioners. This module demonstrates how funding of global health and wellbeing has developed, whilst preparing participants for understanding how the design and delivery of global health initiatives are affected by decisions about funding and funding types.
|Developing Practice in International Development: Global Health||15|
This module provides students with the opportunity to reflect on the content of Year 3 and consider how their learning, and that of fellow students, has helped find new ways of understanding professional practice in global health. It helps to consolidate students’ understanding and appreciation of the year’s theme, Developing Practice in International Development: Global Health. It draws on key themes from the year including the importance of engaging in research and evaluation activity in global health to develop students’ practice. This module nurtures the students’ growing expertise of reflective practice and considers the importance of drawing on their own practice in this process as well as appropriate research and external sources including work related to the Sustainable Development Goals. The importance of ongoing professional development is highlighted in terms of the nature and importance of skills in project management.
|Leadership, Management and Entrepreneurship||15|
This module considers the theory which supports the differences between leadership, management and entrepreneurship. The skills involved in leading and managing teams across a variety of services are explored including the complexities of group and team dynamics. It explores the different roles played by the various members of the team and their staff development needs. Students will consider issues involved in developing policies for effective practice. The role of reflective practice is considered and students have the opportunity to review their own plans for their own professional development.
|Practice Experience for Health and Wellbeing||15|
This module allows students to take up a placement in an independent sector body, and to have the opportunity reflect on their volunteering activity. The aim is that you will make a positive and personally rewarding contribution to the community whilst also reflecting critically upon your experience and developing skills which will enhance your employability and personal development.
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 University will notify applicants of any changes made to the core modules listed above.
Progression from one level of the programme to the next is subject to meeting the University’s academic regulations.
2022 Course Tuition Fees
|UK / Channel Islands /|
Isle of Man / Republic of Ireland
|Optional Sandwich Year*||£1,385||£1,385|
|Total with Sandwich Year||£29,135||£43,685|
If you are a UK student starting your degree in September 2022, the first year will cost you £9,250**. Based on this fee level, the indicative fees for a three-year degree would be £27,750 for UK students.
Remember, you don't have to pay any of this upfront if you are able to get a tuition fee loan from the UK Government to cover the full cost of your fees each year. If finance is a worry for you, we are here to help. Take a look at the range of support we have on offer. This is a great investment you are making in your future, so make sure you know what is on offer to support you.
UK Part-Time fees are calculated on a pro rata basis of the full-time fee for a 120 credit course. The fee for a single credit is £77.08 and a 15 credit module is £1,156. Part-time students can take up to a maximum 90 credits per year, so the maximum fee in a given year will be the government permitted maximum fee of £6,935.
International part-time fees are calculated on a pro rata basis of the full-time fee for a 120 credit course. The fee for a single credit is £117.50 and a 15 credit module is £1,763.
* Please note that not all courses offer an optional sandwich year. To find out whether this course offers a sandwich year, please contact the programme leader for further information.
**The University of Winchester will charge the maximum approved tuition fee per year.
As one of our students all of your teaching and assessments are included in your tuition fees, including, lectures/guest lectures and tutorials, seminars, laboratory sessions and specialist teaching facilities. You will also have access to a wide range of student support and IT services.
There might be additional costs you may encounter whilst studying. The following highlights the mandatory costs for this course:
Core texts: Multiple copies of core text are held within the library and e-books are identified where possible, however due the nature of the course sometimes students are recommended to purchase a copy for their own use. It is also possible for students purchase second hand copies.
Indicative cost: £50-150 per academic year.
Printing and binding
The University is pleased to offer our students a free printing allowance of £20 each academic year. This will print around 500 A4 mono pages. If students wish to print more, printer credit can be topped up by the student. The University and Student Union are champions of sustainability and we ask all our students to consider the environmental impact before printing. Our Reprographics team also offer printing and binding services, including dissertation binding which may be required by your course with an indicative cost of £1.50-£3.
Scholarships, bursaries and awards
We have a variety of scholarship and bursaries available to support you financially with the cost of your course. To see if you’re eligible, please see our Scholarships and Awards page.
Key course details
- UCAS code
- 3 years full-time
- Typical offer
- 104 – 120 points
- On campus, Winchester