University of Warwick

Coventry, United Kingdom

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warwick.ac.uk

Available Courses

This is an interactive and practical module aiming to inspire students about entrepreneurship by giving them an interdisciplinary overview of the entrepreneurial process and the individual entrepreneur. It highlights the interdisciplinary/transdisciplinary nature of enterprise/entrepreneurship as a field of study and ‘lift the curtain’ on entrepreneurship for students from all disciplinary backgrounds. The module aims to help the students appreciate the complexities of entrepreneurship and develop an enterprising mindset through an interdisciplinary overview of the process that leads to business creation. This includes reflections on different aspects of the entrepreneurial process such as the motivation to start a business, opportunity identification, social and legal responsibilities, financial resources and business planning.

On this module you will engage in a critical consideration of psychiatry and psychopathology (mental ill-health) drawing on a variety of perspectives. In the past this has included neuroscience, neuroimaging, psychiatry, literature, philosophy and history. A central aim of the module will be to describe and explore the tension between a purely neuroscientific conception of mental ill-health and the brain, and person-centred conceptions of mental ill-health and the mind. The module will be interdisciplinary and will draw on intellectual history, the history and sociology of medicine and psychiatry, psychology, neuroscience, philosophy and literature. This module aims to: Help students understand how wider social, intellectual and cultural movements have impacted upon medicine, neuroscience and psychiatry, provide opportunities for students to critically explore the development of psychiatry and mental health, contrasting perspectives from science, the arts and humanities, facilitate students in understanding the limitations of a purely neuroscientific conception of mental health and psychopathology.

This module is intended to engage students in the debate on the absence of any reference to languages in the SDGs by considering the centrality of languages to access rights, in particular in terms of equality, diversity, and inclusion.

Globalisation has changed our perspectives and experiences of the world through multidimensional, fluid and complex processes that interlink cultural, economic, ideological, political, social and environmental factors. In our increasingly interconnected world, the importance of developing, promoting and enhancing our intercultural awareness and understanding of global connections shouldn’t be underestimated. In the wake of counter-globalisation forces and the rise of the national populist movement, a rich and pluralistic appreciation and understanding of ‘the global’ will be relevant to all Warwick graduates in their personal and professional lives.

‘Global Connections’ offers a transdisciplinary approach to learning through an innovative and research-led discussion format which encourages students to share insights as co-collaborators. Workshops, multidisciplinary peer group work, and practical activities guide the learning experience, and are facilitated by specialists from a range of subject areas who are engaged in globally-oriented projects. Students are encouraged to integrate their own disciplinary knowledge, personal experiences, and reflections as they examine the complexities of global connections throughout the module.

Have you ever been Shakespearienced?
The likely answer is yes. If you’ve ever watched The Lion King or Black Panther, or listened to Taylor Swift or Radiohead, then you’ve experienced Shakespeare. The playwright’s characters, language and plot are woven into the fabric of modern popular culture and, since he set quill to parchment in sixteenth-century England, his stories have travelled across the world, impacting on the lives of countless communities and individuals.

This impact is felt on both global and local levels and, on this module, you will have the opportunity to engage with key artists who adapt Shakespeare within such local and global contexts, including climate activists, film-makers, graphic novelists, podcasters and rappers. You will interrogate how Shakespeare, as a global playwright, can be indigenised and used as a platform for community identity and as a tool to explore contemporary issues of politics, race, class, gender and culture.

You will also be invited to explore notions of ‘high’ and ‘low’ culture and the impact of technological innovation on the development of interdisciplinary performance forms. The dissemination of performance across cultures and technologies will be a key consideration of the module and, as a result, you will work in real time on a group practical project, create your own podcast episode and share the development of creative materials.

This module allows students to focus in-depth on the concept of inequalities. It analyses current debates around inequalities and socio-economic environmental sustainability in order to gain an understanding of the complexities of the problems and recognise the challenges faced by policy makers aiming to resolve those problems.

The idea of the “quest” was an animating principle throughout the premodern world. Through the quest an individual could fight evil, heal a broken social order, discover previously-unknown worlds, forge new alliances, and find their true selves along the way. Yet, how do we conceive of the quest in an age that Max Weber characterised as dominated by rationalisation, intellectualisation, and above all, a profound sense of “disenchantment” (Entzauberung)? What currency does the idea of the quest have in the modern, bureaucratic, secular world?

This module complements our other core and optional modules offered in Liberal Arts and encourages you to draw upon and extend prior knowledge. The purpose of the module is for you to explore the problems involved in how quests from various disciplines frame the concept of departure and facing the unknown. Through an exploration of these issues, you’ll learn to think critically about problematising the straightforward narratives you receive through the idea of the quest in popular and contemporary culture. As the module focuses on the problem of engaging with the unknown, it’s hoped that you’ll also develop your own strategies for grappling with unfamiliar ideas and perspectives outside your comfort zone

Public engagement is about connecting the work of universities with wider society. It takes many forms – from public facing events, blogs, or social media accounts, to collaborative research and empowering citizen researchers to lead projects. Through it both we and our audiences gain valuable insights through interaction and dialogue.

This module will introduce you to the concept and context of engagement. You’ll be given the tools to effectively plan and evaluate public engagement, coming away with a range of practical and highly transferable engagement skills that will support you whether you go on to a career in academia, or outside it.

Sustainability is the most significant societal challenge of our age and it is therefore imperative that all subjects should be engaging with this critical topic that will be so central to their future life and career. The module aims to present the issue of sustainability from a variety of cross-disciplinary perspectives, including academics with expertise in the natural, applied and social sciences and humanities but also people with direct engagement with sustainability issues in estates, in careers and from outside the university. In doing so, it will provide a variety of sources of knowledge that will allow students to connect to their own experience, but also to provide a multifaceted understanding of the topic.

The changes to global climate being brought about by human activity present one of the greatest challenges to confront humanity, and are likely to have a profound effect over the working lives of today’s students. Understanding them requires a comprehensive approach spanning multiple disciplines. The aim of this module is to equip students to begin to do this, by providing a grounding in the central scientific, economic and political issues surrounding climate change. To provide undergraduates from a wide range of backgrounds with an up to date view of the central challenges that climate change poses. This will be delivered from experts across different disciplines, each describing challenges in their field at a level suitable for all. Following the course we aim to equip students to address these challenges.

Global energy markets are in a period of dramatic transition. The emergence of shale gas, mostly notably in the US, has been disruptive to the industry, leading to falling oil prices. This has challenged the long-time dominant position of international oil companies (e.g. BP, Shell, ExxonMobil) in the petroleum sector. Natural gas has emerged as a potentially important ‘bridging fuel’ to a low carbon future, with several leading national economiesincluding China, making the switch from carbon-intensive oil and coal to this ‘lower-carbon’ alternative. Away from oil and gas, renewable energy sources are becoming increasingly cost competitive and are gaining societal and governmental support. The energy transition alters the global dynamics of energy security, with some countries finding their energy independence challenged, whilst others enjoy the economic growth that is inherently linked to energy abundance. A similar distinction can be made between populations with regards to energy equity: the accessibility and affordability of energy, and as with energy security this too is in a state of flux due to changing market conditions. These three dimensions: sustainability, energy security and energy equity constitute an ‘energy trilemma’; the focus of this module. The module addresses the challenges posed by the trilemma to national, regional and local economies, and in developing, emerging and developed economic contexts. In addition to the trilemma’s aforementioned dimensions, the module will also consider concerns of energy efficiency, ‘green growth’, sustainable energy governance and cooperation, and technology and infrastructure. In this regard, the module will broaden the student’s knowledge and understanding of the key issues around the UN’s Sustainable Development Goal 7.

This module offers an in-depth examination of Sustainable Development Goal 3 (good health and well-being) and the broader field of global health. This module will involve a blend of conceptual foundations, case study analysis, and work with real-life qualitative and quantitative data. Teaching and case studies will be interdisciplinary, drawing on medical as well as social science research. It focuses focus on concepts and dimensions of global health and equip students with a big-picture understanding of health governance and health systems. A broad range of global health priorities within and beyond the Sustainable Development Goals will further enable students to grasp and discuss key issues that will dominate global health in the coming decades (e.g. universal healthcare, antimicrobial resistance), their relationship to international development and other sustainable development goals, and their global and local dimensions.

The module draws on Warwick’s world leading research, especially those involved in the university’s Global Research Priority on Food, to deliver subject and analytical knowledge, as well as research and communication skills, to equip students with a multi-disciplinary toolkit for positive participation in the creation of more sustainable food systems. The module aims to examine the relationship between Food and Sustainability using theories and methods from the sciences, social sciences and humanities. By the end of the module, students should be able to: apply a “Food Systems” approach to the identification, research and analysis of broadly conceived sustainability issues, emerging in food production, processing and consumption, evaluate the contrasting technical and governance responses proposed for issues generate by global food needs, employ visual mapping of food systems for analytical purposes in creating a mixed media campaign, apply a critical understanding of key concepts, particularly food security, sovereignty and sustainability in analysis of food systems. Where relevant, reflect on and evaluate personal and collective food consumption choices in relation to sustainable development concerns

We are observing a crisis, which is growing each year, in student mental health and wellbeing in the UK universities, including the University of Warwick. The main aim of this module is to inspire you to look at a global, timely and relevant topic, such as wellbeing, in its complexity, discovering the potential of an interdisciplinary approach to the matter. The module will analyse the concept of wellbeing from the perspective of several disciplines (Biomedical disciplines, Sociology, Economics and Arts & Humanities) and will help you understand the complexity of this crucial topic and the relevance of a holistic approach in order to solve the issues related to it.

In 1913 10% of the world’s population lived in cities (UN-HABITAT, 2011), in 2018 this had increased to an estimated 55% (UN 2018). Urban areas are expected to absorb virtually all future population growth (UN 2018) and by 2030 are projected to accommodate 60% of the global population: one-third of which will live in cities with at least half a million inhabitants (UN 2018).

Despite covering only 2% of the world’s landmass, cities produce 70% of total carbon emissions, over half of the world’s GDP, are locations of often stark inequality and are uniquely vulnerable to a changing climate, as a result of their concentrated population and infrastructure. Cities are spaces of social and technological innovation, but also some of the most pressing human welfare concerns. Thus understanding the urban context is critical in promoting more sustainable trajectories of human development.

Our perception of time and pace has changed dramatically since the Industrial Revolution. Fast has become synonymous with modernity, efficiency, productivity and even exhilaration. In our constantly-connected, open-all-hours culture, we rarely have the time to reflect on the consequences. The global pandemic, however, has brought our relationship with time and pace into sharper focus.

This module provides opportunity to reflect on the mental, physical, societal and environmental impact of the so-called cult of speed. It examines how the slow movement, which started in Italy in the mid-1980s, has sought to resist the acceleration of modern society. Using a variety of interactive pedagogical approaches, students will engage with a range of expert perspectives, case studies and guided activities to examine how the principles of Slow have been applied to areas such as food, travel, town-planning, education, film studies, scientific research, marketing and psychology. Students will be encouraged to reflect both on their own relationship with temporality and how the principles of the slow movement can be applied to their own academic discipline. A critical approach will be encouraged: is slow really a new movement? Is it an anti-modern rejection of capitalism or simply an alternative mode of consumption? Is slowness a luxury available only to a privileged few?