042  American studies

Subjects

Subjects
044  Anthropology
047  Archaeology
048  Art history
050  Astronomy and cosmology
052  Biochemistry
056  Biology
059  Chemistry
062  Computing, artificial intelligence and IT
069  Contemporary European studies
072  Creative writing
074  Development studies
083  Economics
086  Education and teaching
091  Engineering and design
128 English language (see Linguistics and
English language)
098  English language teaching
099  English literature
103  Environmental science
104  Finance
099  French (see English literature)
106  Gender studies
109  Geography
099  German (see English literature)
114  Globalisation, ethnicity and culture
115  History
048  History of art (see Art history)
121  Human rights
122  International relations
125  Law
128  Linguistics and English language
130 Management
132  Mathematics
134  Media and film studies
138  Medicine and health studies
140  Migration studies
142  Music
144  Neuroscience
146  Philosophy
148  Physics
158 Policy studies (see Science and technology
policy and management)
151  Politics
153  Psychology
099  Renaissance studies (see English literature)
158 Science and technology policy and management
162  Social and political thought
164  Social work and social care
167  Sociology
086, 098 Teaching (see Education and teaching,
and English language teaching)
169  Visual arts and conservation studies

41
 American studies
American studies

Essentials Programme structure

Taught programme
MA American Literature: Critical Reading
Research programmes
MPhil, DPhil American History and Literature
Admissions requirements
For information on overseas qualifications that
meet the admissions requirements, see pages
172-175
MA
A literature-based upper second-class
undergraduate honours degree
MPhil
A first- or upper second-class undergraduate
honours degree in history, literature or
American studies
DPhil
A Masters degree in a subject relevant to
your chosen area of research. For advice
on research supervision, prospective DPhil
applicants are encouraged to look at the
research areas and faculty interests listed on the
right, and to contact Doug Haynes at the address
listed below
English language requirements
IELTS 6.5, with not less than 6.5 in Writing and
6.0 in the other sections. For more information
and alternative English language requirements,
see page 174
Fees
See pages 176-181 for information on fees
• Our faculty research achieved grade 5
(recognising research of national and
international excellence) in the most recent
Research Assessment Exercise (RAE) and
our publications have attracted a number of
prestigious prizes and nominations for both
British and American awards.
• American studies at Sussex offers flexibility
and choice. For postgraduate students, we
offer a taught MA in American Literature:
Critical Reading, an MPhil in American History
and Literature, and a wide range of expertise
for the supervision of doctoral research in
all aspects of the subject: literary, cultural,
political and historical. MA students may also
take courses from MA programmes in English.
• We have an active and friendly research
culture at all levels, including regular open
seminars with guest speakers, and frequent
symposia and academic conferences.
• Particular strengths include race and
ethnic relations, labour history and
slavery, discourses of migration, aesthetic
modernism, modern poetry, popular culture
and 20th-century writing.
• American Studies houses the Cunliffe Centre
for the Study of the American South and
has close associations with the Centre for
Modernist Studies, based here at Sussex.
We also have close associations with the
leading literary journal Textual Practice.
Autumn and spring terms: all students take
Theory in Practice: Readings in Contemporary
Theory and Literature, plus three of the following
options: Anglo-American Modernism: Poetry
and Poetics; American Poetry after Modernism:
Retreat? Redirection? Rediscovery?;
Fictions of Capital: Case Studies in American
Narrative; Representing the Great Depression;
ImagiNation: Fiction and American History.
Up to two options may be taken from related MA
programmes.
Summer term and vacation: you undertake
supervised work on the MA dissertation.
Assessment
You are assessed by four 5,000-word term
papers and a dissertation of 20,000 words, for
which you will receive one-to-one supervision.
Research programmes
MPhil in American History and Literature
1-2 years full-time/up to 4 years part-time
An MPhil is a Masters-level research degree
on a topic of your choice, achieved through
personal research and the close guidance of an
academic supervisor with relevant expertise. A
highly flexible qualification, your MPhil can either
be ‘stand-alone’ or, via an upgrade examination,
can form part of doctoral-level work, extending
your thesis further and leading to a DPhil.

Further information • All degrees may be undertaken on a part- or
Dr Doug Haynes, full-time basis.
American Studies,
University of Sussex, Falmer,
Brighton BN1 9QN, UK Taught programme
T +44 (0)1273 877304
F +44 (0)1273 625972 MA in American Literature: Critical Reading
E d.e.haynes@sussex.ac.uk 1 year full-time/2 years part-time
www.sussex.ac.uk/americanstudies Designed for those with a critical interest in or
informed curiosity about modern American
literature, this programme explores key topics in
primarily 20th-century fiction and poetry.
Beginning with questioning how contemporary
literary theory might inform all our readings,
you will go on to investigate subjects such as
modernism and its legacy in Anglo-American
writing, the relation between economic
structures and narrative form, literary and
filmic representations of nationhood, or the
relationship between culture, language and
politics during the Great Depression.
This MA is associated with the Centre for
Modernist Studies (www.sussex.ac.uk/
modernist).
Funding
EU applicants may apply to the AHRC. For
information on AHRC funding, see Fees and
funding on pages 176-186.
To facilitate greater autonomy and develop a
range of appropriate skills, all MPhil students are
normally required to take one or more research
training courses during the first year of their
study.
Titles of recently completed theses include:
Selective Amnesia: Truth and Reconciliation
in the American South and Savage Desert,
American Garden: Popular Imagery in the Selling
of California, 1876-1929.
Assessment
You are assessed by a 40,000-word thesis.
DPhil
Research applications are actively sought in
the following areas: 20th-century American
poetry and fiction; literature and migration;
autobiographical studies; popular culture;
African-American history; Southern history;
and Atlantic world topics. Proposals on other or
related topics are welcome.
Funding
EU applicants may apply to the AHRC (see Fees
and funding on pages 176-186).
There are opportunities for research students to
teach undergraduate courses.

42
Recent thesis titles
Technology, the public sphere and American
writing since 1960
Colonialism 1590-1730: the racialisation
of space
Selective amnesia: truth and reconciliation in the
American South
Myth and sites of resistance: the structuring of
identity in contemporary US counter-discourse of
race and gender
‘Slavish pleasures and mechanical leisures’: the
problem of leisure in America during the 1930s
Blank fiction: culture, consumption and the
contemporary American novel
Do you see what I mean? An ‘inner law of form’ in
Susan Howe’s historicism
‘City of refuge’: Harlem and the urban aesthetic
in 20th-century American literature
Specialist facilities
American subjects have formed an important
part of the humanities at Sussex since the
University was founded. Consequently, the
University’s Library has large holdings of serials
and printed books relating to the US, plus
electronic resources such as ECHO, and Early
American Imprints.
Manuscript collections include: the Harvey
Matusow Papers, covering the McCarthy
hearings in the 1950s; the Kenneth Allsop
Papers, reflecting that author’s interest in
American society, literature and popular culture;
and a series of letters from Margaret Mead to
Geoffrey Gorer, exploring aspects of their shared
interest in American national identity.
For the more advanced or specialised graduate
student, the incomparable American holdings of
the British Library and the Institute of Historical
Studies – as well as London’s other repositories
of books, serials, manuscripts, films and the
fine arts – are all within easy commuting distance
of the University.
Academic activities
Open seminars in subjects related to the various
Americanist disciplines – history, critical theory,
English literature, lesbian and gay studies,
international relations, post-colonialism – are
scheduled in addition to the regular American
studies seminar.
Website information
The American studies web pages are regularly
updated and are the most reliable source of
information for faculty research interests,
as well as programme changes. Visit
www.sussex.ac.uk/americanstudies
Faculty research interests
American studies
Stephen Burman International political
economy; class and race in the US; international
foreign policy. Author of The Black Progress
Question: Explaining the African-American
Predicament (1995). Currently working on a
book on US foreign policy in the 1990s.
Professor Robert Cook Political and social
history; the American Civil War; civil rights. Author
of Troubled Commemoration: The American
Civil War Centennial, 1961-1965 (2007) and
Baptism of Fire: The Republican Party in Iowa,
1838-1878 (1993).
Sue Currell American literature and culture
1890-1940; the emergence and production
of 20th-century mass culture; the thirties;
Taylorism/Fordism in relation to identity, language
and the self; eugenics and popular culture; self-
help literature of the inter-war era. Author of The
March of Spare Time: The Problem and Promise
of Leisure in the 1930s (2005).
Richard Follett 19th-century US social
and economic history; slavery; antebellum
southern history; comparative slavery and race
relations; demography; agricultural and rural
history. Author of Louisiana’s Sugar Country
(2005). Currently working on slave demography
and fertility patterns.
Doug Haynes European and American
modernism, postmodernism and avant-garde
writing and culture, particularly as these intersect
Dorothea Lange’s Migrant Mother is an icon both
with critical theory. Publications on Thomas of the endurance of Depression Americans and of
Pynchon, William Burroughs, surrealism, and the documentary mode itself, subjects covered in
Nathanael West. the courses Representing the Great Depression,
and Fictions of Capital: Case Studies in American
Daniel Kane 20th-century American literature; Narrative
the avant-garde; the beats; poetry since the
1960s. Author of All Poets Welcome: The Lower
East Side Poetry Scene in the 1960s (2003) and
What Is Poetry: Conversations with the American
Avant-Garde (2003).
Maria Lauret American feminist fiction and
theory; the American 1960s; gender, language
and migration; race and ethnicity; women’s
autobiography. Author of Liberating Literature:
Feminist Fiction in America (1994), and Alice
Walker (2000). Working on race and ethnicity in
women’s writing; narratives of migration.
Professor Peter Nicholls International
modernism; literary radicalism of the 1930s
and 1960s; contemporary American poetry and
poetics. Author of Modernisms: A Literary Guide
(1995). Currently working on contemporary
experimental poetry in America.
Jarod Roll Race, work and protest in the political
economy of rural America, especially in the
20th century. Publications on African-American
grassroots radicalism, American farmers and
labour relations in the New Cotton South, 1890-
1945.
Clive Webb Race and ethnic relations in the
19th and 20th centuries, particularly in the
southern states; racial and religious prejudice,
racial violence, and the civil rights movement.
Author of Fight Against Fear: Southern Jews
and Black Civil Rights (2001); (ed) Massive
Resistance: Southern Opposition to the Second
Reconstruction (2005).
43

Anthropology
Anthropology
Essentials
Taught programmes
MA degrees
Anthropology
Anthropology (Africa)
Anthropology (Europe)
Anthropology (South Asia)
Anthropology of Conflict, Violence
and Conciliation
Anthropology of Development and
Social Transformation
Medical Anthropology
MSc degree
Comparative and Cross-Cultural Research
Methods (Anthropology)
Research programmes
MPhil, DPhil Social Anthropology
New Route DPhil Social Anthropology
Admissions requirements
For information on overseas qualifications that
meet the admissions requirements, see pages
172-175
MA
An upper second-class undergraduate
honours degree in anthropology or any other
relevant subject area
MSc, MPhil and New Route DPhil
An upper second-class undergraduate honours
degree in anthropology or a related discipline,
but applicants from other backgrounds may be
considered. Applicants should submit an outline
(two to three pages) of their research interests
DPhil
A Masters degree in anthropology, although
those with a degree in a closely related
discipline may also be considered. Applicants
should submit an outline research proposal
indicating the nature, ambitions and primary
questions of the research project
English language requirements
IELTS 6.5, with not less than 6.5 in Writing and
6.0 in the other sections. For more information
and alternative English language requirements,
see page 174
Fees
See pages 176-181 for information on fees
Further information
Contact the degree convenors indicated for each
taught programme, or for general inquiries:
Professor Simon Coleman,
Department of Anthropology, University of
Sussex, Falmer, Brighton BN1 9SJ, UK
E s.m.coleman@sussex.ac.uk
www.sussex.ac.uk/anthropology/postgrad
44
• Anthropology at Sussex received a grade 5
(recognising research of national and
international excellence) in the most recent
Research Assessment Exercise (RAE).
• Anthropology was also awarded a grade of
‘excellent’ in an earlier assessment of teaching
quality.
• We maintain a concern with the traditional
categories of British social anthropology
(political and economic anthropology, kinship,
religion and ritual), while developing research
that focuses on contemporary global society.
• We have a long-standing involvement in the
issues surrounding policy-making and applied
anthropology, and in the anthropological critique
of development.
• Faculty have undertaken consultancy and
commissioned work, and many of our graduates
have found employment in these fields.
We also have a significant commitment to the
ethnographic exploration of cultural phenomena
such as religious ritual, music, dance
performance, heritage and film.
Taught programmes
These programmes combine a thorough
grounding in the history, theory and methodology
of anthropology. They permit you to specialise in
a region or specific focus if you wish, or to
maintain a more general interest in the
discipline.
MA in Anthropology
1 year full-time/2 years part-time
Funding
MA students are eligible to apply for a Sasakawa
Scholarship (see Fees and funding on pages
176-186).
Programme structure
Autumn term: you are provided with a foundation
in the discipline, taking Anthropology and
Ethnography; and Understanding Processes of
Social Change.
Spring term: you are given the chance to adapt
the programme more to your interests. You take
one of Culture and Society in Africa; European
Transformations; and Society and Economy in
South Asia, plus one course from another of the
MA programmes.
Summer term and vacation: you undertake
supervised work on your dissertation.
See below right for assessment methods.
Contact the programme convenor Jon Mitchell
(j.p.mitchell@sussex.ac.uk) for further
information.
MA in Anthropology (Africa)
1 year full-time/2 years part-time
Funding
MA students are eligible to apply for a Sasakawa
Scholarship (see Fees and funding on pages
176-186).
Programme structure
Autumn term: you are provided with a foundation
in the discipline, taking Anthropology and
Ethnography; and Understanding Processes of
Social Change.
Spring term: you take Culture and Society
in Africa and an option from the other MA
anthropology programmes.
Summer term and vacation: you undertake
supervised work on your dissertation.
See below for assessment methods.
Contact the programme convenor Jon Mitchell
(j.p.mitchell@sussex.ac.uk) for further
information
MA in Anthropology (Europe)
1 year full-time/2 years part-time
Funding
MA students are eligible to apply for a Sasakawa
Scholarship (see Fees and funding on pages
176-186).
Programme structure
Autumn term: you are provided with a foundation
in the discipline, taking Anthropology and
Ethnography; and Understanding Processes of
Social Change.
Spring term: you take European Transformations
and an option from the other MA anthropology
programmes.
Summer term and vacation: you undertake
supervised work on your dissertation.
See below for assessment methods.
Contact the programme convenor Jon Mitchell
(j.p.mitchell@sussex.ac.uk) for further
information
MA in Anthropology (South Asia)
1 year full-time/2 years part-time
Funding
MA students are eligible to apply for a Sasakawa
Scholarship (see Fees and funding on pages
176-186).
Programme structure
Autumn term: you are provided with a foundation
in the discipline, taking Anthropology and
Ethnography; and Understanding Processes of
Social Change.
Spring term: you take Society and Economy in
South Asia and an option from the other MA
anthropology programmes.
Summer term and vacation: you undertake
supervised work on your dissertation.
See below for assessment methods.
Contact the programme convenor Jon Mitchell
(j.p.mitchell@sussex.ac.uk) for further
information.
Assessment for the four programmes above
Courses are assessed by a 5,000-word term
paper, except for Anthropology and Ethnography,
which is assessed through two 2,000-word book
reviews. The dissertation is 10,000 words.
MA in Anthropology of Conflict,
Violence and Conciliation
1 year full-time/2 years part-time
This MA is concerned with modern conflicts
and violence, ranging from war to domestic
violence, and with conciliation, whether local
or international. It will be of interest to those
concerned with research into these fields as well
as those with experience, or considering a career,
in conflict prevention, relief and conciliation.
Contact the programme convenor Mark Leopold
(m.a.leopold@sussex.ac.uk) for further
information.
Funding
MA students are eligible to apply for a Sasakawa
Scholarship (see Fees and funding on pages
176-186).
Programme structure
Autumn term: you take Researching and
Reporting Conflict: Anthropological Perspectives;
and Understanding Processes of Social Change.
Spring term: you take Embodiment and
Institutionalisation of Violence, Conflict and
Conciliation and an option from another MA
programme.
Summer term and vacation: you take
Anthropology of Reconciliation and
Reconstruction and undertake supervised work
on your dissertation.
Assessment
Each course is assessed by a 5,000-word term
paper. The dissertation is 10,000 words.
MA in Anthropology of Development
and Social Transformation
1 year full-time/2 years part-time
Concerned with the anthropological study of
the complex economic, political and cultural
processes of social transformation in the
developing world, this MA provides an entry into
the anthropology of development and will be of
interest to those with experience, or considering
a career, in the development field. For further
information, contact Katy Gardner
(k.gardner@sussex.ac.uk).
Funding
MA students are eligible to apply for a Sasakawa
Scholarship (see Fees and funding on pages
176-186).
Programme structure
Autumn term: you take Understanding Processes
of Social Change; and Anthropologists and
Development.
Spring term: you take Households, Livelihoods
and Development Intervention; and Knowledge,
Power and Resistance.
Summer term and vacation: you either take
Evaluation and Appraisal and write a short
dissertation; or you undertake supervised work
on a longer dissertation.
If available, an option from another MA can be
substituted for one of the spring- or summer-
term courses.
Assessment
Each course in the autumn and spring terms is
assessed by a 5,000-word term paper.
Where appropriate, you may also either write
a 5,000-word term paper on your summer-
term option course followed by a 10,000-
word dissertation, or write a 20,000-word
dissertation.
MA in Medical Anthropology
1 year full-time/2 years part-time
Anthropology
This MA is concerned with cross-cultural
understandings of medicine, health and
healing, with the experience of pain and illness,
and with the political economy of health. It will
be of interest to both anthropologists and those
with experience, or considering a career, in the
medical or health professions, social services, or
development. Contact the programme convenor
Maya Unnithan (m.unnithan@sussex.ac.uk) for
more information.
Funding
MA students are eligible to apply for a Sasakawa
Scholarship (see Fees and funding on pages
176-186).
Programme structure
Autumn term: you take Medical Anthropology
and one of Anthropologists and Development;
Researching and Reporting Conflict:
Anthropological Perspectives; and Understanding
Processes of Social Change.
Spring term: you take Cultural Understandings of
Health and Healing and one of Anthropology of
Childbirth and Reproductive Health; Embodiment
and Institutionalisation of Violence, Conflict
and Conciliation; Households, Rural Livelihoods
and Development Intervention; and Knowledge,
Power and Resistance.
Summer term and vacation: you either take
Evaluation and Appraisal or Anthropology of
Reconciliation and Reconstruction, and write a Performance of a young men’s masquerade cult in
short dissertation; or you undertake supervised south-eastern Nigeria
work on a longer dissertation.
Autumn term: you take a research elective,
Assessment Philosophy of Science and Social Science
Each course in the autumn and spring terms is Research Practice, and Research Design in a
assessed by a 5,000-word term paper. Cross-Cultural Context.
Where appropriate, you may also either write
a 5,000-word term paper on your optional Spring term: you take courses in quantitative and
summer-term course followed by a 10,000- qualitative data collection and analysis.
word dissertation, or write a 20,000-word Summer term: you choose from a selection of
dissertation. courses in cross-cultural and comparative data
MSc in Comparative and Cross-Cultural collection and analysis. The research elective
Research Methods (Anthropology) continues across all terms, culminating in the
1 year full-time/2 years part-time writing of a dissertation.
A Postgraduate Diploma and Certificate are also Assessment
available. See Routes to postgraduate study at Taught courses are variously assessed by term
Sussex on pages 14-15. papers of 3,000-5,000 words or equivalent
This MSc provides an alternative route for coursework portfolios, depending on the courses
doctoral candidates who require more focused chosen. The research elective is assessed by a
research skills training. 10,000-word dissertation that incorporates a
research report and fieldwork proposal.
For further information, contact the MSc
Anthropology convenor Professor Simon
Coleman (s.m.coleman@sussex.ac.uk). Specialist facilities
Funding Extensive computing facilities are available, and
This programme qualifies for ESRC support
office space is usually given to students taking
under its 1+3 system of doctoral support. For research degrees. Students have full access to
information on ESRC and other funding, see Fees
the University’s main Library, and to the British
and funding on pages 176-186. Library of Development Studies at the Institute of
Development Studies (IDS), which is located on
Programme structure
the Sussex campus.
There are three main elements to the MSc
programme that run concurrently through the There is close academic collaboration between
academic year: a research elective involving social anthropology faculty and other
supervised reading in your individual research departments and interdisciplinary research
area and the writing of a dissertation; credited centres, notably history, migration studies,
courses in the philosophy and methodology of geography and gender studies. Particularly
research; and training in both quantitative and important links have been developed with IDS
qualitative research skills. and the Sussex Law School.
45
 Research programmes
Anthropology
We welcome students wishing to undertake
research in the main areas of faculty interests.
Funding
Anthropology has full 1+3 and +3 recognition
from the ESRC. This includes access to five
interdisciplinary research studentships in
2009. For further information on ESRC and
other funding, see Fees and funding on pages
176-186. For further advice on funding, contact
Professor Simon Coleman at the address listed
in Essentials.
Coursework
There are three modes of entry for research
students. First is traditional entry to an MPhil or
DPhil. Second is the MSc plus DPhil pathway,
which is the 1+3 route required by the ESRC
for their studentship support. Third is the New
Route DPhil offering an integrated four-year
programme of taught coursework in research
methods and professional skills together with
supervised doctoral research.
For those studying for an MPhil or DPhil, during
the autumn and spring terms of the initial training
year you normally take a social anthropology
course, working closely with a designated
supervisor. Where appropriate, you may take
courses from other specialist MA options as part
of your research training. If you already have
an MA degree, you are not necessarily required
to take courses as part of your pre-fieldwork
training. New research students will normally
be required to take two or three courses in
research methods from those offered within
the MSc in Comparative and Cross-Cultural
Research Methods (Anthropology). Each course
is assessed, but assessment does not contribute
to the award of the degree.
Fieldwork
Research degrees usually involve fieldwork.
After the first year, you usually spend the second
year in the field and return to Sussex to write
up your thesis in the third year. Those on a 1+3
programme can usually go to the field by the
middle of their second year.
Recent thesis titles
On the Perama waterfront: the social, economic
and cultural aspects of employment structure in
a suburb of Piraeus, Athens
Transnational lives, plurinational subjects:
identity, migration and difference amongst
Moroccan women in Italy
Knowledge, risk and power: agriculture and
development discourse in a coastal village in
Bangladesh
The politics of identity in left-wing Bologna
Senegalese transmigrants and the construction
of immigration in Emilia Romagna
If you won’t do these things for me, I won’t
do these things for you: local and regional
constructions of seclusion ideologies and
practices in Kano, Northern Nigeria
Abortion discourses: an exploration of the social,
cultural and organisational context of abortion
decision-making in contemporary Britain
Faculty research interests
Research interests are briefly described below.
For more detailed information, see
www.sussex.ac.uk/anthropology/people
46
Paul Basu Scotland, India, Sierra Leone, visual
anthropology, globalisation, transnationalism,
migration, politics of identity, anthropology,
memory and history. Author of Highland
Homecomings: Genealogy and Heritage-Tourism
in the Scottish Diaspora (2007).
Professor Simon Coleman Sweden, UK
and US; religion and pilgrimage, identity,
human rights, globalisation, modernity;
space, movement and health. Author of The
Globalisation of Charismatic Christianity (2000),
and editor of (with M Crang) Tourism: Between
Place and Performance (2003).
Professor Jane Cowan Greece; southern
Balkans; nationalism, memory and identity;
conceptualising and administering ‘difference’
in Balkan contexts; culture and rights; minority
politics; gender relations; music and dance
performance, embodiment and experience.
Editor of (with M Dembour and R Wilson),
Culture and Rights: Anthropological
Perspectives (2001).
Geert de Neve India; Tamilnadu; informal labour;
power; caste and kinship; industrialisation; social
change; globalisation. Publications include The
Everyday Politics of Labour: Working Lives in
India’s Informal Economy (2005), and (with
Maya Unnithan-Kumar) Critical Journeys: The
Making of Anthropologists (2006).
Professor Marie-Bénédicte Dembour Central
Africa; Europe; colonialism; memory, life stories;
law and human rights; (based in the Sussex
Law School). Author of Who Believes in Human
Rights? Reflections on the European Convention
(2006).
Nigel Eltringham Human rights, conflict,
genocide and the Great Lakes region of Africa.
Author of The Ethics of Anthropology ­Debates and
Dilemmas (2003), and Accounting for Horror:
Post-Genocide Debates in Rwanda (2004).
Professor James Fairhead Africa south of
the Sahara; UK: agriculture and ecology; health
and fertility; colonialism; science and medicine.
Author of Science, Society and Power (2003),
and (with M Leach, T Geysbeek and S Holsoe)
African-American Exploration Inland from Liberia
(forthcoming).
Anne-Meike Fechter Indonesia, South-East
Asia: corporate expatriates, transnationalism,
development practitioners. Author of Transnational
Lives: Expatriates in Indonesia (2007).
Katy Gardner Bangladesh, Islam, migration,
diaspora, development, Asians in the UK. Author
of (with D Lewis) Development, Anthropology
and the Postmodern Challenge (1996), and Age,
Narrative and Migration: The Life Course and
Life Histories Amongst Bengali Elders in London
(2002).
Elizabeth Harrison Zambia, Malawi, Kenya:
technology transfer, discourse of development,
gender relations. Editor of (with A Cornwall
and A Whitehead) Feminisms in Development:
Contradictions, Contestation and Challenges
(2006).
Raminder Kaur India and UK; politics and
popular culture, festivals, Indian cinema,
censorship, nationalism, diaspora, nuclear
issues. Author of Performative Politics and the
Cultures of Hinduism (2003); and Co-author of,
Liquid Notions: Critical Reflections on Diaspora
and Hybridity (2004).
Pam Kea Gambia, West Africa: gender relations,
migrant farm labour, politics of difference, social
relations of agrarian production; globalisation,
processes of accumulation, child labour and
education. Author of The Politics of Difference:
Female Farmers and Agrarian Transformation
in a Gambian Political and Cultural Economy
(2007).
Mark Leopold Violence, peacemaking and
memory, Uganda, Sudan, history, conflict,
political culture and public morality. Author
of Inside West Nile: Violence, History and
Representation on an African Frontier (2005).
Peter Luetchford Costa Rica, Spain;
cooperatives, alternative trade organisations,
alternative food provision. Author of Fair Trade
and a Global Commodity: Coffee in Costa Rica
(2007).
Jon P Mitchell Malta: history, memory, politics
and national identity; religion and belief. Author
of Ambivalent Europeans: Ritual, Memory and
the Public Sphere in Malta (2001) and (with R
Wilson) Rights, Claims and Entitlements (2002).
Co-editor of, with P Clough, Powers of Good and
Evil (2001).
Filippo Osella Kerala, South India: social
reproduction and stratification; migration
and globalisation; masculinity; consumption.
Author of, with C Osella, Social Mobility in
Kerala (2000), and (with C Osella) Men and
Masculinities in South India (2007).
Jeffrey Pratt Italy, Europe: political movements
and ideologies; religious practice; rural
transformations. Author of The Politics of
Recognition (2001) and Class and Nationalist
Movements in Europe (2002).
Dinah Rajak South Africa, UK: intersection
of the anthropology of development and
globalisation; and in the relationship between the
state, business and civil society in the process
of development. Author of ‘Uplift and Empower:
The Market, The Gift and Corporate Social
Responsibility on South Africa’s Platinum Belt’, in
Research in Economic Anthropology (2008).
Margaret Sleeboom-Faulkner China, Japan:
genomics, biobanking practices, genetic
testing and population policy-making, stem-cell
research in Asian societies. Author of Academic
Nations in China and Japan: Framed by Concepts
of Nature, Culture and the Universal (2004).
Professor Jock Stirrat Sri Lanka: aid and
development; economic anthropology; Asian
religions, Catholicism. Author of (with R Grillo)
Discourses of Development: Anthropological
Perspectives (1997).
Maya Unnithan-Kumar India, Rajasthan:
kinship, caste and gender; development, popular
religion, fertility and reproductive health; medical
anthropology. Author of (with V Damodaran)
Postcolonial India (2000), and (with G de Neve)
Critical Journeys: The Making of Anthropologists
(2006). Editor of Desire and Ambivalence in
Human Reproduction (forthcoming).
Professor Ann Whitehead Africa south of the
Sahara; western Europe: gender relations and
social transformation; economic anthropology;
family, kinship and marriage; epistemology and
methodology; race, gender and difference.
Author of ‘Continuities and discontinuities in
political constructions of the working man in
rural sub-Saharan Africa: the lazy man in African
agriculture’ in European Journal of Development
Research (2000).
Archaeology
Essentials
Taught programme
MA Field Archaeology (full-time and part-time)
Research programmes
MPhil, DPhil Archaeology
Admissions requirements
For information on overseas qualifications that
meet the admissions requirements, see pages
172-175
MA
An upper second-class undergraduate
honours degree in archaeology (including
joint degrees), or an undergraduate diploma
in archaeology with level 2 passes averaging
60 per cent or higher. Consideration will also
be given to others who can demonstrate
extensive and relevant experience (including
individual research)
MPhil and DPhil
Normally a Masters degree in archaeology
English language requirements
IELTS 6.5, with not less than 6.5 in Writing and
6.0 in the other sections. For more information
and alternative English language requirements,
see page 174
Fees
See pages 176-181 for information on fees
Further information
David Rudling,
Archaeology, Centre for Continuing Education,
Sussex Institute, University of Sussex,
Falmer, Brighton, BN1 9QQ, UK
T + 44 (0) 01273 873527
E d.r.rudling@sussex.ac.uk
www.sussex.ac.uk/cce/archaeology
• Highly dedicated faculty offer a range of
expertise, and specialise in field archaeology,
British prehistory, Romano-British archaeology,
environmental archaeology and cultural
resource management.
• Students receive a thorough knowledge and
practical experience of modern approaches to
field archaeology.
• Each programme of study is designed to cater
for an individual’s background experience and
aims within practical archaeology.
• Archaeology students are based in the
Centre for Continuing Education (CCE), which
provides an academic community that fosters
intellectual and social links with students and
faculty in other disciplines.
Archaeology
Taught programme
MA in Field Archaeology
1 year full-time/2 years part-time
Our archaeological heritage is a valuable,
finite and vulnerable resource, which requires
investigation, recording and analysis to very
high professional standards. This MA has been
developed to provide you with the practical
knowledge and skills, underpinned by theory, that
will enable you to make a positive contribution to
field archaeology.
You may already work for an archaeological
organisation or you may want to gain skills
and a qualification to enable you to enter
the profession of field archaeology. Or, as an
amateur archaeologist, you may wish to enhance
your skills to a high professional standard.
Funding
Successful applicants are advised to check the Students on the MA in Field Archaeology
Fees and funding information on pages 176- excavating at Barcombe Roman Villa, Sussex
186. If you are considering taking this degree
programme for professional development, your Most projects are within the Ouse Valley Research
employer may be able to help with the payment Project (East Sussex), although it is also possible
of fees. to work on approved personal projects. For
current field research projects, see
Programme structure www.sussex.ac.uk/cce/archaeology
This MA consists of five core courses, taken
full-time in one year or part-time over two years. Year 2
These courses are taught as a series of day Autumn term: you take Archaeological
Reporting. This course looks at the theory and
schools to facilitate access for students living
practice of archaeological reporting, including
at a distance or undertaking the programme as
traditional journal, client and synthetic reports,
continuing professional development. Teaching
together with associated archives and wider
includes lectures, seminars, group fieldwork,
dissemination.
excavations and independent work towards a
dissertation. Spring and summer terms: you take Independent
The programme structure of the part-time MA Study: Field Archaeology. You will undertake an
can be found below: approved extended piece of supervised research
related to the aims of the programme. It will be
Year 1 based on an original archaeological project (field-
Autumn term: you take Field Archaeology, or artefact-based) within its wider geographical
covering methods and techniques used to and/or theoretical context.
locate, excavate and record field data. Following
a consideration of theoretical aspects of field Assessment
A wide variety of modes of assessment are used
archaeology, sampling and site formation, part
one covers how archaeological sites are located. within the programme. These include essays,
Part two covers the full process of archaeological projects, practical reports, research plans and
excavation including logistics, health and safety, poster presentations. The final dissertation is up
and excavation methods. to 15,000 words.
Spring term: you take Artefact Studies, looking
at the archaeological analysis of material culture Faculty research interests
recovered by archaeologists. The emphasis is
on the identification and analysis of ceramics, Research interests are briefly described below.
lithics and metals, together with the technology Richard Carter Stone Age hunter-gatherers,
of manufacture and the social context of such archaeology of animals, environmental
processes. The course includes hands-on archaeology.
analysis of artefact groups, archaeological
illustration and finds reports. David Rudling Field archaeology, landscape
archaeology, Romano-British archaeology,
Summer term: you take Archaeological Field numismatics.
Practice, which is a practical course based on
a sample excavation of an archaeological site.
Each student is allocated a site or part of a
site, for which they design an excavation and
sampling strategy and undertake the excavation.
47
 Art history
Art history
Essentials
Taught programme
MA Art History
Research programmes
MPhil, DPhil Art History
Admissions requirements
For information on overseas qualifications that
meet the admissions requirements, see pages
172-175
MA
An upper second-class undergraduate honours
degree in art history or another arts or social
sciences discipline
MPhil and DPhil
A Masters degree in art history or a related
discipline such as history, architecture,
English, archaeology, anthropology or cultural
studies, and proof of engagement with art
history at an advanced level. Training in
research skills and methodologies is provided
English language requirements
IELTS 6.5, with not less than 6.5 in Writing
and 6.0 in the other sections. For more
information and alternative English language
requirements, see page 174
Fees
See pages 176-181 for information on fees
Further information
Sarah Maddox,
School of Humanities, Arts A,
University of Sussex, Falmer,
Brighton, BN1 9SH, UK
E s.maddox@sussex.ac.uk
www.sussex.ac.uk/arthistory
48
• The Art History Department received a grade 5 Research programmes
(recognising research of national and We offer research supervision in the history
international excellence) in the most recent of art and architecture. Special areas of
Research Assessment Exercise (RAE). interest include the history of the visual
• The skills of the faculty represent a unique arts and architecture of western Europe
array across European and American art and in the early modern and modern periods,
culture, and include the study of methodology Byzantine art, Renaissance art, 18th-century
and critical theory. art, North American art of the 20th century,
and contemporary visual culture, especially
• Art history at Sussex has strong links with
photography. Shared concerns across period
museums and galleries, both locally and
interests include issues of methodology,
nationally.
historiography and critical theory, as well as
• For MA and research students alike, art material and visual culture.
history at Sussex provides a friendly and
Funding
stimulating environment for the exchange of
The Department has a strong track record in
ideas, in which intellectual life and scholarly
obtaining studentships from the AHRC, the Royal
endeavour thrive.
Historical Society, the Social Sciences Research
• Sussex graduate students have gone on Council of Canada and the Green Foundation.
to find employment in higher education, A limited amount of funding may be available
publishing, the art market, conservation and for outstanding research students, which may
museum management. involve some teaching.
Recent thesis titles
Narrative and figurative imagery in the English
Taught programme
domestic interior c1558-c1640
MA in Art History The fashions of the Florentine court: wearing,
1 year full-time/2 years part-time buying and making clothing, 1560-1620
This MA is associated with the Centre for Visual
On relocating contemporary Chinese art
Fields (www.sussex.ac.uk/cvf).
Light in early Byzantium. The Church of
Funding Hagia Sophia in Constantinople
UK applicants for the full-time MA are eligible
Studies in the symbolism and spirituality
to apply for AHRC studentships (see Fees and
of the Arts and Crafts Movement
funding on pages 176-186).
Representing rebellion: visual aspects of
Programme structure counter-insurgency in colonial India
The MA programme looks at global perspectives
in the history of art, concentrating on the From mimesis to metaphor: images of the
art object, its appearance, reception and Holocaust in contemporary photographic and
manufacture. In the core course, you share a installation art
common taught experience, examining methods Commemoration and academic ‘self-fashioning’:
and theories relating to themes such as material funerary monuments to professors c1700
culture, globalisation, space, historiography and
museology.
The core course, Objects and Methods, is
complemented by three options selected from
those on offer in any one year, which may include:
Postcolonialism and Visual Culture; Photography
and 20th-Century Visual Culture; Modernity in
Europe and America; Body and Society; Creating
the Court; Power of Images in Byzantium; Art
and Text in Byzantium; and 18th-Century British
Art and Italy. You may, with the agreement of the
programme director, take an option from other
humanities postgraduate programmes. The
dissertation is undertaken by full-time students
in the third term, and by part-time students in the
third and sixth terms.
Assessment
You are assessed by term papers and a
dissertation of 20,000 words.
The early 19th-century Egyptian House at
Penzance epitomises the influence of other
civilisations on European art and architecture
Specialist facilities

Art history
Facilities include a well-equipped slide library
containing over 100,000 colour transparencies,
the Bridson Collection of photographs, access
to computing and word-processing training, and
a library well stocked with secondary literature
in the discipline and with online access to the
British Library and other repositories.
You are encouraged, where appropriate, to take
advantage of local sites of art-historical interest:
the Barlow Collection of Chinese art situated
on campus; extensive collections in the Royal
Pavilion and the museums of Brighton & Hove;
and local country houses such as Petworth, Firle
and Charleston.

Academic activities
A regular research seminar, to which outside
speakers are invited, provides a major focus of
debate. You are also able and encouraged to
attend seminars in other disciplines such as
history, English, philosophy and anthropology.
The Department of Art History is linked to the
Victoria and Albert Museum in London through
an exchange programme that extends and
enhances the research and teaching expertise
of both institutions. Each year a member of staff
from the museum teaches at Sussex, while a
member of the University faculty undertakes
research based on the museum collections.
The Department of Art History plays a part in
the Sussex Centre for Research in Visual and
Material Culture, the Sussex Centre for Early
Modern Studies and the Sussex Centre for
Byzantine Cultural History. These form foci for
a range of lectures, conferences and funded
research projects.
The 18th-century hall ceiling of Clandon Park,
by an Italian plasterer, demonstrates the cross-
fertilisation of European expertise during this
period
Researchers in the Sussex Centre for Byzantine Cultural History are working with international
colleagues on an interdisciplinary project investigating how, when and where glass tesserae, the
building blocks of mosaics, were made. As well as providing insights into artistic practices of the
Byzantium era, this will contribute to wider debates about the nature of trade and exchange within the
Mediterranean during this period and into our understanding of political and social changes within the
Mediterranean world
Faculty research interests Professor David Alan Mellor 20th-century
painting, film and photography; all aspects of
These cover a broad chronological spread from cultural history and visual representation c1900
Byzantium to the present and a wide range of to the present; photography in Europe and the
interests, from 20th-century photography to US, 1920 to the present. Author of Works on
women art critics, Tudor architecture, art and Paper Attributed to Francis Bacon: the Barry
travel. Joule Archive (2000), Tracing Light (2001), and
Research interests are briefly described below. Liliane Lijn: Works, 1959-1980 (2005).
For more detailed information, see Michelle O’Malley Italian Renaissance painting,
www.sussex.ac.uk/arthistory
commissioning, consumption and production.
Meaghan Clarke 19th-century art; women and Author of The Business of Art: Contracts and
writing. Author of Critical Voices in British Art: Commissioning in Renaissance Italy (2004),
Women Writing 1880-1905 (2004). and The Material Renaissance: Cost and
Consumption in Italy 1400-1650 (2005).
Flora Dennis Renaissance art and music.
Author of At Home in Renaissance Italy (2006). Geoffrey Quilley 18th-century art, travel and
empire. Author of Conflicting Visions: War and
Professor Maurice Howard Tudor art and Visual Culture in Britain and France, c1700-
architecture; French architecture 1500-1600; 1830 (2005), and Art and the British Empire
issues in Dutch and Netherlandish painting; the (2007).
history of ornament. Author of The Tudor Image
(1995), Ornament: A Social History since 1450 Associated faculty
(1996), and The Building of Elizabethan and Vibhuti Sachdev Associate Fellow: architectural
Jacobean England (2008). theory, contemporary architectural practice
and urban design in India. Author of Indian
Professor Liz James Classical and Byzantine Architectural Theory: Contemporary Uses of
art, light and colour, gender. Author of Light and Vastu Vidya (1998), and Building Jaipur: The
Colour in Byzantine Art (1996), Women, Men Making of an Indian City (2002).
and Eunuchs in Byzantium (1996), Desire and
Denial in Byzantium (ed) (1999), Empresses and
Power in Early Byzantium (2001), and editor of
Art and Text in Byzantine Culture (2007).

49
 Astronomy and
Astronomy and cosmology

cosmology

Essentials Programme structure (full-time)

Taught programmes
MSc degrees
Astronomy
Cosmology
Research programmes
MPhil, DPhil Astronomy
Admissions requirements
For information on overseas qualifications that
meet the admissions requirements, see pages
172-175
MSc
A first- or second-class undergraduate
honours degree in a physics-, mathematics- or
astronomy-based programme. Other degrees
will be considered on an individual basis
MPhil and DPhil
A first- or an upper second-class honours
degree in a relevant subject: physics,
astronomy or mathematics
English language requirements
IELTS 6.0, with not less than 6.0 in each
section. For more information and alternative
English language requirements, see page 174
Fees
See pages 176-181 for information on fees
Admissions and further information
Postgraduate Coordinator,
School of Science and Technology,
University of Sussex,
Falmer, Brighton BN1 9QJ, UK
T +44 (0)1273 678940
F +44 (0)1273 877873
E physpgadmiss@sussex.ac.uk
www.sussex.ac.uk/physics
• The Department of Physics and Astronomy
received a grade 5 (recognising research
of national and international excellence)
in the most recent Research Assessment
Exercise (RAE). Sussex also tops the latest UK
rankings for having the highest citation rate
in astronomy and space science (Thomson
Scientific, 2001-05).
• The Department is one of six in the South
East of England to receive a joint award
of £12.5 million, for the academic years
2008-13, to enhance collaboration in
graduate teaching and learning in physics and
astronomy.
• Students are based in the Astronomy Centre,
which is part of the Department of Physics and
Astronomy. The Centre was founded in 1965
and over 250 MSc and 100 DPhil students
have graduated from it.
• The Astronomy Centre carries out world-
leading research in many branches of
theoretical and observational astrophysics,
with current emphasis on the early universe,
large-scale structure, the high-redshift
universe, and galaxy formation and clustering.
• There are close links with other groups
in physics, especially those working on
theoretical particle physics.
• At any one time there are about 20 to 30
graduate students, of whom about one-third
are from overseas. Together with permanent
faculty, postdoctoral fellows and visitors, there
is a community of about 50 astronomers in
total.
Taught programmes
MSc in Astronomy
1 year full-time/2 years part-time
The MSc programme is intended for honours
graduates with an applied mathematics or
physics-based degree who wish to learn how
to apply their knowledge to astronomy. It is one
of only three full-time, broad-based astronomy
MSc degrees in the UK. It covers the major fields
of astronomy and astrophysics at an advanced
level, with an emphasis in the lecture courses on
theoretical astronomy.
The programme has a high reputation, both
nationally and internationally, and there are
MSc graduates from the Sussex Astronomy
Centre all over the world. Many of our graduates
go on to take a research degree and often find
a permanent job in astronomy. Others have
become science journalists and writers.
Instruction is by lectures, exercise classes,
seminars and personal supervision.
Your time is split equally between taught
courses and a research project. You have a
supervisor who oversees your work in general
and is responsible for supervision of your
project. Supervisors and topics are allocated, in
consultation with you, early in the autumn term.
Projects may be theoretical, or involve simulation
or data reduction. In many cases the projects
form the basis of research papers later published
in scientific journals.
Autumn and spring terms: you take four
compulsory courses: Cosmology; Stellar
Structure; Galactic Structure (all comprising 20
lectures and 10 problem classes); and Research
Skills. You also choose two options from a range
of courses available. These are taught on topics
relating to research interests within the group,
and vary from year to year, but generally cover
a wide range of topics. Options might include:
Astronomical Detectors; Computer Simulations
in Physics; Data Analysis Techniques; Galaxy
Formation; Introduction to C; and General
Relativity. You start work on your project and give
an assessed talk on this towards the end of the
spring term.
Summer term: after examinations, the final three
months are devoted to project work, including
preparation of a poster display.
Programme structure (part-time)
You take the four compulsory courses in the
autumn and spring terms of year 1. After the
examinations in the summer term, you will begin
work on your project. Project work continues
during year 2 when you will also take two options
from the above list.
Assessment
Assessment for the taught courses is by
coursework and unseen examination.
Assessment for the project is by seminar, poster
presentation and a dissertation of not more than
20,000 words. The exams are normally taken
in May and the project dissertation must be
submitted by the end of August.
A distinction is awarded on the basis of
excellence in both the lecture courses and
the project.
MSc in Cosmology
1 year full-time/2 years part-time
The MSc programme is intended for honours
graduates from an applied mathematics or
physics-based degree who wish to learn how to
apply their knowledge to cosmology. It is one of
only two MScs in this subject area in the UK. The
emphasis is on observational and theoretical
cosmology in the pre- and post-recombination
universe.
Instruction is by lectures, exercise classes,
seminars and personal supervision.

50
Programme structure (full-time)
Your time is split equally between taught
courses and a research project. You have a
supervisor who oversees your work in general
and is responsible for supervision of your
project. Supervisors and topics are allocated,
in consultation with you, early in the autumn
term. Most projects are theoretical, but there
is an opportunity for you to become involved in
the reduction and analysis of data acquired by
faculty members.
Autumn and spring terms: you take two
compulsory courses: Cosmology and Relativistic
Quantum Fields I. You also choose four options
from a range of courses available. These are
taught on topics relating to research interests
within the group, and vary from year to year, but
generally cover a wide range of topics. Options
might include: Early Universe; General Relativity;
Distant Universe; Galaxy Formation; and Further
Quantum Mechanics. You start work on your
project and give an assessed talk on this towards
the end of the spring term.
Summer term: examinations, then the final three
months are devoted to project work, including
preparation of a poster display.
Programme structure (part-time)
You take the two compulsory courses and two
options in the autumn and spring terms of year 1.
After the examinations in the summer term,
you will begin work on your project. Project work
continues during year 2 when you will also take
two more options.
Assessment
Assessment for the taught courses is by
coursework and unseen examination.
Assessment for the project is by seminar, poster
presentation, and a dissertation of not more
than 20,000 words. The exams are normally
taken in May and the project dissertation must
be submitted by the end of August.
A distinction is awarded on the basis of
excellence in both the lecture courses and
the project.
Research programmes
Funding
Research Council studentships are available
for the DPhil programme. In addition, the
Department of Physics and Astronomy offers
graduate teaching assistantships each year.
Financial support is not available for the
MPhil degree, and applications to study for an
MPhil are considered only from well-qualified
candidates with their own finances who cannot
obtain financial support for a long enough period
to study for a DPhil.
Coursework
You are expected to study a selection of graduate
courses to ensure that you receive a broad
education in modern astronomy, as well as
training in research skills.
Observational projects for DPhil students are
likely to involve the use of overseas telescopes;
theoretical projects may involve the use of
national supercomputers.
Map of the cosmic background radiation, a relict of the big bang
Specialist facilities
Theoretical astronomers have access to
massively parallel supercomputers in the UK
(Durham and Cambridge) and overseas. We also
have our own network of high-performance UNIX
workstations and servers and a departmental
computer cluster.
The Centre has an excellent record for obtaining
observing time on STFC and other overseas
telescopes, such as the Anglo-Australian
Telescope and the telescopes on La Palma in
the Canaries and on Hawaii. We have extensive
involvement in satellite projects, especially in
infrared and x-ray. The Centre is also involved
with the 4m Visible and Infrared Survey
Telescope for Astronomy (VISTA) in Chile.
Academic activities
Both MSc and DPhil students are expected to
contribute to the weekly informal seminars, and
are encouraged to attend research seminars.
DPhil students have an opportunity to attend
and give a paper on their specialist subject at an
international conference. Observational students
normally make at least one observing trip to
an overseas telescope each year. Most DPhil
graduates acquire considerable computing
skills, which they find an asset in obtaining
employment.
Faculty research interests
Research interests are briefly described below.
For more detailed information, see
www.sussex.ac.uk/physics
Our research is organised into several areas of
activity, all focusing on extragalactic astrophysics
and cosmology. We offer research opportunities
in physics of the early universe, constraining
cosmological models, numerical simulations of
structure formation, extragalactic survey science,
and galaxy formation and evolution.
Faculty interests are listed below:
Martin Kunz, a theoretical cosmologist,
combines observational probes such as the
cosmic microwave background, supernovae,
Astronomy and cosmology
large-scale structure, and weak lensing
with statistical methods including Bayesian
approaches and non-Gaussianity. The aim is to
reveal more about the properties of the universe,
especially the dark energy, topological defects,
inflation, and theories of gravity.
Andrew Liddle works on a range of topics in
theoretical cosmology, including physics of
the very early universe, the cosmic microwave
background, and dark energy. He is involved in a
number of major international projects including
the Planck Satellite and the Dark Energy Survey.
Jon Loveday is an astronomer with research
interests in observational cosmology and
galaxy formation and evolution. He is an active
participant in several current optical and near-
infrared galaxy surveys, including GAMA, SDSS,
UKIDSS and VISTA.
Seb Oliver is an astronomer researching the
evolution of galaxies since the big bang. He
undertakes surveys of the universe to determine
the statistical properties and large-scale
structure of galaxies at early times. He is a world
expert in far-infrared observations with space
telescopes including NASA’s Spitzer and ESA’s
Herschel.
Kathy Romer leads the XMM Cluster Survey, is
the only UK member of the ACBAR CMB project,
and is a member of both the XEUS Astrophysics
and the Dark Energy Survey Cluster working
groups. Her research involves the use of multi-
wavelength observations of clusters of galaxies
as cosmological probes.
Peter Thomas uses supercomputer simulations
to investigate the physics of galaxies and
clusters of galaxies. Although star formation
and associated feedback processes can only
be treated phenomenologically, the use of
numerical simulations allows us to study the
effects of galactic winds and metal enrichment
on the properties of the inter-galactic medium.
Parts of our cosmology research are carried out
within the theoretical particle physics research
group, whose faculty interests can be found
under the physics subject entry on pages
148-150.
51
 Biochemistry
Biochemistry
Essentials
Taught programmes
MSc degrees
Bioinformatics
Genetic Manipulation and Molecular Cell Biology
Postgraduate diplomas
Bioinformatics
Genetic Manipulation and Molecular Cell Biology
Research programmes
MPhil, DPhil Biochemistry
Admissions requirements
For information on overseas qualifications that
meet the admissions requirements, see pages
172-175
MSc and postgraduate diploma
A second-class undergraduate honours
degree in a relevant subject such as biology,
biochemistry, genetics, bioscience, chemistry,
physics, molecular biology, computer science,
medicine or mathematics
MPhil and DPhil
A first- or upper second-class undergraduate
honours degree in a relevant subject
English language requirements
IELTS 6.5 overall. For more information and
alternative English language requirements, see
page 174
Fees
See pages 176-181 for information on fees
Admissions
Karen White, Graduate Centre Coordinator,
School of Life Sciences, John Maynard Smith
Building, University of Sussex, Falmer,
Brighton BN1 9QG, UK
T +44 (0)1273 872774
E pglifesci@sussex.ac.uk
Laser scanning confocal micrograph of
synchronised HeLa cells undergoing mitosis.
Green: tubulin, red: eIF4A, blue: DNA
52
• Biochemistry and biomedical sciences at
Sussex received a grade 5 (recognising
research of national and international
excellence) in the most recent Research
Assessment Exercise (RAE), reflecting our
excellent research environment. Our research
grant income regularly puts us among the
top 5 of all biochemistry divisions in the UK.
• We were rated 3rd in the 2006-07 National
Student Survey (NSS), which measured
the quality of our provision directly from
student feedback. We also offer formal
taught research and study skills training to all
postgraduates.
• Our collaborative links with the Genome
Damage and Stability Centre, the Centre for
Chemical Biology, the Biomedical Science
Research Centre, the Trafford Centre for
Graduate Medical Education, and the
Brighton and Sussex Medical School, offer
exciting opportunities for our research and
Masters students to experience cutting-edge
research projects across a broad range of
interdisciplinary areas.
• We have excellent facilities for proteomics,
genetics, microarrays and robotics,
biophysics, protein molecular graphics and
bioinformatics, atomic force microscopy, x-ray
crystallography, FACS analysis, mammalian
cell culture, confocal, 2-photon, and time-
lapse video microscopy, cryo- and scanning
electron-microscopy, mass spectroscopy
and NMR.
Motor neurons in culture
Taught programmes
MSc in Bioinformatics
1 year full-time
The huge increase in biological data has made
bioinformatics one of the fastest growing areas in
biology. This MSc offers comprehensive training
in the theory and practical skills essential to
bioinformatics. The programme is divided into
two main strands: biocomputing and bioscience.
These combine lectures in aspects of molecular
biology, biochemistry, statistics and computer
science, enabling you to gain the relevant skills to
become trained bioinformaticists. The programme
accepts students from both bioscience and
computing backgrounds and provides tailor-made
‘catch up’ courses for both.
Additional admissions requirements
You must have evidence of some mathematical
background such as undergraduate elementary
mathematics courses or an A level (or equivalent)
in mathematics.
Programme structure
Autumn term: you take Biocomputing I (Unix,
Perl); Genomics; Statistical and Numerical
Methods; and Introduction to Genes and
Biochemistry, or Computer Science for
Bioinformatics.
Spring term: you take Biocomputing II (Java,
MySQL); Protein Form and Function.
Summer term: examinations are followed by a
research project, including preparation of
a thesis dissertation and an oral presentation.
A limited number of places are available to allow
the research project to be done on placement
or at leading research institutes.
Postgraduate Diploma in Bioinformatics
2 terms full-time
The structure of the Postgraduate Diploma is
the same as the MSc degree programme of the
same name, but Diploma students do not take
the research project. The Postgraduate Diploma
is taken over the autumn and spring terms only.
MSc in Genetic Manipulation and
Molecular Cell Biology
1 year full-time
Most biological disciplines now rely on analyses
at the molecular level, and the use of molecular
biology to manipulate genes and proteins. This
popular MSc provides detailed training in current
approaches to molecular biology, including fields
such as proteomics and functional genomics that
have arisen as a result of genome sequencing
projects.
The programme concentrates on experimental
techniques and their applications, not only in
pure scientific research, but also in medicine,
agriculture and other biotechnology industries.
A significant part of the programme is an
extended research project undertaken in an
active research lab. For nine or ten months you
will become part of a research group, and the
results from these projects are often published
in scientific journals.
Programme structure
The programme comprises a combination of four
MSc courses together with a choice of several
final-year undergraduate courses.
Autumn and spring terms: you take the four
compulsory courses: Advanced Methods in
Molecular Research; Practicals in Molecular
Biology; Skills for Research Bioscientists; and
Topics in Genetic Manipulation and Molecular
Cell Biology. Additionally you choose one or two
courses from a list of options including Molecular
Genetics; Biochemistry of Gene Expression;
Molecular Biology of Cancer; Genes and
Development; Molecular Evolution and Ecology;
and Protein Form and Function. You also start
work on your research project.
Summer term: examination and then
continuation of your project work, including
preparation of a thesis dissertation and an
oral presentation.
Assessment
The main assessment for this programme is
based on the research project.
You are also assessed by short term papers and
one or two examinations for the options.
Postgraduate Diploma in Genetic
Manipulation and Molecular Cell Biology
2 terms full-time
The structure of the Postgraduate Diploma is
the same as the MSc degree programme of the
same name, but Diploma students do not take
the research project. The Postgraduate Diploma
is taken over the autumn and spring terms only.
Proteomic analysis: 2D protein analysis of the
patterns of protein expression in human cells.
Proteomics, functional genomics and
transcriptome analysis are important tools in
modern molecular cell biology and form an
essential element of the MSc in Genetic
Manipulation and Molecular Cell Biology
Research programmes
Around 15 DPhil/MPhil positions are offered
annually in the overlapping areas of cellular
recognition and signalling; molecular cell
biology and cancer; molecular biology and gene
expression; and structural biology. Projects
falling within the faculty research interests in
any of these areas (see pages 54-55) can be
considered. Graduate students are allocated
a supervisor and a co-supervisor, and special
courses are provided covering basic topics
ranging from transferable skills, safety, career
management and experimental techniques to
recent developments in fast-moving areas of
molecular research.
Funding
For DPhil research degrees, studentships are
awarded by the Research Councils (eg BBSRC,
MRC and NERC). EU and UK students are eligible
for these. Additional studentships may also be
available from some charities (eg Wellcome
Trust and Leukaemia Research Fund). Graduate
teaching assistantships may be available.
Recent thesis titles
Involvement of toll-like receptor 4 and serum
proteins in the recognition of Gram-negative
bacterial products
Characterisation of a novel caspase-like activity
present in proliferating lymphoid cells
Studies on the localisation of eukaryotic initiation
factors in Xenopus kidney B3.2 cells
Biochemical characterisation of a novel DNA
single-strand break repair process and its defect
in a neurodegenerative disease
N-terminal proteolytic processing of the Bacillus
thuringiensis Cry1delta-endotoxins
Understanding and overcoming the resistance
of Plutella xylostella to the Cry1Ac Bacillus
thuringiensis toxin
Overexpression and purification of a pea
mitochondrial heat shock protein
Hyphal growth in the fission yeast
Schizosaccharomyces pombe
Interdisciplinary research centres
Centre for Chemical Biology (CCB)
Biochemistry
The CCB was set up to house an interdisciplinary
grouping of chemists and biochemists in new
state-of-the-art laboratories, with the aim of
fostering interactions at the interface between
chemistry and biology. Research interests
include studies of small molecule-protein
interactions, protein-structure function and
mechanism and protein engineering and design,
drug development (bio-organic chemistry) and
glycobiology. For more information, contact
Professor Andy Smith (a.t.smith@sussex.ac.uk).
Biomedical Science Research Centre
The Centre represents research groups within the
University of Sussex with diverse methodological
disciplines programmes but linked by common
interests in identifying the molecular basis of
disease and the development of diagnostic
tools (biomarkers), and therapies to identify and
combat disease.
Disciplines of biochemistry, genetics, cell biology,
proteomics, bioinformatics, structural biology
and molecular biophysics are brought together to
foster an interdisciplinary environment to tackle
medically relevant questions in infection and
immunity, neurodegenerative diseases, oncology
and cancer research. Members of the University
of Sussex Biomedical Science Research Centre
have strong research collaborations with the
University of Sussex Proteomics Centre, the
Sussex Centre for Advanced Microscopy, the
Genome Damage and Stability Centre, the
Brighton and Sussex Medical School, the
University of Sussex Centre for Neuroscience,
the Centre for Chemical Biology, and the
Brighton and Sussex Cancer Research Group.
For more information, contact Alison Sinclair
(a.j.sinclair@sussex.ac.uk).
Genome Damage and Stability Centre
This Centre has been established, in a
purpose-built laboratory, as a partnership
between the Medical Research Council and the
University. Its aim is to understand how cells
and organisms respond to DNA damage and
maintain the stability of their genomes. Defects
in cellular responses to DNA damage result in
cancer and a variety of genetic disorders. The
scientists in the Centre are at the forefront of
international research in this area. They exploit
a multiorganism approach to understanding
the responses to DNA damage. For more
information, contact Professor Alan Lehmann
or Professor Tony Carr (pglifesci@sussex.ac.uk),
or see www.sussex.ac.uk/gdsc
Trafford Centre for Graduate Medical
Education and Research
This Centre provides a focus for health-related
research drawing on a variety of science
disciplines. Central to its philosophy is the
encouragement of close integration between
scientists and clinicians in practice. Strong links
have been forged with the Faculty of Health at
the University of Brighton and the Brighton and
Sussex Medical School.
53
 Faculty research interests
Biochemistry
The research interests of the biochemistry faculty
can be broadly divided into three main areas:
structural biology; gene expression and cell
signalling; and genomics, genome stability and
cancer. However, there is considerable overlap
in research interests between these areas and
with other areas within the University, such as the
Genome Damage and Stability Centre and the
Centre for Chemical Biology.
Structural biology
This is an expanding area at Sussex and has
recently been strengthened by the inclusion of
bioinformatics and x-ray crystallography within
biochemistry and within the Centre for Chemical
Biology. It is very active in a range of fundamental
and applied research into the structure and
functions of proteins and enzymes, using a wide
variety of genetic, biochemical and biophysical
approaches as outlined below:
Neil Crickmore Biochemical and genetic
analysis of host-pathogen interactions. We
use a variety of biological disciplines including
molecular biology, immunology, protein
biochemistry and biophysics to study the
interaction between a pore-forming protein
toxin and its insect host. We are using protein
engineering methods to create improved
biopesticides.
Aidan Doherty Molecular mechanisms of DNA
repair. Inaccurate repair of DNA breaks has the
potential to contribute to cancer formation.
Using a variety of biochemical, cellular and
structural techniques, we are studying protein
repair complexes that mediate the recognition
of, and cellular response to, DNA damage.
This research will improve our understanding,
at the molecular level, of the biochemical and
structural basis for the repair of breaks in DNA.
Sue Jones Bioinformatics. We are applying
bioinformatics methods to the study of molecular
interactions using both protein sequence and
structure information. Specifically, we are
focusing on new tools to recognise and
characterise protein nucleic acid interactions.
Other research interests include protein function
prediction and the recognition of functional
transcription factor binding sites.
Anthony Moore Structure and function of
alternative oxidases. Research is focused on the
structure and function of alternative oxidases
from plants, fungi and human parasites studied
by site-directed mutagenesis, overexpression
and purification in yeast and E coli and kinetic
analysis of the purified enzyme. Protein
structure is studied using spectrophotometry,
electron paramagnetic resonance and x-ray
crystallography.
Louise Serpell Structure of amyloid fibrils.
Amyloid fibrils are deposited in a number of
diseases including Alzheimer’s disease. The
fibrils are formed from normally soluble proteins
that undergo a conformational change to a
predominantly beta-sheet structure. We are
using x-ray diffraction and electron microscopy to
examine the structure of the amyloid fibril.
54
Graduate student using the new microscope facilities in the Sussex Centre for Advanced Microscopy
Andrew T Smith Protein engineering and
molecular enzymology. We study structure/
function relationships of metalloenzymes,
particularly enzymes that activate oxygen. Our
main model systems are the haem peroxidases
and molybdenum enzymes. Projects cover:
heterologous expression/folding and production
of enzyme variants; analysis of their mode of
action; and their structural analysis by x-ray
crystallography. We are particularly interested
in transferring functionalities from one enzyme
to another as a route to understanding
fundamental structure/function and mechanistic
relationships.
Darren Thompson X-ray crystallography
of proteins. We use x-ray crystallography to
determine the 3D structures of proteins. These
structures also give us insights into the nature
of interactions between ligands and their
biological targets. We are currently working on
several proteins including components of the
complement cascade.
Genomics, genome stability and cancer
Much of the work in this area is carried out in
the Genome Damage and Stability Centre. In
addition to the overall interest in DNA repair
and cancer, a centre for functional genomics
of fission yeast, including microarray analysis,
has been established within this group. Current
research areas include the following:
John Armstrong Functional genomics,
molecular biology and development of fission
yeast. We study eukaryotic cell and molecular
biology using a simple eukaryote; and fission
yeast, using molecular genetics, advanced
microscopy and proteomics. We are studying
differentiation of fission yeast into invasive
mycelia, a model for pathogenic fungi that are
harder to study.
Trevor Beebee Molecular population genetics.
We analyse microsatellites in conjunction with
estimators of individual fitness, to investigate
animal (amphibian, reptile, insect) populations.
Microsatellite loci are amplified by PCR and
allele patterns are identified by electrophoresis.
Fitness is quantified by rearing individuals under
standardised conditions and measuring growth
rates, survival and fecundity.
Lucas Bowler Molecular basis of bacterial
pathogenesis. Our work centres on the complex
interactions that occur between parasite and
host in order to understand the molecular basis
of bacterial pathogenesis. Current projects focus
on the pathogenic streptococci. Techniques
include a wide range of DNA- and RNA-based
methodologies, real-time PCR, proteomics and
microarray analysis.
Melanie Newport Genetic susceptibility to
infectious diseases. Infectious diseases are a
major cause of mortality globally, yet the majority
of individuals exposed to infectious agents do
not develop clinical disease. Understanding this
could lead to new vaccines. My research focuses
on host genetic factors, aiming to identify
specific genes involved. More information about
my work can be found at www.bsms.ac.uk
Keith Caldecott DNA repair and replication.
Single-strand breaks are a frequently
encountered type of DNA damage. Central
to repair of this type of damage is the XRCC1
protein, which interacts with several other
interesting proteins with links to human
disorders. We are trying to understand the role
of these proteins in the repair of DNA damage.
Antony Carr Interplay between replication,
recombination and checkpoints in fission yeast.
Multiple DNA repair and signalling pathways
prevent DNA mutation and chromosomal
instability – important to avoid cancer. We
investigate how damage response pathways
control DNA repair and interact with DNA
replication. We use yeast models coupled to
some work in higher eukaryotes.
Jessica Downs The role of chromatin in DNA
damage responses. We are interested in
understanding how the structure, organisation
and modulation of chromatin structure
contribute to DNA damage responses and, in
particular, to the repair of double-strand breaks.
We use a combination of molecular biology,
genetics, and biochemistry to address this
question using budding yeast as a model system.
Majid Hafezparast Molecular basis of motor
neuron disease. Dynein is a molecular motor
involved in axonal transport. We have identified a
mutation in dynein, which causes motor neuron
death. Our research is focused on the links
between mutations in dynein and motor neuron
death in motor neuron disease.
Helfrid Hochegger Cell cycle control and
genome maintenance. Cyclin-dependent kinases
(Cdks) are key players in the orchestration of
genome maintenance in the context of the cell
cycle. We are using a chemical genetic approach
in vertebrate cell lines to analyse Cdk function
in DNA replication and chromosome segregation.
Eva Hoffmann Meiotic recombination and
chromosome segregation. My laboratory is
interested in how the repair of double-strand
breaks is coupled to accurate chromosome
segregation, mainly during meiosis but also during
mitosis. We use a wide variety of molecular,
genetic and cytological tools to study these
processes in the model organism Saccharomyces
cerevisiae.
Penny Jeggo Response to DNA double breaks
in mammalian cells. We study responses to
DNA damage and their contribution to human
disease. One focus is the mechanism of DNA
non-homologous end joining (NHEJ) – a major
process that repairs DNA double-strand breaks
in mammalian cells. NHEJ also functions during
immune development and defective NHEJ can
cause immunodeficiency.
Alan Lehmann DNA repair and human
disorders. DNA repair is essential to maintain
genome stability and protection against cancer.
Our interests are: DNA polymerases that can
replicate past damaged DNA; the Smc5-6
protein complex involved in DNA repair and
replication; and the molecular basis of DNA-
repair defects in human genetic disorders.
Johanne Murray DNA repair and replication.
We are interested in how cells coordinate repair
with replication and use fission yeast to study
how recombination is regulated in S phase with
a particular focus on the roles of RecQ helicases
(defective in cancer-prone genetic diseases)
and SMC complexes, required for higher order
chromosome structure.
Matt Neale Repair of protein-linked DNA breaks
in meiosis and mitosis. Chromosome breaks with
protein attached to the DNA ends are formed
during meiotic recombination, and when
topoisomerases are poisoned by chemo-
therapeutic drugs. Removal of the bound protein
is essential for DNA repair to occur, and its
failure leads to genome instability. To better
understand this, we use various techniques in the
model organism Saccharomyces cerevisiae.
Mark O’Driscoll Human DNA damage response
defective disorders. Defects in the ATR signal
transduction pathway or mutations in ATR itself
cause Seckel syndrome. We have shown that
several other human disorders, often cancer
prone, are also associated with compromised
ATR-pathway function. We are interested in
determining how defects in this pathway result
in these specific clinical features and in defining
how ATR functions to maintain genomic stability.
Felicity Watts Regulation of DNA repair and
cell cycle events. We are interested in how DNA
damage responses are coordinated with the cell
cycle and, in particular, the role of SUMO (small
ubiquitin-like modifier) modification. SUMO
is covalently attached to proteins. We have
identified SUMO-modified proteins and our aim
is to determine how SUMO modification of these
proteins affects their activity.
Sally Wheatley Regulation of cell division.
Cell division is the most fundamental process
of life. My lab focuses on how it is regulated
in somatic vertebrate cells and, specifically,
how mitosis and cytokinesis are coordinated.
Currently we focus on the role of survivin,
a protein that is essential for these events,
which is upregulated in cancer and, intriguingly,
also inhibits programmed cell death.
Gene expression and cell signalling
This is a vibrant area of research involving a
number of researchers working on the molecular
mechanisms regulating gene expression at the
level of both transcription and translation. Much
of this research is directed at understanding the
mechanisms involved in infection and immunity.
Lynne Mayne Molecular medicine. Molecular
approaches to understanding cardiovascular
Biochemistry
disease including the use of new differential
screening techniques to identify genes involved
in ischaemic preconditioning. A second major
focus is on Alzheimer’s disease and on the
normal cellular mechanisms that maintain the
integrity of the nervous system during ageing.
Simon Morley Regulation of translation in
eukaryotic cells. Protein synthesis is fundamental
to cell growth and survival but the regulation
of this process is poorly understood. We are
investigating the signalling pathways that
modulate translation rates in cells and how the
phosphorylation and integrity of initiation factors
influences mRNA selection for translation.
Mark Paget Stress responses in Streptomyces.
The Streptomyces bacteria produce a huge range
of antibiotics and other bioactive compounds in
response to stress. We investigate mechanisms
of sensing stress inputs (eg oxidative stress)
and how these signals are transduced into
regulatory outputs at the level of transcription
and translation.
Alison Sinclair Cancer biology and human
viruses. Our aim is to define the molecular
mechanisms that disrupt normal processes
following infection with the tumour-associated
Epstein-Barr virus (EBV) and the Kaposi’s
sarcoma-associated herpes virus (KSHV) during
the development of cancer. We are particularly
interested in how the virus reprogrammes host
gene expression.
Michael Titheradge Regulation of metabolism
in sepsis and vascular disease. Our research
is investigating the control of carbohydrate
metabolism by bacterial lipopolysaccharides
and proinflammatory cytokines (IL-1β, IL-6,
TNF-α and IFN-γ) during sepsis. We are also
investigating the role of asymmetric dimethyl
arginine, in the development of vascular and
renal disease.
Kathy Triantafilou Infection and immunity.
Our focus is host-pathogen interactions and,
in particular, the innate recognition of bacteria
and viruses by the immune system. Recently
our group has focused on identifying cellular
receptors that recognise bacterial cell wall
components such as lipopolysaccharide and
lipoteichoic acid, as well as receptors for
enteroviruses.
Martha Triantafilou Molecular basis of host-
pathogen interactions. Our focus is on identifying
and characterising receptor molecules for
enteroviruses, in particular Coxsackieviruses
(A and B groups), as well as human
parechoviruses and echoviruses. These viruses
have been associated with many diseases, Top: genes
Middle: proteins
including aseptic meningitis, pneumonitis of Bottom: computers
infants, hepatitis, viral myocarditis, and insulin-
dependent diabetes mellitus. MSc in Bioinformatics. This new and exciting
field is a fusion of biology and computer science
Michelle West Regulation of transcription by that enables scientists to understand biological
viral and cellular factors. Our research involves data such as the sequence of the human
investigations into the structure, function and genome. There are three main strands to the
mechanism of action of the latent transcriptional programme – bioscience, biocomputing and
regulatory proteins encoded by the cancer- statistics – taught by faculty from disciplines
such as biochemistry, biology, informatics and
associated Epstein-Barr virus. We are particularly mathematics, plus an extended research module
interested in investigating how different stages
of the transcription process are regulated by
these proteins.
55
 Biology
Biology

Essentials There is a strong emphasis on laboratory-backed

• Biology at Sussex offers excellent facilities field experience in the taxonomic parts of the
Taught programmes supporting a wide range of interrelated programme, supervised by experienced field
MSc degrees research areas. ecologists. A distinctive feature of the MSc is
Biodiversity Survey • There are three overlapping research sub- the requirement that all students develop a
Cellular and Molecular Neuroscience groups: evolution, the Environmental Systems specialism in a particular taxonomic group and
(see page 144) Processing Research Group (ESPRG), and a particular habitat. This will equip you with an
Developmental Cell Biology genetics. additional highly marketable skill. Theoretical
Plant Conservation elements are delivered by specialist topic-based
Postgraduate diplomas • The research environment is enhanced lectures and seminars with additional input
Cellular and Molecular Neuroscience by activities associated with a number of from professional bodies, such as the Sussex
(see page 144) interdisciplinary research centres across Biodiversity Record Centre.
Developmental Cell Biology campus, including the Genome Damage and
Plant Conservation Stability Centre and the Trafford Centre for Graduates of this programme have first-class
Graduate Medical Education. career prospects in a related profession.
Research programmes
MPhil, DPhil Biology • New opportunities for collaboration are Programme structure
provided by the expanding research activities You take courses in Biodiversity Theory and
Admissions requirements Practice, Habitat Ecology, and Identification
in the Brighton and Sussex Medical School.
For information on overseas qualifications that and Survey Skills. Weekly field- and laboratory-
meet the admissions requirements, see pages • You can expect an extensive programme of based practical classes run throughout the
172-175 generic skill-enhancing instruction in your first degree programme, and there are two one-week
MSc and postgraduate diploma year and supervision from two academics. residential field classes in different parts of
A second-class undergraduate honours degree the country to provide a wide range of habitat
• For students wishing to obtain taught
in a relevant subject such as biology, chemistry experience.
postgraduate degrees we currently run
or medicine
four MSc programmes in Biodiversity Assessment
MPhil and DPhil
Survey, Developmental Cell Biology, Plant You are assessed through a combination
A first- or upper second-class undergraduate
Conservation, and Cellular and Molecular of course essays, practical tests, field and
honours degree in a subject relevant to your
Neuroscience. laboratory notebooks, and unseen examinations.
chosen area of research
You also submit a full professional biodiversity
English language requirements
survey and assessment, together with an oral
IELTS 6.5 overall. For more information Taught programmes
presentation.
and alternative English language requirements,
MSc in Biodiversity Survey MSc in Developmental Cell Biology
see page 174
1 year full-time 1 year full-time
Fees The degree provides postgraduate training in Developmental cell biology lies at the core of
See pages 176-181 for information on fees biodiversity survey and specifically aims to equip our understanding of how organisms develop
Admissions you with the identification and practical skills from stem cells through to adults. This MSc
Karen White, Graduate Centre Coordinator, necessary to carry out field surveys and produce programme comprises five key courses, teaching
School of Life Sciences, John Maynard Smith high-quality professional biodiversity assessments, both practical techniques and the experimental
Building, University of Sussex, Falmer, both needed by conservation bodies. approaches to aspects of cell and molecular
Brighton BN1 9QG, UK It has two main elements: the acquisition biology required to understand development,
T +44 (0)1273 872774 of identification skills and competence in as well as the theoretical background to these
E pglifesci@sussex.ac.uk the organisational and legislative structure processes. A large part of the degree is devoted
of conservation. to a research project, undertaken in the genetics
and development, neuroscience or oncology
research groups.

The UK’s only Professor of Apiculture, Francis

Ratnieks (see page 58 for his research interests),
teaches and researches at Sussex

56
Programme structure
Autumn term: you take Techniques in Cell and
Developmental Biology, and Topics in Cell and
Developmental Biology.
Spring term and vacation: you take Genes and
Development, Developmental Neurobiology, and
Topics in Genetic Manipulation and Molecular
Cell Biology, and start your research project.
Summer term and vacation: you continue your
research project.
Assessment
You are assessed by essays, poster
presentations, examinations and a project
dissertation (including an oral exam).
Postgraduate Diploma in
Developmental Cell Biology
2 terms full-time
The structure of the Postgraduate Diploma is the
same as the MSc of the same name but Diploma
students do not take the research project. The
Postgraduate Diploma is therefore taken over the
autumn and spring terms only.
MSc in Plant Conservation
1 year full-time
This MSc offers theoretical and practical
training at postgraduate level in a broad range
of aspects of plant conservation, including pure
and applied ecology, biodiversity and habitat
ecology, restoration ecology, seed banking,
seed physiology, plant genetics and molecular
biology, and plant tissue culture. These fields
will be comprehensively reviewed to survey the
strategies available for conserving plant species,
their habitats and genetic resources, and for
analysing plant diversity.
The degree is taught primarily by faculty in the
University, members of the Seed Conservation
Department, Royal Botanic Gardens, Kew, at
Wakehurst Place, and by guest lecturers from
Kew and other institutions.
The aim of the MSc is to spread knowledge
about the technologies used in all areas of plant
conservation and seed banking across the globe.
The degree is suitable for both UK-based and
international students.
Contact Professor Mike Hutchings
(m.j.hutchings@sussex.ac.uk) for further
information.
Programme structure
The programme starts in October and runs to
September. You take courses in Ecological
Aspects of Plant Rarity, Habitat Ecology,
Biodiversity Theory and Practice, Biotechnology
and Plant Conservation, and Techniques in Plant
Conservation. You also carry out an extended
research project.
Assessment
You are assessed through term exam papers,
essays, lab notebook and report, and a written
project dissertation.
Postgraduate Diploma in Plant Conservation
2 terms full-time
The Postgraduate Diploma comprises the taught
elements of the MSc in Plant Conservation but
does not include a research project component.
The Postgraduate Diploma is therefore taken
over the autumn and spring terms only.
Contact Professor Mike Hutchings
(m.j.hutchings@sussex.ac.uk) for further
information.
Research programmes
Biology
Research projects are available in ecology and
behaviour, evolution, genetics and development,
plant sciences and systems biology (see Faculty
research interests for further details).
Funding
For DPhil research degrees, studentships are
awarded by the Research Councils, as well
as strategic studentships earmarked for
specific projects. EU and UK students are
eligible for these. Additional studentships
from the Wellcome Trust, the John Maynard
Smith studentship and Graduate Teaching
Assistantship bursaries may be available for
DPhil research students.
As part of a structured postgraduate training
programme, opportunities to demonstrate to and
tutor undergraduates are available to suitably
qualified graduate students.
Recent thesis titles
‘Bypass flow’ and the distribution of sodium ions
in rice Oryza sativa L
Interactions between rabbits, plants and soil,
and their consequences for chalk grassland and
chalk heath vegetation communities
Evolution and maintenance of the isochore
structure in vertebrate genomes
Rates of adaptation in complex genetic systems
Effective population size and its effects on
molecular evolution Top: in addition to excellent laboratory facilities,
Sussex students have access to a wide range of
Carbohydrate analysis of the resurrection plant high-quality field sites
Craterostigma plantagineum
Bottom: developmental cell biology: unlocking
Fuelling ecology and migratory strategies: nature’s biological secrets. Which genes turn
a study of two Acrocephalus warblers off and on and why? How does this relate to our
understanding of cancer and the cell cycle?
Interdisciplinary research centres
Centre for the Study of Evolution (CSE)
This cross-disciplinary research group aims to Faculty research interests
develop and utilise evolutionary ideas. Members
include biologists, biochemists, mathematicians Environmental Systems and Processes
and computer scientists. CSE builds upon the Research Group
ethos and distinguished contributions of the late This group is made up of people interested in
Professor John Maynard Smith, who founded the interactions of animals and plants with their
the biology school at the University of Sussex in environments. For example, we carry out research
1961. CSE runs weekly seminars and a journal on genetic variation in populations of wild animals
club – all are welcome. See and plants and on how pollution of land and water
www.lifesci.sussex.ac.uk/CSE by metals and organic chemicals affects these
organisms. The fusion of ecology, plant science
Genome Damage and Stability
and environmental science in a single research
Centre (GDSC)
group provides a breadth of expertise, which
The GDSC is a research centre investigating
allows us to explore a wide range of exciting
the responses of cells to genome damage, and
new interdisciplinary topics such as biosphere-
their relationship to cancer and other aspects of
geosphere interactions (eg plant-soil interactions
human disease. The purpose-built laboratories –
or animal-plant-soil interactions) together with
funded by the Joint Infrastructure Fund (JIF), the
how environmental changes (eg increased salinity
Wolfson Foundation and the University – provide
or contamination) affect these relationships.
a dynamic and collaborative environment for
We are well placed to explore new ideas and
carrying out cutting-edge research.
initiatives in understanding the responses
Sussex Centre for Advanced Microscopy of organisms to their environment from the
The Sussex Centre for Advanced Microscopy molecular to the ecosystem level (metabolomics
provides state-of-the-art facilities for confocal, through to biodiversity). Faculty members of
2-photon, and time-lapse video microscopy and this group are split into three research areas:
cryo- and scanning-electron microscopy. See ecology and behaviour, plant science and
www.lifesci.sussex.ac.uk/scam/index.php environmental science.
Larissa Conradt Metapopulation ecology.
I test important a­ssumptions and predictions of
existing metapopulation models, and develop
new models, by closely integrating experimental
and modelling work at the individual and the
population level. The aim is to make realistic
predictions about metapopulation dynamics that
are applicable to conservation problems.
57
 Jeremy Field Social evolution. Evolutionary
ecology of social systems, using wasps and bees
Biology
as models. We are interested in the fundamental
question of how helping behaviour evolves, as
well as social plasticity, conflict resolution, and
parental care strategies. Work involves large-
scale field experiments in natural environments,
modelling, and use of genetic markers.
Tim Flowers Salt tolerance in higher plants.
My research interests centre on the effects of
salinity on plants, both truly salt-tolerant plants
(halophytes) and more sensitive crop plants.
A major part of my research has concerned
increasing salt-resistance in rice. My current
research focuses on halophytes, on creating a
comprehensive database of salt tolerant plants
that can be used to study their evolution and on
how halophytes transport and store sodium.
David Harper Behavioural ecology. I study
evolution of animal signals; mass regulation by
birds especially during migration; risk-taking
behaviour; bird ectosymbionts, especially feather
mites; declining farmland birds, especially Corn
Buntings; and osmotic loads of birds feeding in
saline habitats.
Susan Hartley Community ecology, plant-
animal interactions. I look at ultitrophic
interactions (how plants mediate interactions
between insect herbivores and other organisms);
plant defence (how environmental factors alter
allocation of physical and chemical defences);
and herbivory and plant communities (how
herbivory and resource availability interact to
affect competition between plants).
David Hill Behaviour, ecology and conservation
of bats. I look at species differences in
response to woodland management and other
disturbance; development of new techniques
for surveying bats in woodlands; comparative
patterns of habitat use in sympatric bat species;
and the function of social calls in woodland bats
in the UK and Japan.
Michael Hutchings Plant ecology. The
effects of patchiness in resource supply on
plant performance; ecology of clonal plants;
interactions between roots; conservation of rare
and endangered species, especially orchids;
plant community restoration; and consequences
of habitat fragmentation; and species dispersal
for plant biodiversity. Collaborations involve
colleagues in several European countries,
Mexico, New Zealand and Canada.
Libby John Plant community ecology. The
factors that control the diversity and species
composition of plant communities. These
factors include the quality and spatial distribution
of plant nutrient supply, herbivores and other
animals, and competition between plant species.
The interactions between these factors are also
of great importance.
Stephen Pearce Plant retrotransposons.
Retrotransposons are similar to retroviruses
and are found in all eukaryotes. In plants they
are particularly numerous and produce new
insertions at distant sites in the genome. We are
using mobile genetic elements to determine the
genetic diversity of rare wild plant populations,
and also using them in plant breeding.
58
Timothy Roper The behavioural ecology of
mammals, especially badgers. Special interests
include behavioural aspects of the transmission
of bovine tuberculosis from badgers to cattle;
behavioural ecology of urban mammals; using
remotely collected DNA to investigate
mammalian social structure; and group decision-
making in animals.
Peter Scott Plant adaptation to drought stress.
Using plant genetic modification as a tool I have
been investigating how metabolism in specific
plant species (resurrection and CAM plants) is
adapted to drought stress. I am investigating the
partitioning of fixed carbon into storage organs
in terrestrial orchids in order to unravel the
complexities of their life cycle.
Alan Stewart Insect population and community
ecology. How ecological principles can best
be applied to: conservation ecology of rare
species; restoration of species-rich communities;
biological control of pest species. Current projects
include: restoration ecology of grassland
invertebrate assemblages; diversity patterns in
tropical rainforest; and conservation ecology of
selected insect groups.
Evolution
The research at Sussex includes evolutionary
theory, where mathematical techniques are used
to solve challenging problems within evolutionary
genetics; bioinformatics and population
genetics, where information technology is used
to analyse the avalanche of data being produced
by genome sequencing; and molecular evolution,
where DNA data is statistically analysed to
answer biological questions. Topics currently
under investigation include: evolution of altruistic
behaviour, evolutionary adaptation, adaptive
evolution in humans and major transitions in
evolutionary history.
Adam Eyre-Walker Molecular evolution. I am
interested in the rates and effects of new genetic
mutations, the evolution of genome structure
and recombination in mitochondrial DNA.
The work involves the bioinformatics and
statistical analysis of DNA sequences.
Joel Peck Evolution of sex and social behaviour.
Understanding how social behaviour evolves,
including the evolution of ‘altruism’; the ‘major
transitions in evolution’, whereby the interests
of a group of independent replicators become
united; and the impact of different modes of
reproduction on the response to selection.
Francis Ratnieks Honey bees, social insects,
social evolution and behaviour. Applied:
apiculture (beekeeping, breeding, diseases),
conservation; basic: colony organisation,
conflicts and conflict resolution, recognition.
Study taxa: honey bees, stingless bees, Vespinae
wasps, ants (Atta, Monomorium, Lasius,
Formica, etc). Methods: theory and modelling,
genetics, behavioural studies in lab, apiary and
field.
David Waxman Evolutionary population genetics
and theoretical biology. I use mathematical
models and computer simulations to explain
complex phenomena exhibited by populations
of organisms. Current research: evolutionary
dynamics of populations characterised by
continuously varying traits such as height; theory
of genetic drift; statistical analysis and modelling
of the behaviour of social insects.
Genetics and development
We are concerned with understanding the
integration of control processes in development,
from the level of molecular recognition to that
of the formation of the nervous system. This
broad goal links a range of specific approaches
including enzyme biochemistry, molecular
genetics, cell culture, spatial patterning in animal
tissues, and both genetic and neurobiological
analyses of segmentation. The group is
well equipped for research on mammalian,
amphibian and insect species, and has facilities
for vertebrate and invertebrate tissue culture,
as well as a wide range of instrumentation for
cell and molecular biology. It can provide broadly
based research training in both fundamental
and applied aspects of eukaryote genetics and
developmental biology.
Juan Pablo Couso Molecular and
developmental genetics. We study limb
development by analysing the molecular basis
of proximal-distal (PD) pattern formation in
the legs of the fruit fly, Drosophila. From this
starting point, our research branches into
cell biology, genomics, evo-devo and human
disease, thus remaining at the cutting edge
of developmental biology.
Jane Davies Cell communication and
development in Drosophila. We are using
the sophisticated genetics of Drosophila to
investigate the role of gap junction-mediated
intercellular communication during development
and in the nervous system; and examining the
change in gene expression after exposure
to alcohol.
Mark Maconochie See Neuroscience (pages
144-145) for research interests.
Roger Phillips Molecular interactions by
microscopy. We are studying control of growth
and differentiation by intercellular signalling
during development. We analyse molecular
interactions in living tissue using fluorescence
microscopy and genetic techniques in the fruit
fly, Drosophila.
Robert Ray Evolution of gene networks
controlling wing patterning in insects. We study
Diptera (flies) and, in particular, Drosophila,
to characterise the developmental networks
controlling patterning and morphogenesis in the
developing wing to understand how, over the
course of evolution, this network is altered to give
rise to new morphological forms.
Ian Roberts Molecular cell biology of
Drosophila. We use the fruit fly, Drosophila,
to study signal transduction pathways involved
in cell signalling and cell division. Using
Drosophila it is possible to ‘genetically dissect’
the molecular signalling pathways that are
common to all animals.

Chemistry
Essentials
Taught programme
MSc degree
Chemical Biology
Research programmes
MPhil, DPhil Chemistry
Admissions requirements
For information on overseas qualifications that
meet admissions requirements, see pages
172-175
MSc
A second-class undergraduate honours degree
in chemistry
MPhil and DPhil
A first- or upper second-class undergraduate
honours degree in chemistry or a related
discipline
English language requirements
IELTS 6.5 overall. For more information
and alternative English language requirements,
see page 174
Fees
See pages 176-181 for information on fees
Admissions
Karen White, Graduate Centre Coordinator,
School of Life Sciences, John Maynard
Smith Building, University of Sussex, Falmer,
Brighton BN1 9QG, UK
T +44 (0)1273 872774
E pglifesci@sussex.ac.uk
• Chemistry at Sussex has been at the top of
UK chemistry league tables for the last two
years (top in the Guardian 2008, top 10 in
the Times 2008). Internationally, the Centre
for Higher Education Development rates
Sussex among the best in Europe for budding
researchers (2007).
• Chemistry and Biochemistry has been a
highly rated research department since
the beginning of the research assessment
scheme. We achieved a grade 5 (recognising
research of national and international
excellence) in 1996 and 2001.
• Recognition for past and present Sussex
faculty has been outstanding. Two faculty
have won the Nobel prize – John Cornforth in
1975 and Harry Kroto in 1996 – and eight
faculty, of whom five are still active within the
Department, have been elected Fellows of the
Royal Society.
• Chemistry has excellent facilities for synthesis
and characterisation: advanced NMR suite,
single and powder x-ray diffraction, advanced
mass spectrometry, single molecule
fluorescence spectroscopy, together with
access to national and international facilities
for high-performance computing and neutron
diffraction.
Taught programmes
MSc in Chemical Biology
1 year full-time
Programme structure
This programme is aimed at candidates with an
undergraduate honours degree in chemistry,
wishing to acquire chemical biology research
training through a substantive two-term
chemical biology project. This is in conjunction
with taught courses such as Basic Introduction
to Biochemistry, Practical Molecular Biology,
Advanced Organic Synthetic Chemistry, and
Chemical Biology.
You attend chemistry and biochemistry seminars
held throughout the degree programme, as
well as lectures and practical courses during
the autumn and spring terms, including:
Introduction to Genes and Biochemistry,
Practicals in Molecular Biology, Advanced
Methods in Molecular Research, Advanced
Organic Chemistry, Protein Form and Function,
and Chemical Biology. The latter comprises
modules in protein engineering and design,
molecular modelling and molecular recognition,
synthesis of molecules for chemical intervention
in biological systems, medicinal chemistry and
drug design.
You also undertake a 10-month chemical biology
research project with two supervisors, one
biological and one chemical, working on a joint
collaborative project, with research time being
spent in both labs.
Assessment
Assessment is based on essays, written (unseen)
examinations, a dissertation and short oral
presentation based on the research project. You
have to satisfy the examiners on all of the above.
Research programmes
Many different research projects are available in
inorganic chemistry, organic chemistry, chemical
physics, theoretical chemistry, and chemical
biology, all areas in which the Department has
a high international profile. Areas of particular
interest include:
• Biological chemistry: small molecule-protein
interactions, protein-structure function, protein
engineering, drug development, glycobiology,
and biomimetics.
• Inorganic chemistry: organometallic synthesis
and homogeneous catalysis, main group rings
and cages, f-element chemistry, oxide super-
conductors, solid-state and multinuclear NMR.
• Materials chemistry: carbon science, facilities have recently been installed in a new
nanomaterials, polymers, advanced diffraction Mass Spectrometry Centre serving chemistry,
and spectroscopic methods.
• Organic chemistry: natural product synthesis,
bio-organic chemistry, drug design and
mechanism, development of new reagents
and reactions for organic synthesis.
• Theoretical chemistry: computational modelling
of solids, surfaces and organometallics.
Funding
Research Council studentships (including
Chemistry
CASE awards) are available (see Fees and
funding on pages 176-186). Graduate
teaching assistantships may also be available
for outstanding research students. For further
details, please contact Karen White at the
address listed in Essentials.
Research council students may also be able to
supplement their income with a limited amount
of paid demonstrating work.
Recent thesis titles
Theory of diffusion and plasticity in layered
carbon materials
Application of palladium N-heterocyclic carbene
complexes in catalysis
Synthesis, characterisation and applications of
novel nanomaterials
Multidentate amide and cyclopentadienyl
uranium and thorium complexes and
related studies
A bicyclic guanidine and its silyl- and methyl-
derivatives: ligands in transition metal complexes
and their potential in polymerisation catalysis
New methodology for the synthesis of
enantiopure [2.2] paracyclophane derivatives
A photochemical approach towards the synthesis
of gelsemine
Synthesis and reactivity of some chelating
amido complexes of magnesium, vanadium and
chromium and applications to catalysis
A novel approach to iminosugars of
biological interest
Boron-alkoxides as electron deficient ligands:
applications in catalysis
Specialist facilities
The Department of Chemistry and Biochemistry
provides a first-class environment for research
and is superbly equipped. There are outstanding
facilities for synthetic and preparative chemistry,
bio-organic chemistry, structure determination,
spectroscopic analysis, separation and elemental
analysis. State-of-the-art equipment has been
obtained using research council special
research grants and funding council funds. This
would have been difficult to achieve without
a wholehearted commitment to research.
Three new, state-of-the-art nuclear magnetic
resonance (NMR) spectrometers have been
installed in 2008.
Chemistry has modern apparatus for elemental
analysis, and other analytical services including
mass spectrometry, nuclear magnetic
resonance spectroscopy, and both gas and
liquid chromatography. High-resolution mass
spectrometers (Bruker FTMS, VG-AUTO SPEC)
provide state-of-the-art facilities. The FTMS is
equipped with HPLC, electrospray, MALDI, EI, CI,
and MSMS facilities. Fast atom bombardment
is available and the service includes a gas
chromatography/mass spectrometry facility,
also equipped with EI and CI modes. New
GC-MS, HPLC-MS, MALDI and laser ablation-MS
biochemistry and biology, along with a large
investment in protein separation and mass
spectroscopic analysis for proteomics research.
An ICP spectrometer also provides analysis for
all elements at extremely low levels of detection.
59

Chemistry
State-of-the-art FT-ICR mass spectrometer in the
new Mass Spectrometry Centre. The Department
has excellent facilities for a wide range of
analytical and spectroscopic techniques
There is a recently installed HR GCMS (PRO-
SPEC) facility.
Three Varian NMR spectrometers (400, 500 and
600 MHz) and a Bruker 400 MHz spectrometer
are currently available. All have multinuclear
capability. Several of the NMR spectrometers are
on open access to research students.
There is a Nonius Kappa CCD diffractometer with
an area detector for the accurate determination
of crystal structures. The protein crystallography
laboratory is fully equipped for all aspects of
protein crystallography from protein purification
and crystallisation through data collection and
processing to model building and analysis,
including a Rigaku RU-H3RHB rotating anode
X-ray generator with Osmic Max-Flux optics,
an RAXIS-IV++ image plate area detector
and MSC X-Stream cryo system. Our facilities
include a Stereoscan 420 scanning electron
microscope with analytical x-ray capability and
and fluorimetry.
Theoretical and computational work is supported
by a 64 processor farm with a mixture of
32 and 64 bit single and dual processors.
Comprehensive storage and back up facilities are
available for work with large data sets.
The Polymer Science laboratory is equipped
with facilities for thermogravimetric analysis,
differential scanning calorimetry, gel permeation
chromatography, highly sensitive chemi-
luminescence equipment, an ICP atomic
emission analyser and optical microscopy with
digital image analysis. In the laser spectroscopy
laboratory there is a multi-frequency ion gas
laser facility, and several diode pump solid-state
lasers are available.
Technical support for research is available in all
main areas. In addition, there are well-staffed
mechanical, electrical and electronic workshops
and an excellent glass-blowing service. Access to
all relevant journals is available, either online or
through the Department or the University Library.
60
Faculty research interests
Cutting across the traditional chemical divisions
of inorganic, organic and physical, faculty
operate within the following groupings:
• Centre for Chemical Biology (CCB) (including
Bioorganic and Biological Chemistry,
Biomimetics and Metalloenzymology and
Physical Biological Chemistry)
• Materials Chemistry: Carbon, Polymers and
Solutions (MAT)
• Organic Synthetic Chemistry (ORG)
• Organometallic and Inorganic Materials
Chemistry (OM)
• Theoretical and Computational Chemistry (TC).
Centre for Chemical Biology (CCB)
The Centre for Chemical Biology is the latest
initiative, housing an interdisciplinary grouping
of chemists and biochemists in new state-of-
the-art laboratories, with the aim of fostering
interactions at the interface between chemistry
and biology. Research interests include studies
of small molecule-protein interactions, protein-
structure function and mechanism and protein
engineering and design, drug development
(bioorganic chemistry) and glycobiology. The
main members of the Centre are Professor Andy
Smith, Professor Phil Parsons, Hans Streicher,
Ewan Main, Peter Varnai, Iain Day and Robin
Fulton.
Materials Chemistry: Carbon, Polymers
and Solutions (MAT)
Sussex is a major centre for carbon research,
particularly graphite, graphene, fullerenes and
nanotubes, which originated in the work of
Sussex Nobel Laureate, Sir Harry Kroto.
Continuing carbon research is fundamental in
nature, using first principles methods to explore
new carbon structures, their synthesis and
treatment, including graphene, nanotubes,
fullerenes and activated carbons. Modelling the
evolving structure of graphite moderators for
nuclear reactors is a key activity, underpinning
safety research for both operational, Generation
IV, fusion and decommissioned reactors.
Structure-property relationships are also
strong themes within MAT, including folding
of synthetic biological polymers, graphene
layers, dislocations in semiconductors, and the
structure-property relationships in hydrogen
bonded liquids from neutron diffraction.
Additional themes include fullerene science and
degradation of polymers.
Recent highlights include:
• identification of the key defect involved in
stored energy in graphite (Wigner energy);
• discovery of a low energy route for the Stone-
Wales transformation in fullerenes;
• first calculation of the properties of the basal
dislocation in graphite, demonstrating the
mechanism of graphite lubrication; and
• design and folding of novel protein structures.
Main tools for MAT comprise high performance
computing, diffraction techniques, and mass
spectrometry.
Organic Synthetic Chemistry (ORG)
The strong Sussex presence in organic chemistry
has resulted in the discovery and control of
reactive organic intermediates that produce
new and incisive synthetic techniques. These
are applied to a variety of goals, with a principal
aim being the control of stereochemistry in
organic synthesis. Biologically important natural
molecules and their medicinally significant
synthetic analogues are also an important target,
supporting the activity in biological chemistry.
The development of exciting methodology for the
synthesis of highly complex organic molecules
attracts worldwide interest.
Organometallic and Inorganic
Materials Chemistry (OM)
The University of Sussex is an internationally
recognised centre of excellence in inorganic
chemistry. Our long-standing reputation
in synthetic organometallic chemistry is
complemented by strengths in bioinorganic,
polymerisation catalysis and physical inorganic
chemistry. Studies encompass most of the main
group elements, transition metals, and f-block
metals (lanthanides, Th, and U). Organometallic
research is directed towards the synthesis
and structural characterisation of highly novel
compounds, the development of new ligands
and preparative methods, the activation of small
molecules (especially ‘greenhouse gases’),
and homogeneous catalysis. Research in the
inorganic materials area focuses on precursors
to quantum dot materials, low-dimensional
magnets and conductors, and extended 1-
and 2-dimensional arrays of metal containing
polymers. Bioinorganic research encompasses:
water-soluble metallo-drugs, novel sensors, the
development of new biomimetic catalysts, and
studies on electron transfer in Fe enzymes.
Recent highlights include:
• reductive coupling of CO and activation of CO2
by U(III) mixed sandwich complexes;
• synthesis and structures of dense phase
magnetic fluorides that are archetypes for low
dimensional magnets and superconductors;
• synthesis of rare 3-coordinate group 14
complexes that are capable of facile activation
of carbon dioxide;
• a new class of cationic phosphines
incorporating bicyclic guanidine substituents,
and their application in coordination chemistry
and catalysis; and
• the first stable titanocene.
Research in these areas is heavily supported
by state-of-the-art NMR techniques (including
multinuclear, high field, solid state NMR),
diffraction methods (X-ray and neutron) and
computational studies with the TC Group.
Theoretical and Computational
Chemistry (TC)
Interests span the development of time-
dependent density functional theory methods,
the analytical solution of the three body problem
and modelling radiation damage in graphite to the
interactions between proteins and nucleic acids.
Current research interests of supervising faculty
are listed below with their primary research group
allegiances in parentheses.
Alaa Abdul-Sada (MAT) Mass spectrometry
and its application in chemistry of fullerenes.
Analytical application of different mass
spectrometry, including trace analysis of
some markers for medical digenesis by liquid
chromatography, and gas chromatography mass
spectrometry.
Professor Norman Billingham (MAT)
Migration and solubility of small molecules in
polymers – applications to stabilisers, surface
modifiers and controlled release. Applications of
optical microscopy to polymer degradation and
stabilisation. Chemiluminescence as a probe
of polymer oxidation. Synthesis of polymers for
speciality applications.
Qiao Chen (CCB/MAT) Advanced materials
technology. Sub-molecular imaging of molecular
recognition events and chemical reactions.
Stimulation of individual molecules via injection
of energy or charge. Metal oxide, semiconductor
and metal substrates. Nanoparticle/nanowire
synthesis producing electrode contacts of
separation less than 1nm. Nanometre electronic
devices (ie transistors and quantum devices)
from molecules.
Professor Geoff Cloke (OM) Synthesis of
novel, highly reactive organo-transition metal
and f-element complexes via classical and metal
vapour syntheses. Small molecule activation
(CO,CO2) by uranium(III) complexes. Lanthanide
pentalene complexes – towards molecular wires
and nanomagnets. Palladium N-heterocyclic
carbene complexes for catalytic organic
transformations and coupling reactions. Cleavage
of dinitrogen. Magnetism of organo f-element
complexes.
Martyn Coles (OM) Synthesis/coordination
chemistry of cationic phosphorus compounds.
Bulky alkyl ligands to stabilise reactive main group
complexes. Design of ligands for the synthesis
of heterobimetallic compounds. Main group
compounds for catalysis. Ferrocene derivatives
as sensors for organic and inorganic anions.
Synthesis of biodegradable polymers with medical
applications.
Hazel Cox (TC/OM) Theory of the chemical and
physical properties of gas-phase TM complexes
(geometries, spin states, potential energy surfaces
to locate surface crossings). Implementation and
use of time-dependent density functional theory
(TD-DFT) for spectroscopy. DFT for organometallic
bonding and mechanism in metal-based catalysis.
The quantum mechanical three body problem by
analytical methods.
Iain Day (CCB) Hyperpolarised methods in NMR
spectroscopy. Dynamic Nuclear Polarisation to
improve the sensitivity of heteronuclear NMR.
Rapid methods to determine heteronuclear spin-
lattice relaxation times. Development of carbon-
carbon and carbon-nitrogen correlation methods.
Robin Fulton (CCB/OM) Lead (and group
14 analogue) alkoxides/hydroxides and their
viability as nucloeophile or base. Lead-induced
RNA cleavage from aqueous-stable lead-
macrocyclic complexes to RNA model systems.
Metalloenzymes for new biomimetic catalysts,
eg copper-containing galactose oxidase (GAO),
Chemistry
copper amine oxidase (CAO) and non-heme iron
centre (NHIC) of photosystem II. Synthesis of chiral
polymers.
Professor Malcolm Heggie (TC/MAT) Computer
modelling of condensed matter and large
molecules: ab initio and other calculations on
archetypal solids, such as ice, quartz, silicon,
diamond, graphite, nanotubes and fullerenes.
Mechanochemistry. Layered materials: radiation
damage, buckling, folding and intercalation for
energy applications. The Matter Compiler Project:
molecular synthesis in the Scanning Probe
Microscope.
Gerry Lawless (OM) Metallocene complexes of
the main group, transition metals, lanthanides
and actinides. The structural investigation of such
metallocenes, employing solid- and solution-state
multinuclear NMR spectroscopic techniques.
Synthesis of low valent and/or multiply bonded
derivatives of Main Group elements.
Ewan Main (CCB) In the post-genomic era two
fundamental questions continue to challenge
protein scientists: how do amino-acid sequences
of proteins determine their three-dimensional
structure? How do properties of proteins relate
to their biological function? I investigate each of
these questions using interdisciplinary approaches
that combine protein engineering with many
biophysical/structural techniques.
Mark Osborne (CCB) Development of ultra-
Professor Andrew T Smith (CCB) For research
sensitive laser spectroscopic techniques to interests, refer to Biochemistry research
detect, image and manipulate single molecules.
information on pages 52-55.
Application of single molecule technologies to
the study of the photophysics of molecules at Hans Streicher (CCB) Carbohydrate (bio)-
interfaces, the structure and dynamics of proteins, chemistry and synthesis of carbohydrate mimetics.
lipids and DNA, and the development of novel Carbohydrates and sialic acids in molecular
biosensors. recognition processes and related diseases.
Human and microbial sialic acid metabolism
Professor Philip Parsons (ORG) The studied by synthesis of sialic acid derivatives and
development of new strategies and methods for
sialylmimetics. Parasitic trans-sialidases, viral
the synthesis of biologically important molecules receptor-destroying enzymes and enzymes of the
involving cascade reactions, organometallic
human acetylsialate turnover (synthesis, inhibitor
reagents and cycloadditions. The synthesis of analysis, binding and inhibition assays).
galbonolide B (antifungal), lactonamycin (anti
MRSA), herbimycin (anticancer) and the excitatory Darren Thompson (CCB) For research interests,
amino acids is currently under investigation. refer to Biochemistry research information on
Interests include novel immuno-suppressants and pages 52-55.
memory enhancing agents. John Turner (MAT) Reactivity in TM and main
Clive Penkett (ORG) Combined photochemical group molecules. Small targets (CnHm, H2, O2, N2)
with TM systems containing electronically non-
and organometallic techniques for the atom-
innocent amides. Novel dense phase fluorides with
efficient assembly complex organic compounds.
low-D magnetism. Microporous materials from
Formation of advanced intermediates for the
adamantane-based blocks with acidic functions
total synthesis of natural products, eg gelsemine.
(-PO3H, -CO2H). Diffraction (neutron/x-ray) on
Formation of unique excitatory amino acids
derivatives and the use of novel desymmetrisation local/national facilities for structures of liquids
techniques involving π-allyl palladium species (H2O, HF, FSO3H, BF3,AsF5).
for complex enantiomerically enriched polycyclic Peter Varnai (CCB/TC) Computational studies of
compounds. the structure, dynamics and function of biological
molecules in collaboration with experiments such
Gianluca Savini (CCB) Computational
as NMR and single-molecule FRET spectroscopy.
biochemistry, mechanical properties of layered
Riboswitches, quadruplex forming nucleic acid
and biologically important materials, eg graphite
sequences, protein-DNA recognition, enzymatic
and proteins. Semiconductor science, dislocations
reactions. Novel methods to understand the
in group IV and compound semiconductors, IV-IV
functioning principles of biomolecules and exploit
an III-V.
the understanding to design new molecules.
Louise Serpell (CCB) Structure of amyloid
Eddie Viseux (ORG) Novel multidisciplinary
fibrils. Amyloid fibrils are deposited in a number
methodologies for synthethis. Novel chiral gold
of diseases including Alzheimer’s disease. The
catalysts to assemble key fragments of biologically
fibrils are formed from normally soluble proteins
important targets. Methodologies for chiral
that undergo a conformational change to a
alcohols and amines from enantio-enriched
predominantly beta-sheet structure. We are
sulfoxides. Natural product synthesis, including
using x-ray diffraction and electron microscopy to
monensin and phorboxazole. Novel manganate
examine the structure of the amyloid fibril.
reagents to oxidise allylic and propargylic alcohols.
Green chemistry: enzymes for Dynamic Kinetic
Resolutions (DKR).
61
 Computing, artificial
Computing, artificial intelligence and IT
intelligence and IT
Essentials
Taught programmes
MSc degrees
Creative Systems
Evolutionary and Adaptive Systems
Human-Centred Computer Systems
Information Technology for E-Commerce
Intelligent Systems
Multimedia Applications and Virtual
Environments
Scientific Computation (see page 132)
MA degree
Philosophy of Cognitive Science
Postgraduate certificates
E-Learning Design
E-Learning Design (Professional Practice)
Postgraduate diplomas
Creative Systems
Evolutionary and Adaptive Systems
Human-Centred Computer Systems
Information Technology for E-Commerce
Intelligent Systems
Multimedia Applications and Virtual
Environments
Philosophy of Cognitive Science
Research programmes
MPhil, DPhil Informatics
MPhil, DPhil Cognitive Science
New Route DPhil Cognitive Science
Admissions requirements
For information on overseas qualifications that
meet the admissions requirements, see pages
172-175
MSc, postgraduate certificates and
postgraduate diplomas
A first- or upper second-class undergraduate
honours degree
See Applicant profiles under each
programme entry for information on the
types of undergraduate study undertaken by
successful applicants. Mature applicants with
relevant experience will also be considered on
an individual basis
MPhil, DPhil and New Route DPhil
A first- or upper second-class undergraduate
honours degree in a subject relevant to your
chosen area of research
English language requirements
IELTS 6.0, with not less than 6.0 in each section.
For more information and alternative English
language requirements, see page 174
Fees
See pages 176-181 for information on fees
Admissions and further information
Postgraduate Admissions,
Department of Informatics,
University of Sussex, Falmer,
Brighton BN1 9QH, UK
T +44 (0)1273 678940
F +44 (0)1273 877873
E infopgadmiss@sussex.ac.uk
www.sussex.ac.uk/informatics
62
• The Department of Informatics at Sussex is
a leading centre for teaching and research in
computing. It is internationally respected for
its interdisciplinary approach and innovative
research, and offers a diverse range of
stimulating topics for postgraduate study and
research.
• We achieved a grade 5 (recognising research
of national and international excellence) in the
most recent Research Assessment Exercise
(RAE).
• As a consequence of our internationally
renowned research, our taught programmes
continuously evolve to take in the most recent
advances made in the subject.
• The Department has modern, well-equipped
general and specialist computer laboratories,
powerful computer servers, and a wide range
of software.
• We have many links with industry, as well as
a number of CASE studentships. We have an
Industrial Board that advises on our Masters
programmes, and is involved in setting up
and advising on dissertation projects, guest
lectures and recruitment events.
• The diversity of our research and teaching
interests mean that we attract students from
a wide range of backgrounds and interests.
• We provide an intellectually stimulating
environment, with research in areas including
pervasive computing technology, multimedia
and graphics, human-centred computing,
genetic algorithms and artificial life, computer
vision, natural language processing, and
artistic and creative systems. The major
current research groups in informatics
are described on pages 66-68. For more
information, see
www.sussex.ac.uk/informatics
Taught programmes
Part-time programmes
The part-time structure for each programme is
as follows:
Year 1
In each of the autumn and spring terms you take
two courses. In the summer term you undertake
work on the dissertation.
Year 2
You take two courses in the autumn term. In the
spring and summer terms you complete work on
the dissertation.
MSc in Creative Systems
1 year full-time/2 years part-time
Able to deal with an increasingly wide range
of media, the computer is now viewed by
many artists as a key tool for creative work.
Its ability to provide convenient substitutes
for traditional tools and methods (software
paintboxes, synthesised instruments, etc) is
widely appreciated. Beyond this, there is growing
awareness that the computer can serve as the
basis for entirely new methods of creativity.
As a dynamic, configurable and interactive
device, it can play an active and contributory
role in the creative process. A more cooperative
style of work is then enabled with the promise of
results that may be hard to achieve any
other way.
The field of interactive digital arts has now
reached a stage of maturity where we can
identify a broad range of novel methodologies
and approaches. To make full use of these,
practitioners need to be at ease with modern
methods of computation.
The principal aim of the programme is to provide
the knowledge and technical skills required
for use of these new technologies and to give
students the background they need to gain
employment in the digital arts and creative
industries.
Delivered in an interdisciplinary academic
environment long associated with ground-
breaking research in creativity, artificial life,
human-centred computing and media and film
studies, the programme also benefits from close
ties with the Brighton-based Blip forum
(www.blip.me.uk) for creative arts, science and
technology.
Robots in the Autonomous Systems Laboratory
Applicant profiles
Applicants have a broad range of backgrounds
from system developers working on advanced
music/video technology, via creative artists
aiming to extend their skills in the use of creative
systems, to psychologists and biologists aiming
to expand their understanding of the creative
process.
Funding
Some Advanced Course Studentships, supplied
by the EPSRC, are available. Other scholarships
may also be available. See Fees and funding on
pages 176-186.
Programme structure
Autumn term: you take the compulsory courses
Academic Development; Object-Oriented
Programming; Interactive Media Theory; and
Models of Creativity. You also take one of the
following options: Artificial Life; Computer
Graphics Modelling and Rendering; HCCS
Advanced Topics; and Interactive Media Practice.
Spring term: you take the compulsory course
Generative Creativity. You also take options as
follows:
either Media, Technology and Everyday Life and
one 15-credit option; or Science, Technology
and Culture and one 15-credit option; or
three 15-credit options from the following list:
Computational Music; Multimedia Design and
Applications; Data Mining; Music Technology;
Adaptive Systems; Model-Based Animation;
Web-Based Commerce; Neural Networks; and
Software Design and Evaluation.
Summer term: you undertake supervised work
for the MSc dissertation, which should be
substantially based on a working creative system.
Assessment
You are assessed by coursework, unseen
examinations, essays, programming projects,
and a 12,000-word dissertation.
MSc in Evolutionary and Adaptive Systems
1 year full-time/2 years part-time
The study of natural and artificial evolutionary
and adaptive systems is at the heart of important
emerging approaches to artificial intelligence,
cognitive science, computational biology and
related areas.
Sussex is internationally renowned for its
research in these interdisciplinary areas and has
one of the largest groups in this field.
This programme provides a solid grounding in the
major themes of the area, including: artificial life,
adaptive systems, biologically inspired robotics,
complex adaptive systems, dynamical systems
approaches to cognition, evolutionary systems
and evolutionary computing, as well as natural
and artificial neural systems.
This well-established programme is taught by
leading experts and there are many opportunities
to interact with the thriving local community of
researchers in this field. Students have access to
specialist facilities including robotics labs.
During the summer term a dissertation project is
undertaken under the supervision of a member
of faculty; this gives students the opportunity
to develop further what they have learnt in
the context of a piece of research. It is not
unusual for work from dissertation projects to be
published in conference proceedings or journals.
The University of Sussex and American Express
have joined forces to offer an exciting new way to
study and gain work experience. You will work for
two years part time in the Technologies Division
of American Express, based in the Sussex
Innovation Centre on the University of Sussex
campus, while also studying for an MSc in
either Information Technology for E-Commerce
or Human-Centred Computer Systems in the
Department of Informatics.*
Your tuition fees for the course will be paid
by American Express and you will receive a
competitive salary based on a working week
of 30 hours. At the end of the two years, the
highest-performing students will have an
opportunity to gain a full-time job with American
Express.
This opportunity is available to EU students only
and you must be entitled to study part time and
work 30 hours per week in the UK to be eligible
for consideration.
For more information, contact:
pg.admissions@sussex.ac.uk
* Please note that it is possible to study
for the MSc in Information Technology for
E-Commerce and the MSc in Human-Centred
Computer Systems full time or part time, without
undertaking the work experience component
with American Express.
Applicant profiles
Undergraduate studies need to have been
in disciplines requiring both numeracy and
computer literacy.
Funding
Some Advanced Course Studentships, supplied
by the EPSRC, are available. Other scholarships
may also be available. See Fees and funding on
pages 176-186.
Programme structure
Autumn term: you take the compulsory courses
Artificial Life; Programming Techniques; Formal
Computational Skills; Intelligence in Animals and
Machines; and Academic Development.
Spring term: you take the two compulsory courses
Adaptive Systems; and Neural Networks. You also
take two of the following options: Computational
Neuroscience; E-Business; Issues in Philosophy
of Cognitive Science II; Simulation of Adaptive
Behaviour; Advanced Computer Vision; From
Signal to Behaviour; Dynamics of Development;
Issues in Emotion and Consciousness; and
Sensory and Motor Functions of the Nervous
System. Not all options are available every year;
additional options may be available.
Summer term: you undertake supervised work
for the MSc dissertation, which should usually be
based on a programming project.
Assessment
You are assessed by coursework, unseen
examinations, essays, programming projects
and a 12,000-word dissertation.
MSc in Human-Centred
Computer Systems
Computing, artificial intelligence and IT
1 year full-time/2 years part-time
This programme explores how to apply techniques
from cognitive science, psychology and software
engineering to the design, implementation and
evaluation of computing systems from a human-
centred perspective.
The University of Sussex and American Express
have joined forces to offer the opportunity to
study for the MSc part time while working for
American Express for two years part time. This
opportunity is available to EU students only, and
you must fulfil certain criteria (see box on the left).
Applicant profiles
Applicants will have an interest in computing
systems from a human perspective and will have
an undergraduate background in computing and/
or psychology.
Programme structure
Autumn term: you take the compulsory courses:
Academic Development; Human-Computer
Interaction; Object-Oriented Programming;
and HCCS Advanced Topics. You also take one
option (depending on previous experience)
from: Programming Techniques; Introduction to
Cognitive Ergonomics; Multimedia Design and
Applications; and Models of Discovery, Invention
and Design.
Spring term: you take the three compulsory
courses Software Design and Evaluation;
Psychological Methods for Systems Evaluation;
and Interdisciplinarity and Group Processes.
You also take one option from: E-Business;
Interactive Learning Environments; and
Multimedia Design and Applications. Not all
options are available every year; additional
options may be available.
Summer term: you undertake supervised work for
the MSc dissertation, a project that either designs
and evaluates a human-centred computer
system or investigates an aspect of interactivity.
Assessment
You are assessed by coursework, examinations,
essays, programming projects, group projects,
presentations and a 12,000-word dissertation.
MSc in Information Technology
for E-Commerce
1 year full-time/2 years part-time
The University of Sussex and American Express
have joined forces to offer the opportunity to
study for the MSc part time while working for
American Express for two years part time. This
opportunity is available to EU students only, and
you must fulfil certain criteria (see box above left).
You can choose to organise your studies into
pathways: Programming; Technology Innovation;
Managing Innovation; E-Business/E-Commerce;
Human Systems including Software Design;
or you can mix and match according to your
personal interests.
Applicant profiles
Applicants need a good background in
computing, information technology or
engineering with a reasonable programming
content. Applicants with relevant industrial
experience have also been successful.
63
 Programme structure
Autumn term: you take the compulsory courses
Computing, artificial intelligence and IT

Academic Development; Object-Oriented

Programming; and Internet Technologies. You
also take two options such as: Human-Centred
Computer Systems Advanced Topics; Human-
Computer Interaction; Models of Discovery,
Invention and Design; Information Technology
Systems; and Managing Innovation. Other options
may be available.
Spring term: you take the compulsory course
Information and Communication Technology
Policy and Strategy. You also take two options
from: Managing Innovation in Complex Product
Systems; Web-Based Commerce; Data Mining;
Multimedia Design and Applications; Software
Design and Evaluation; and Data Mining.
Summer term: you undertake supervised work
for the MSc dissertation, which is based on a
substantial research project or thesis.
Assessment
Taught courses are assessed by a variety of
methods including coursework, presentation,
literature review, programming projects, unseen
examinations and term papers. The MSc project Photorealistic computer-generated model of a living room. The model was built by Ben Jackson (a DPhil
is assessed by a 12,000-word dissertation. student in the Centre for VLSI and Computer Graphics), using state-of-the-art gaming techniques to
enable real-time interaction
MSc in Intelligent Systems
1 year full-time/2 years part-time
Summer term: you undertake a dissertation MA in Philosophy of Cognitive Science
This MSc prepares graduates for research and
project under faculty supervision. There are 1 year full-time/2 years part-time
development in intelligent systems, covering
occasionally opportunities to collaborate in The rapidly developing sciences of the mind
theoretical issues and practical techniques for
this with an industrial partner. The dissertation are confronting us with fascinating questions
their design and implementation. Programming
offers scope to specialise through research in concerning representation, meaning,
skills are developed through introductory courses
a chosen topic, and the work of some projects consciousness, subjectivity and the scientific
in Prolog and Java, enabling students from both
has led to publication in journals and conference process itself – questions that require
computing and non-computing backgrounds
proceedings. philosophical insight and skill to answer. This MA
access to a wide range of optional specialist
courses commensurate with their experience. Assessment gives you a unique opportunity to explore these
You are assessed by coursework, unseen fundamental issues, and acquire skills necessary
You can choose to organise your studies into for advancing our understanding of ourselves.
examinations, essays, programming projects,
pathways: Artificial Intelligence; Creative
group projects, presentations and a 12,000-word This MA has strong connections with the
Systems; Computational Neuroscience;
dissertation. world-famous Centre for Research in Cognitive
Evolutionary and Adaptive Systems; Software
Design; and Philosophy of Cognitive Science; MSc in Multimedia Applications Science (COGS), which provides a highly active
or you can mix and match according to your and Virtual Environments and interdisciplinary environment involving
personal interests. 1 year full-time/2 years part-time linguists, cognitive psychologists, philosophers,
Applicant profiles neuroscientists and AI (artificial life) researchers.
Applicant profiles Philosophers in COGS interact regularly with
This programme is for applicants intending
While applicants will often have a background in these other researchers, whose work includes the
to deepen their understanding of multimedia
computing or cognitive subjects (like psychology areas of sumbolic AI, connectionism, evolutionary
applications and virtual environments. It is suited
or philosophy), the programme is for anyone robotics, dynamic systems explanations of
interested in research or development work in to those with a previous degree in computer
science, mathematics, the natural sciences or cognition, and AI. Interdisciplinary dialogue
intelligent systems. is encouraged by weekly research seminars,
practical media.
Programme structure including the popular Philosophy Society
Autumn term: you take the compulsory Programme structure meetings. Weekly E-Intentionality work-in-
courses Academic Development; Knowledge Autumn term: you take the compulsory courses progress seminars teach both general research
Representation; and Object-Oriented Object-Oriented Programming; Computer skills and those specific to the Philosophy of
Programming. You also take two options from: Graphics Modelling and Rendering; Academic Cognitive Science, and acquaint you with the
Intelligence in Animals and Machines; Artificial Development; and Human-Computer Interaction. research philosophers in COGS. The career
Life; Computer Vision; Formal Computational You also take one option from: 3D Animation; and development of students on this programme
Skills; Internet Technologies; Human-Computer Music Technology. has shown it to be an excellent preparation for
Interaction; Introduction to Cognitive Ergonomics; Spring term: you take the four compulsory doctoral-level research.
Issues in Philosophy of Cognitive Science I; Models courses: Software Design and Evaluation; Applicant profiles
of Creativity; and Natural Language Processing. Distributed Systems; Internet-Based Virtual Applicants come from both an arts and a science
Spring term: you take the two compulsory Environments; and Multimedia Design and background, with undergraduate studies in
courses Advanced Technical Communications; Applications. philosophy or a subject related to cognitive
and Artificial Intelligence Programming. You Summer term: you undertake supervised work science, such as psychology, linguistics,
also take two options from: Adaptive Systems; for the MSc dissertation, which should usually be neuroscience or computing.
Computational Neuroscience; Data Mining; based on a multimedia programming project.
Funding
Dynamics of Development; E-Business; From
Signal to Behaviour; Advanced Computer Vision; Assessment EU applicants can apply for an AHRC studentship.
Generative Creativity; Interactive Learning You are assessed by coursework, group projects, See Fees and funding on pages 176-186.
Environments; Neural Networks; Simulation essays, software projects, programming projects
of Adaptive Behaviour; Sensory and Motor and a 12,000-word dissertation.
Functions of the Nervous System; Software
Design and Evaluation; Computer-Supported
Cooperative Work; and Issues in Emotion and
Consciousness. Not all options are available every
year. Additional options may be available.

64
Programme structure
Autumn term: you take the compulsory courses
Philosophy of Cognitive Science I: Concepts
and Cognitive Science; and Academic
Development. You also take one option
from the list of autumn term courses from
the MA in Philosophy (see page 146), or
two options from: Intelligence in Animals
and Machines; Introduction to Cognitive
Linguistics; Conceptual Projection in Thought
and Language; Formal Computational
Skills; Introduction to Cognitive Ergonomics;
Computer Vision; Natural Language
Processing; and Programming Techniques.
Spring term: you take the compulsory course
Philosophy of Cognitive Science II: Mind Embodied
and Embedded. You also take either Emotion and
Consciousness, or Language in Human
Psychology, and one option from the list of
spring term courses from the MA in Philosophy
(see page 146); or two options from: Language
and Space; Cognitive Approaches to Grammar;
Cognitive Linguistic Typology; Adaptive
Systems; AI Programming; Interactive Learning
Environments; Neural Networks; Simulation of
Adaptive Behaviour; From Signal to Behaviour;
and Dynamics of Development. Not all options
are available every year. Additional options may be
available.
Summer term: you undertake supervised work on
the MA dissertation.
Assessment
You are assessed by unseen examinations,
essays, programming projects, group projects
and a 20,000-word dissertation.
Postgraduate Certificate in E-Learning
Design/E-Learning Design (Professional
Practice)
1 year part-time
The PGCert in E-Learning Design is a part-
time programme aimed at those working in or
intending to work in the e-learning industry. Two
potential awards are available: a 60-credit and a
90-credit version.
The 60-credit PGCert in E-Learning Design
is suitable for students with a background in
education, multimedia or computing. This
programme provides a means of augmenting
their skillsets to fit the needs of the e-learning
industry.
For those already working in the industry,
the 90-credit PGCert in E-Learning Design
(Professional Practice) offers opportunities
to strengthen and expand existing knowledge
and skills, and to demonstrate proficiency in a
professional setting.
The Postgraduate Certificate in E-Learning
Design is the result of a SEEDA-funded
collaboration between the University of Sussex,
the University of Brighton and e-learning
companies in Brighton from BeLA (the Brighton
E-Learning Alliance). It was driven by a demand
for education, training and certification from
the e-learning companies, both to support their
existing staff and to help fuel further growth when
recruiting new staff.
Areas covered by the programme include
e-learning design, learning technologies, project
management, and theories of learning (60- and
90-credit versions). The full 90-credit PGCert
in E-Learning Design (Professional Practice)
provides an opportunity to develop effective
reflective practice in the workplace.
Successful graduates from either version may
choose to use credits gained in this course
towards an MSc in Learning Technologies offered
by the University of Brighton.
Applicant profiles
This programme is intended for both current
practising e-learning designers looking for
accreditation for their skills and those who want
to gain a comprehensive range of new skills and
become qualified in e-learning design. Applicants
come from a range of backgrounds (computing,
education, and creative writing).
Programme structure
The Certificate is run jointly with the University
of Brighton. The first two courses take place
at Sussex, while the second two take place at
Brighton.
Autumn term (October-November) – you take
one compulsory course – E-Learning: Theory and
Practice.
Autumn-spring term (November-January)– you
take one compulsory course – Technology for
E-Learning Designers.
Spring term (February-April) – you take one
compulsory course – Design and Content
Development.
Summer term (May-June) – you take one
compulsory course – Project Process.
For the 90-credit version:
Summer term (June-September): you take one
compulsory course – Professional Placement.
Assessment
You are assessed by coursework, which includes
presentations, and the submission of portfolios
and design projects.
Postgraduate diplomas
Funding
See Fees and funding on pages 176-186.
Programme structure
The full-time structure is identical to that of the
autumn and spring terms of the corresponding
Masters programme.
The part-time structure is identical to that of the
autumn and spring terms of year 1 and year 2 of
the part-time Masters programme.
Research programmes
Research students studying for MPhil or DPhil
degrees are associated with one or more research
groups in the Department and are housed in well-
equipped shared offices. They have full access
to their research group’s specialist facilities and
laboratories.
The Department of Informatics is engaged in a
wide range of highly rated research covering many
areas of artificial intelligence, computer science
and cognitive science. We can supervise research
students in all areas in which departmental
faculty specialise.
Applicants wishing to pursue interdisciplinary
research involving artificial intelligence (including
computational philosophy of mind or of biology)
may apply to do research degrees in cognitive
science. It is also possible to undertake a
research degree in cognitive science via the New
Route DPhil (see Routes to postgraduate study at
Sussex on pages 14-15), offering an integrated
four-year programme of taught coursework in
research methods and professional skills, and
supervised doctoral research.
Students admitted to research degrees will
normally be required to do some coursework in
Computing, artificial intelligence and IT
their first two terms, although an appropriate
MSc often provides an alternative way of gaining
the necessary training. Additional short courses
for the development of generic skills are available
from a wide selection provided by the Sussex
Postgraduate Skills Programme,
(www.sussex.ac.uk/sp2).
Funding
A limited amount of funding from the EPSRC
and the University is available for outstanding
applicants. See Fees and funding on pages
176-186.
Recent thesis titles
To err is human: a discussion of intentionality,
error and misrepresentation
Evolutionary search of fitness landscapes with
neutral networks
Unsupervised language acquisition: theory
and practice
Active group communication
Hardware evolution: on the nature of artificially
evolved electronic circuits
Proxy compilation of dynamically loaded
Java classes
Interactivity in graphical representations:
assessing its benefits for learning
Categorical and graphical models of
programming languages
On the relations between behaviour, mechanism
and environment: explorations in artificial evolution
Reverse engineering an active eye
Implementation of an optimising object-
oriented programming language compiler
for embedded applications
3D graphics hardware prototyping and
implementation
A multimedia CAL system for object-
oriented methodology
Algorithm design for 3D computer
graphics rendering
Computer graphics hardware using ASICs,
FPGAs and embedded logic
Texture mapping acceleration using cache
memories
Academic activities
Research students make a substantial contribution
to the research output of the Department of
Informatics, and frequently present their work at
conferences and in journals.
Graduate students are also encouraged to attend
and give talks in the various specialised seminar
series in the Department:
• Artificial Life Reading Group
• Bioinformatics and Vision
• Computer Science seminars
• COGS seminars
• Human-Centred Technology Group
• Informatics departmental seminars
• E-Intentionality seminars
• Natural Language and Computational Linguistics
• Software Systems Group
• Theoretical Computer Science Study Group.
The regular seminars held in life sciences and by
the Philosophy Society may also be of relevance
to graduate studies.
65
 Research groups
Computing, artificial intelligence and IT
Research is organised around well-defined
groups of international standing. Some of our
research is highly interdisciplinary, involving
collaborations between these groups as well as
with other departments at Sussex. All groups
are well funded from a variety of sources,
including research council grants and support
from industry, and all have specialist facilities
and laboratories. The research groups are briefly
described below (for more details see
www.sussex.ac.uk/informatics).
Centre for Research in Cognitive Science
(COGS)
This is an interdisciplinary Research Centre,
which aims to champion and support research
and teaching in cognitive science at Sussex.
A world-renowned, pioneering institution in
cognitive science, COGS continues to conduct
first-class research in such topics as computer
vision, mental representation, cognitive
linguistics, conscious experience, computational
architectures for emotion, machine learning
and neural networks, pattern recognition,
cognitive modelling, implicit learning, reasoning,
mechanisms of creativity, philosophical issues in
artificial life, and temporal cognition in language.
The Centre acts as a focus for research in
cognitive science by running interdepartmental
seminars and research meetings. For more
information, contact the Centre’s director, Ron
Chrisley (r.l.chrisley@sussex.ac.uk).
Centre for Computational Neuroscience and
Robotics (CCNR)
This thriving interdisciplinary centre is jointly run
by the Department of Informatics and the
neuroscience group. It has its own well-resourced
laboratories, and focuses on work at the interface
between computing structures and biological
systems – an area that has been recognised by
government funding agencies and the EU as an
emerging area of considerable importance.
The symbiosis between computer science and
neuroscience in particular holds the key to
future developments in robotics and artificial
intelligence. It will lead to a better understanding
of how the brain works and promises biomedical
advances of enormous benefit.
Artificial intelligence and neuroscience are
areas in which Sussex is exceptionally strong.
Combined with a tradition for interdisciplinary
links between the informatics research groups
and the neuroscience groups (IRC, EP and MRC
laboratory), this places Sussex at the forefront of
this emerging field.
Work in the Centre mainly falls under the following
headings: natural and artificial neural systems;
evolutionary and adaptive robotics; evolutionary
electronics; dynamics, development and
cognition; insect and robot navigation; complex
adaptive systems; and computational creativity.
This last area uses adaptive technology in the
creative arts and involves various collaborations
with local and international artists and performers.
The CCNR overlaps with the Evolutionary and
Adaptive Systems group, described on the right.
For more information, contact the directors:
Professor Phil Husbands
(p.husbands@sussex.ac.uk) or Professor Michael
O’Shea (m.o-shea@sussex.ac.uk).
66
Computer vision and medical imaging lab
This group uses a wide variety of methods and
approaches from computer science, cognitive
and biological sciences to research into a variety
of areas including: dynamic aspects of visual
perception, low-level vision, spiking neural nets,
data mining, and machine learning.
Faculty involved include: David Young, Des
Watson, Professor Phil Husbands, and Andy
Philippides.
Creative Systems Lab
The research of this group lies at the intersection
of arts, science and technology. Members of the
group work on theories of the creative process
and their implementation in computer models
and artistic productions; they also initiate and
facilitate collaborations between scientists,
artists, musicians, industry and the general
public. In addition to those listed below, faculty
involved include: Professor Margaret Boden,
Ron Chrisley, Professor Phil Husbands, and Andy
Philippides.
Faculty research interests include:
Nick Collins Live electronic music and
audiovisuals; interactive music systems;
music understanding by computer; algorithmic
composition and sound synthesis; mathematics;
and psychology of music.
Chris Thornton Computational learning
using symbolic algorithms and connectionist
mechanisms; and theories of creativity.
Evolutionary and adaptive systems
This group is concerned with the interface
between the biological and computational
sciences and applications of new technologies
resulting from work in this area. Research
focuses on a wide range of topics including:
the development of biologically inspired
adaptive algorithms, adaptive and evolutionary
robotics, artificial life, computational biology,
computational neuroscience, dynamical systems
approaches to cognition and development,
evolutionary electronics and evolutionary
computation, evolutionary theory, and
applications of adaptive systems in the
creative arts.
There is also a strong line of work in
bioinformatics and machine learning. In machine
learning, research involves the development
of novel and efficient algorithms, building on
statistical theory as well as borrowing ideas
from neuroscience. Research in bioinformatics
includes microarray data processing, MD and
protein structures.
This well-resourced group overlaps with CCNR
and, together, they make up one of the largest
and best-known research groups in the world
working in this area. The group collaborates
widely with other centres in the University and
elsewhere, has a number of well-equipped
laboratories, machine shop facilities and runs
several lively seminar series, as well as smaller
specialist discussion groups.
Faculty research interests include:
Luc Berthouze Motor development in infants
and in machines; clinical applications of
dynamical system approach to characterising
infant movements (particularly cerebral palsy);
EEG-based brain-machine interfaces, intelligent
neuroprostheses; epigenetic or developmental
robotics; and modelling cognitive development
with robotic systems.
Ezequiel Di Paolo Evolutionary robotics,
evolutionary biology and embodied cognitive
science; computational models of the evolution
of social behaviour, altruism and coordination
through acoustic interactions.
Inman Harvey Artificial evolution as applied
to design: theoretical (error thresholds, neutral
networks, optimising speed of search) and
applications (evolutionary robotics, evolvable
hardware, combinatorial chemistry).
Professor Phil Husbands Evolutionary and
adaptive robotics; evolutionary computation
and optimisation; artificial life; computational
neuroscience; adaptive systems; neuro-
modulation; history of AI and cybernetics; and
creative systems.
Thomas Nowotny Use of dynamical systems
theory, statistics and hybrid systems experiments
in a comprehensive approach to understand
information processing in nervous systems,
particularly olfactory systems and applications to
electronic noses; sequence learning in neuronal
systems; accurate conductance-based neuron
models; and hybrid systems.
Andy Philippides Computational neuroscience
and neuroetholgy; evolutionary robotics;
insect visual homing strategies; and gaseous
neuromodulators in real and artificial neural
networks.
Anil Seth Theoretical neuroscience and
evolutionary and adaptive systems; time-series
analysis of neural dynamics, causality in neural
systems, neurorobotics, neural mechanisms
of consciousness, and network-theoretic
approaches to the analysis of complex systems;
and evolutionary theory and ecological modelling.
Adrian Thompson The application of artificial
evolution to engineering design, principally
electronics; custom/reconfigurable computing;
fault-tolerance; and evolutionary theory.
David Young Computational and biological
aspects of vision, including theoretical and
experimental research on optic flow and image
representation, and practical applications such
as traffic monitoring.
Foundations of computation
This group focuses on the foundational aspects
of computer science, particularly the semantics
of computation. They have developed behavioural
theories for a range of process languages,
including features such as higher-order
abstractions and distributed resources.
Research interests in this thriving group include:
Ian Mackie Foundations of programming
languages and models of computation. Applying
techniques from mathematical logic and
quantum mechanics to programming language
implementation.
Bernhard Reus Mathematical semantics of
programming languages; their foundations,
ie Domain Theory and Type Theory; Synthetic
Domain Theory as the natural synthesis of both;
constructive (categorical) logic; programming
logics; formal proof; and formal techniques
and tools supporting (object-oriented) program
analysis, design and verification.
Human-centred technology (HCT)
The HCT group is an internationally renowned
research centre in human-computer interaction
(HCI), interaction design and interactive learning
environments. Its focus is on understanding how
people interact with and communicate through
technology, with particular interests in more
cutting-edge tangible and pervasive technologies.
The group is made up of two research labs: the
INTERACT lab and the IDEAS lab. One of the main
strengths of the HCT group is its interdisciplinary
heritage, with faculty, research fellows and DPhil
students coming from a variety of backgrounds,
including computer science, psychology, artificial
intelligence, engineering, art, design and
philosophy.
A common theme to all HCT research is putting
people at the centre of the design process.
Key strands of research include: interactive
learning environments and technology-enhanced
learning, tangible embodied interaction,
pervasive technologies in the home and non-
work environments, pervasive care/telehealth,
psychology of programming, accessibility and
game design.
Faculty research interests include:
Professor Ben du Boulay Application of AI
techniques to education, particularly modelling
motivation and metacognition in intelligent
learning environments.
Geraldine Fitzpatrick People-centred design
methods and conceptual frameworks, especially
for emerging technologies such as mobile,
tangible and ubiquitous computing and their
applications to everyday contexts; special
interests in social interaction and collaboration,
creativity/play, domestic environments, older
people, disability, and healthcare/telecare.
Judith Good Constructivist learning
environments; educational games and
simulations; technology toolkits for learning;
visual programming languages; and embodied
and tangible interfaces for learning.
Graham McAllister Accessibility and usability
of video games and interactive systems. In
particular, how the user experience of video
games can be evaluated and how games can be
designed for people with special needs.
Pablo Romero Exploring the support that
collaboration and external representations can
offer to students learning programming; exploring
the potential that new forms of interaction
(tangible interfaces, embodied interaction) have
for learning in general and specifically as a way
to approach engagement and motivation; as a
way to foster collaboration; and for specifying
concrete and abstract behaviours (programming,
scripting).
Blay Whitby Social and ethical implications of
AI and ALife; philosophical foundations of AI
and ALife; professionalism in computing; and
multimedia and decision support systems.
Natural language processing
This group comprises one of the largest teams of
researchers in the UK focusing on statistical and
corpus-based approaches to natural language
processing. Their research covers probabilistic
processing techniques, linguistic theory and
automatic acquisition of grammatical knowledge
from corpus data, with application to practical
natural language parsing and generation.
The group currently consists of about 15
faculty, doctoral and postdoctoral researchers.
It has a long and distinguished track record at
international level, with many achievements in
basic and applied research. Current work covers six
related areas of research: probabilistic and robust
parsing, annotation of text and transcribed speech,
automatic acquisition of lexical information
from corpora, computational formalisms for
representing information about language,
empirical foundations of language processing, and
practical applications of language processing.
Faculty research interests include:
Professor John Carroll Hybrid linguistic/
statistical approaches to disambiguation of
text, efficient parsing, evaluation of parser
accuracy, tools for large-scale natural language
grammar and lexicon development, and linguistic
approaches to the generation of text from
representations of its meaning.
Bill Keller Applying machine learning techniques
to problems in language learning/grammatical
inference.
Rudi Lutz Machine learning, especially of
language models (eg grammars, or Hidden
Markov Models) using various techniques (ie
evolutionary, expectation maximisation).
Professor Geoffrey Sampson Corpus-based
natural language processing using statistical
stochastic optimisation techniques; and
standards definition for natural language
computing.
David Weir Controlling non-determinism in
natural language generation, using language
in pervasive computing environments, efficient
parsing with large grammars, probabilistic parse
ranking, and inferring knowledge about words
from raw text.
Philosophy of artificial intelligence and
cognitive science
This group considers the conceptual issues that
arise when trying to explain natural intelligence
systems, or create artificial ones.
Faculty research interests include:
Professor Margaret Boden Computational
approaches in the philosophy of mind and
theoretical psychology: special interest in
purpose, intention, motivation and creativity;
philosophy of AI and ALife; and social implications
of AI.
Ron Chrisley Non-conceptual representations
and human cognition; computational
architectures for psychological theories of pre-
objective mind, consciousness, philosophy of
computation, and computational architectures
for affect and emotion.
Other faculty, who have primary affiliations
within disciplines such as linguistics, philosophy,
neuroscience and psychology, play an active role
in this group.
Representation and cognition
Group members are interested in the
Computing, artificial intelligence and IT
development and application of cognitive
theories. They study the higher forms of cognition
including reasoning, problem solving and learning.
The group has a particular focus on the role(s)
of representation, emphasising cognitive and
semantic dimensions. Favoured methodologies
include rich data capture, protocol analysis,
experimental designs, the use and design of
technology to test theory, and modelling.
Faculty research interests include:
Professor Peter Cheng The nature of
representational systems, both external in the
world and internal to the mind. A particular
interest is diagrams that support advanced forms
of cognition, such as complex problem solving,
discovery and conceptual learning.
Richard Cox Human reasoning, especially with
external representations such as diagrams;
representational systems; vicarious learning;
artificial intelligence and educational systems;
and interactive learning environments.
Sharon Wood Multi-agent systems, especially
anticipating agent behaviour through situational
cuing and intention recognition. Situational
modelling, in particular, the acquisition of
information through cognitively plausible visual
attention processes, and the acquisition of
situational understanding through cognitively
plausible epigenetic processes, and cognitive and
epigenetic robotics.
Software systems
Staff and postgraduate students within this
group have research interests covering a wide
range of topics including programming language
design and implementation, object-oriented
programming and design, software development
environments, debugging tools, networking,
communication, operating system design,
compiler design, parallelism, code optimisation,
automated code generator construction and
software development for embedded systems.
Many of the current projects have commercial
involvement, and we are keen to develop further
links with industry.
Particular research strands include the
development of compiler technology for
embedded systems, and user-centred
networking, where the needs and constraints
of the users drive the engineering of networked
systems. These two areas are coming together in
the development of programming languages for
pervasive computing. This well-funded group has
its own specialist facilities and laboratories.
Faculty research interests include:
Dan Chalmers Context awareness and the way
in which system behaviour impacts the user
experience in ubiquitous/pervasive computing
scenarios; how knowledge of context (including
resource limits, location, and other physical and
social aspects of context) can be used to modify
behaviour, affect data display and configuration
of systems.
Ian Wakeman Communications and distributed
systems, distributed multimedia and
collaborative working.
Des Watson High-level language compilers;
code generator design and implementation;
sensor networks; medical computing, particularly
computer support for nuclear magnetic
resonance imaging and spectroscopy.
67

Computing, artificial intelligence and IT
Space science
The University of Sussex Space Science Centre is
an interdisciplinary cross-departmental research
centre.
The Space Science Centre is led by Professor
Paul Gough and conducts both general and
mission-oriented space research in close
collaboration with other space research institutes
in Europe, the US, and the former Soviet Bloc
countries. The Centre designs and constructs
instruments, and continues to monitor their
operation once launched into space with
subsequent scientific data analysis.
The Centre has probably placed more computers
in space than any other UK university space
group. It has led with on-board intelligence
within space instruments, and claims the first
discovery of a geophysical phenomenon by a
neural network ‘Expert Data Analyst’ flown within
a space instrument.
The Space Science Centre attracts a lot
of external funding and the research interests
of the faculty involved, Professor Paul Gough,
Natalia Beloff and Andrew Buckley
(Department of Engineering and Design), include
the following areas: space instrumentation,
space plasma diagnostics and scientific
interpretation, particle correlation technique,
intelligent instruments, smart autonomous
instruments, real-time data analysis in space
instruments, embedded systems, data
compression, parallel processing and fault-
tolerance versus artificial neural networks for
data classification and analysis, associative list
memory for data classification, fuzzy logic in
control of instruments, evolutionary instruments
to adapt to unforeseen environments, graphical
display and dissemination of complex data sets
for rapid man-machine interaction, knowledge
accumulation from databases, remote data
gathering and processing for unmanned
instruments in inhospitable locations, and
satellite communication systems.
68
Centre for VLSI and Computer Graphics
The Centre’s research focus has moved from one
of developing innovative graphics accelerator
technologies at the low hardware and software
algorithm level – we designed one of the first
graphics accelerators leading towards the birth
of the PC graphics card industry – to taking a
high-level design and simulation approach that
also encompasses the environment as part of
the simulation. The Centre has now established
a research theme focused on ‘modern living
extensions’, based on developing pervasive
simulation environments that allow real-world
environments, such as InQbate – The Centre for
Excellence in Teaching and Learning in Creativity,
to be simulated, created, technologically
enhanced and evaluated. Simulation of
pervasive computing environments represents an
interesting and challenging research area for our
postgraduate students.
The Centre is also engaged in research focused
on the design and development of innovative
‘digital heritage systems’, where we explore
the use of ICTs including virtual and augmented
reality, and interaction technologies to the
cultural heritage domain. Here we seek to
understand how people could appreciate their
heritage through the pioneering design of
heritage systems.
In this respect the Centre has developed
two innovative digital heritage systems: the
ARCO Virtual Exhibition System, which is now
being licensed and commercially exploited by
museums, and the EPOCH Multimodal Interface
that allows users to interact with a physical
museum artefact through the medium of a virtual
replica or simulation environment. This research
is underpinned by detailed usability trials and
evaluations in actual museums in order to assess
the efficacy of these digital heritage systems.
The Centre is also exploring the idea of ‘fidelity’
of simulations in relation to their real-world
counterparts. A central issue is the investigation
of perceptual sensitivity measures of simulation
engineering limitations, such as latency and
rendering quality. Functional fidelity metrics that
are based on spatial cognition aspects such
as memory awareness states and schemas
have been established and incorporated into
perceptually based real-time rendering engines.
Through this work, the Centre has established
an international reputation working with
collaborators such as HP Labs and NASA Ames
Research Centre, USA.
Faculty research interests include:
Katerina Mania Fidelity metrics for computer
graphics simulations; perceptually based
computer graphics rendering; display
technologies; 3D user interfaces; human factors
issues for virtual environments (task performance
after-effects); presence; vection and latency for
immersive simulations; and visualisation.
Paul Newbury Multimedia systems, in particular
virtual prototyping and MPEG2/MPEG4 streaming
data. Image processing, image compression,
lossy compression of multivariate scientific
data sets; and analysis and manipulation and
compression of deep multispectral electron
microscope images.
Adrian Thomas Non-invasive techniques for
shape capture to digitise surface structure of
faces, feet etc; and real-time extensions for gait
capture and movement analysis.
Phil Watten Software development; virtual
prototyping; high-level design; system modelling;
display systems; interface design; and all aspects
of media production including new media and
web broadcasting.
Martin White 3D graphics; virtual, augmented
and mixed reality applied to digital heritage
systems; digital libraries; semantic-based
knowledge and content systems; technology-
enhanced learning; access to and preservation
of cultural and scientific resources; virtual
archaeology; virtual reconstruction. Metadata
standards for digital heritage, interoperable
systems; e-learning and information technology;
knowledge GRID applied to digital libraries;
e-Government, information visualisation applied
to independent living and inclusion; and digital
content creation.
Contemporary
European studies
Essentials
Taught programmes
MA degrees
Contemporary European Studies
European Politics (see page 151)
MSc degree
Comparative and Cross-Cultural Research
Methods (Contemporary European Studies)
Research programmes
MPhil, DPhil Contemporary European Studies
New Route DPhil Contemporary European
Studies
Admissions requirements
For information on overseas qualifications that
meet the admissions requirements, see pages
172-175
MA
An upper second-class undergraduate
honours degree in an arts or social sciences
subject
MSc, MPhil, New Route DPhil
An upper second-class undergraduate
honours degree in any relevant social science,
but applicants with other backgrounds may
be considered. Applicants should submit an
outline (two to three pages) of their research
interests
DPhil
A Masters degree in any relevant social
science but applicants with other backgrounds
may be considered. Applicants should submit
an outline research proposal indicating the
nature, ambition and primary questions of the
research project
English language requirements
IELTS 6.5, with not less than 6.5 in Writing and
6.0 in the other sections. For more information
and alternative English language requirements,
see page 174
Fees
See pages 176- 181 for information on fees
Further information
Sussex European Institute, University of Sussex,
Falmer, Brighton BN1 9SH, UK
T +44 (0)1273 678578
F+44 (0)1273 678571
E sei@sussex.ac.uk
www.sussex.ac.uk/sei
Garments of would-be immigrants are hooked
on a razor wire fence that separates Spain’s
North African enclave of Melilla from Morocco.
There have been many mass attempts to enter
Spain’s North African enclaves as hundreds of
African migrants try to enter Europe. The Politics
of Citizenship and Immigration is just one of the
option courses you can choose as part of the
MA in Contemporary European Studies
• The Sussex European Institute (SEI), a Jean
Monnet Centre of Excellence for the study
of European integration, consolidated the
University’s position among the leading
international centres of graduate training and
research in European studies.
• SEI comprises a vibrant community of
scholars, visiting practitioners and academic
fellows.
• Research in the Institute focuses on three
themes:
- European integration with a focus on the
political economy of European integration
including the single market, agriculture,
structural funds and the EU budget,
monetary and financial integration, the
economics of accession and trade policy;
- representative politics in Europe focusing on
political parties, democracy and electoral
politics, and including the Centre for Parties
and Democracy and Europe; and
- internal external security challenges to the
EU covering justice and home affairs, and
European security policy and defence.
• The Sussex European Institute provides an
excellent location for research students with
its Research in Progress seminar series,
as well as its own tailored Professional
Development Workshop series.
• SEI is home to the Journal of Common Market
Studies (JCMS), the primary interdisciplinary
journal on European integration; the
European Foreign Affairs Review; the Centre
on European Political Economy; and the
European Parties Elections and Referendums
Network (EPERN).
Taught programmes
Contemporary European studies
Students taking taught programmes are based at
the Sussex European Institute.
MA in Contemporary European Studies
1 year full-time/2 years part-time
Funding
British, Mexican and East European MA students
are eligible to apply for a Sasakawa Scholarship
(see Fees and funding on pages 176-186).
EU students are eligible for a Lady Monica
Cockfield Memorial Trust award (Home/EU
fees only). SEI has two of these awards for MA
students, awarded annually. There are six OSI/
FCO Chevening/Sussex scholarships (fees and
maintenance) for suitably qualified applicants
from Albania, Belarus and Kosovo. Applications
for these awards should be made via the local
Open Society Institute representation in the
respective countries before February 2009.
Programme structure
The MA has pan-European coverage, with a
wide-ranging core course and a variety of
specialised options.
The programme is aimed at graduates in social
sciences or other appropriate disciplines who
wish to add a European dimension to their
knowledge, and at graduates in subjects such
as French or history who wish to gain a social
science background. You may select for yourself
a general approach to European studies, or you
may specialise by area according to your choice
of options.
Autumn term: you take the core course
The Making of Contemporary Europe.
Spring term: you choose from: Comparative
Politics of Western Europe; Domestic Politics
of European Integration; EC Single Market
Law; European Convention on Human Rights;
European Media in Transition; European
Political Integration; Human Rights in Europe;
Industrial Change and Regional Development;
International Relations of the EU; Idea of Europe;
Migration under the EHCR; Political Economy
of EU Integration; Political Economy of EU
Enlargement and Accession; Political Parties
and Party System in Comparative Perspective;
Politics of Citizenship and Immigration; Politics
of Eastern Europe in Transition; and Post War
Germany.
Summer term and vacation: you undertake
supervised work on the MA dissertation.
Assessment
You are assessed by one unseen examination,
two 5,000-word term papers (on two of
the options), plus a dissertation of up to
20,000 words.
69

Contemporary European studies
The European Court of Human Rights, Strasbourg; a bulwark of European values
MA in European Politics
1 year full-time/2 years part-time
The MA in European Politics offers the
opportunity to examine recent dramatic changes
in the political systems of western and eastern
Europe. For full details, see page 151.
MSc in Comparative and Cross-Cultural
Research Methods
(Contemporary European Studies)
1 year full-time/2 years part-time
A Postgraduate Diploma and Certificate are
also available. See Routes to postgraduate study
at Sussex on pages 14-15.
The MSc is designed to meet the most recent
ESRC requirements for social science research
training. The programme provides a rigorous
training in social research methods, an
opportunity to develop a full doctoral research
proposal and to write a supervised dissertation
(the research elective), as well as exposure to
debates and theories within the broad field of
contemporary European studies. It involves a
mixture of supervised reading and attendance at
formal courses, and aims to equip you with the
necessary skills to pursue research for a DPhil
in the field.
Funding
This programme qualifies for ESRC support
under its 1+3 system of doctoral support. For
information on ESRC and other funding, see Fees
and funding on pages 176-186.
70
Programme structure
There are three main elements to the MSc
programme that run concurrently through the
academic year: a research elective involving
supervised reading in your individual research
area and the writing of a dissertation; credited
courses in the philosophy and methodology of
research; and training in both quantitative and
qualitative research skills.
Autumn term: you take a research elective,
Philosophy of Science and Social Scientific
Research Practice; and Research Design in a
Cross-Cultural Context.
Spring term: you take courses in quantitative
and qualitative data collection and analysis.
Summer term: you choose from a selection of
courses in cross-cultural and comparative data
collection and analysis. The research elective
continues across all terms, culminating in the
writing of a dissertation.
Assessment
Taught course units are variously assessed by
term papers of 3,000-5,000 words or equivalent
coursework portfolios. The research elective is
assessed by a dissertation of 10,000 words.
Research programmes
Research students are based at the Sussex
European Institute.
Degrees may be awarded either in contemporary
European studies or in a particular discipline,
eg anthropology, geography, economics,
international relations or politics, while focused
on a European topic. SEI also hosts visiting
researchers.
Funding
The Sussex European Institute has full
1+3 and +3 recognition for the ESRC. This
includes access to five interdisciplinary Quota
studentships in 2009.
EU students are eligible for a Lady Monica
Cockfield Memorial Trust award (Home/EU fees
only). See Fees and funding on pages 176-186.
A limited amount of funding from Sussex may be
available for outstanding research students, and
may include some teaching. For further details,
contact the Sussex European Institute at the
address listed in Essentials.
Coursework
There are three modes of entry for research
students. First is traditional entry to an MPhil or
DPhil. Second is the MSc plus DPhil pathway,
which is the 1+3 route required by the ESRC
for their studentship support. Third is the New
Route DPhil offering an integrated four-year
programme of taught coursework in research
methods and professional skills and supervised
doctoral research. All new research students
will be required to participate in the programme
of research training courses and to take other
courses that may be recommended by the
supervisor of their research. (Exemption from
research training courses can be granted to
those who have already taken such courses at
postgraduate level; students can also qualify
for interim awards, such as the Postgraduate
Diploma or Certificate in Comparative and Cross-
Cultural Research Methods, for any research
training courses taken concurrently with their
research. See Routes to postgraduate study at
Sussex on pages 14-15.)
Recent thesis titles
Change and Continuity in British Post-Cold War
Foreign Policy towards European Security and
Defence Cooperation, 1989-2000
Foreign Policy and Public Opinion in the Polish-
Ukrainian Borderlands
The Voter-Party Relationship in France: Patterns
of Partisanship since the 1981 alternance
Enlarging the area of freedom, security and
justice: Poland’s accession to the European
Union in the field of external border controls
Economic integration and production structures:
the case of the EU-15 and the Central and
Eastern European Countries
Policy evolution and change: the Spanish and
Finnish accessions to the European Union
Political participation and role of migrant
organisations in Sweden and the Netherlands

Specialist facilities
The University Library is a European
Documentation Centre, and Library holdings in
the fields of European institutions, economics
and politics are particularly strong. There is an
excellent Language Institute on campus, which
provides taught courses and self-study facilities
for a wide range of European languages, both
east and west.
Academic activities
The Sussex European Institute organises a
research-in-progress seminar that runs for most
of the year. Here faculty members and visitors
introduce work related to current research
projects in the field of contemporary European
studies. A study visit to Brussels is offered to MA
students in the summer term.
Faculty research interests
Research interests are briefly described below.
For more detailed information, see
www.sussex.ac.uk/sei
Sabina Avdagic Comparative political economy
including the politics of market reforms, as
well as causes and consequences of national
variation in politico-economic institutions.
Tim Bale Comparative and British party politics,
Europeanisation, and voting and citizenship.
Professor Gerard Delanty Social theory
and political sociology; modernity in global
perspective; social identity, nationalism
and citizenship; European societies in
transformation; and cosmopolitanism. Editor of
European Journal of Social Theory.
Professor Marie-Bénédicte Dembour
International law including European law;
and international criminal law and public
international law.
Professor Mick Dunford Urban and regional
development in Britain and western Europe.
David Dyker Science policy and economic
transformation in eastern Europe.
Peter Holmes Economics of European
integration, and trade and competition policy.
Daniel Hough Comparative politics, German
politics, former GDR, party politics, and political
corruption.
Zdenek Kavan Politics in eastern Europe;
central and eastern Europe since 1945; human
rights in Europe; and international relations.
Professor Russell King Migration studies;
tourism; and regional specialism in Europe and
Ireland.
Kate Lacey Gender, media and technology; and
history of the media in Germany.
Francis McGowan Policy-making in the EU; and
European government/industry relations.
Professor Alan Mayhew Transition and
integration in central and eastern Europe;
political economy of transition processes; and
institutional economics and integration.
Professor Susan Millns Law of the EU Single
Market.
Professor Jörg Monar Justice and home affairs
in the European Union.
Lucia Quaglia European monetary integration;
central banking governance in the EU; financial
service regulation and supervision in the EU;
Euroscepticism, Europeanisation, and
EU Presidency.
Contemporary European studies
Signing the treaty of Rome 27 March 1957.
Six countries start a process of European political
and economic integration that has led to a
European Union of 27 by 2008, with the prospect
of a Union of more than 30 by 2020
Professor Jim Rollo Co-Director of SEI.
Economics of EU integration; and EU external
economic policy. Editor, Journal of Common
Market Studies.
Professor Malcolm Ross EU Law; competition
law; and law and citizenship.
Professor Aleks Szczerbiak Co-Director of
SEI. Comparative politics of central eastern
Europe; political parties; lustration and
de-communisation; and contemporary Poland.
Professor Paul Taggart Political parties in
western Europe; Euroscepticism; populism; and
European Parliament.
Adrian Treacher International relations of the
EU; European security; and French foreign policy.
Professor Paul Webb Parties and electoral
processes, both in the UK and comparatively:
more specifically, this takes in party organisation,
professionalisation and regulation; party
competition, campaigning and electoral
behaviour; party system change; and the effects
of electoral systems.
71
 Creative writing
Creative writing

Essentials Pioneering study of creative writing at Sussex

Taught programmes
MA degrees
Creative and Critical Writing (see page 99)
Creative Writing and Authorship
Creative Writing and Personal Development
Research programmes
MPhil, DPhil Creative and Critical Writing
(see pages 101-102)
MPhil, DPhil Creative Writing
MPhil, DPhil Creative Writing and Personal
Development
Admissions requirements
For information on overseas qualifications that
meet the admissions requirements, see pages
172-175
MA
Students will normally have an upper second-
class undergraduate honours degree or be able
to provide evidence of equivalent professional or
artistic experience
MPhil and DPhil
Students will normally have a Masters degree
in a relevant subject
English language requirements
IELTS 7.0, with not less than 6.5 in each section.
For more information and alternative English
language requirements, see page 174
includes programmes offered by both the
Centre for Continuing Education (CCE) and the
Department of English.
• MA, MPhil and DPhil programmes are
available.
• All our programmes provide the opportunity to
develop your own creative writing with taught
courses, independent study and tutorial
advice.
• You benefit from contact with a variety of
writing professionals.
• Faculty include published writers and
researchers of international standing.
• Tutors include practising novelists, poets and
dramatists.
Taught programmes
MA in Creative and Critical Writing
1 year full-time/2 years part-time
This MA is taught in the Department of English
and is designed to enable you to combine an
interest in critical and theoretical ideas with
an enthusiasm for creative writing. For more
information, see page 99.

Fees MA in Creative Writing and Authorship

See pages 176-181 for information on fees 1 year full-time/2 years part-time
This unique programme offers you an opportunity
Further information to develop your own writing practice in the Programme structure
Centre for Continuing Education, context of the study of cultural and textual issues Autumn term: you take Authorship: Historical
The Sussex Institute, Essex House, of authorship. You consider how the writers of Studies; and Creative Practice: Writing
University of Sussex, Falmer, the past emerged as writers, and reflect on the Workshops.
Brighton BN1 9QQ, UK concerns of authors today.
T +44 (0)1273 877888 Spring term: you take Creative Practice:
F +44 (0)1273 877534 The programme is aimed at graduate students Masterclasses; and Authorship: Contemporary
E si-admissions@sussex.ac.uk with an ongoing interest in creative writing Contexts.
www.sussex.ac.uk/cce practice, and combines workshops and tutorials
with masterclasses. Summer term: you take Authorship: Project
MA in Creative Writing and Authorship Dissertation – creative writing portfolio (20,000
Dr Sue Roe Incorporating an opportunity to attend an Agents’ words, of which 5,000 must comprise a critical
T +44 (0)1273 873211 and Publishers’ Day, the programme also includes introduction).
E s.m.roe@sussex.ac.uk advice on pitching work to prospective agents
MA in Creative Writing and Personal and publishers. Full-time students take two courses per term.
Development Part-time students take one course per term
Dr Celia Hunt Additional admission requirements (researching and preparing the creative writing
T +44 (0)1273 606755 ext 2154 Applications must be accompanied by a short portfolio in the summer term of year 1, for
E c.m.hunt@sussex.ac.uk sample of recent, unpublished writing. completion in the summer term of year 2).
Research programmes
Assessment
Dr Celia Hunt
You are assessed by term papers and a portfolio
T +44 (0)1273 606755 ext 2154
of creative writing.
E c.m.hunt@sussex.ac.uk

72
MA in Creative Writing and
Personal Development

Creative writing
1 year full-time/2 years part-time
The MA is a unique creative writing programme.
It has two main strands: 1) Creative Writing/
Personal Development – allowing you to develop
your creative writing through an exploration of
the relationship between self and creativity; and
2) Creative Writing/Professional Development –
allowing you, in addition to the above, to develop
the skills of facilitating therapeutic writing
groups in healthcare, therapy and education.
All students take the three core courses, then
there are various option courses that allow you
to follow one of the two strands, or to mix and
match as you wish. There are opportunities for
undertaking practical or theoretical research and
for producing an extended portfolio of creative
writing in a genre of your choice.
Programme structure
Autumn and spring terms: you take two core
courses from Writing for Personal Development;
Creative Writing and the Self; or Life Writing:
Theory and Practice. You also take two option
courses chosen from: Contexts for Practice:
Healthcare, Therapy and Education; Writing
Practice; Writing and Groups; Projects: Practical
and Theoretical; or Life Writing: Theory and
Practice.
Summer term: you either write a portfolio of
creative writing with critical introduction or
undertake a research project (20,000 words).
Both options are supervised. Faculty research interests The creative writing programmes at Sussex offer
students unique opportunities to gain professional
Assessment
Research interests are briefly described below. expertise
You are assessed by a mixture of creative writing, For more detailed information, see
term papers, a reflective learning diary, and www.sussex.ac.uk/cce/academic_faculty
dissertations or portfolios of creative writing with
critical introductions. Celia Hunt Convenor: Creative Writing and
Personal Development and its associated
research programmes since 1996. Her
Research programmes DPhil research was published as Therapeutic
Dimensions of Autobiography in Creative Writing
Supervision is available for practice-based
(2000) and her most recent publication (with
research in creative writing in a variety of genres,
Fiona Sampson) is Writing: Self and Reflexivity
theory-based research into the writing process,
(2006). She was a founder member and first
and qualitative research into the developmental
Chair of Lapidus: The Association for the Literary
or therapeutic uses of creative writing with
Arts in Personal Development. She was awarded
individuals and groups in healthcare, therapy and
a National Teaching fellowship by the Higher
education. For advice on research supervision
Education Academy in 2004.
within the creative writing programmes,
we encourage prospective MPhil and DPhil Sue Roe Convenor: Creative Writing and
applicants to discuss their ideas with relevant Authorship. Biographer, poet, novelist and critic,
faculty in the first instance. and author of Gwen John: A Life (2002). Her
other books include The Spitfire Factory (poetry),
Estella, Her Expectations (novel), and a Penguin
edition of Virginia Woolf’s Jacob’s Room. She
is co-author of The Cambridge Companion to
Virginia Woolf, and her biography, The Private
Lives of the Impressionists, appeared in 2006.
Martin Ryle teaches literary and cultural studies
for CCE and the Department of English. His
special interests include modernist and late
19th-century fiction, Irish literature in English,
and questions of literary authorship and cultural
authority. As well as critical books, including
To Relish or Sublime?, with Kate Soper (2002)
and George Gissing: Voices of the Unclassed,
edited with Jenny Bourne Taylor (2005), he
has published books about politics, nature and
cycling.
Mark Slater is currently researching for a
DPhil thesis titled Plagiarism, Originality and
the Writing Subject. He co-convenes CCE’s
Certificate in Creative Writing and is a trustee of
the Asham Trust, which supports new writing. He
is a published short-story writer and has written
librettos, plays and educational matter for radio.

73
 Development studies
Development studies (in CDE)
(in CDE)
Essentials
Taught programmes
MA degrees
Environment, Development and Policy
Gender and Development (see also p78)
International Education and Development
(see p87)
Rural Development
Social Development
MSc degree
Comparative and Cross-Cultural Research
Methods (Development Studies)
Postgraduate diploma
Environment, Development and Policy
Research programmes
MPhil, DPhil African Studies
MPhil, DPhil Development Studies
MPhil, DPhil South Asian Studies
New Route DPhil Development Studies
Admissions requirements
For information on overseas qualifications that
meet the admissions requirements, see pages
172-175
MA and postgraduate diploma
An upper second-class undergraduate honours
degree in the social or natural sciences.
Applicants with relevant practical work
experience will also be considered
MSc, MPhil and New Route DPhil
A first- or upper second-class undergraduate
honours degree in any relevant social science
but applicants with other backgrounds may be
considered. Applicants should submit an outline
(two to three pages) of their research interests
DPhil
A Masters degree in any relevant social
science but candidates with other
backgrounds may be considered. Applicants
should submit an outline research proposal
indicating the nature, ambition and primary
questions of the research project
English language requirements
IELTS 6.5, with not less than 6.5 in Writing and
6.0 in the other sections. For more information
and alternative English language requirements,
see page 174
Fees
See pages 176-181 for information on fees
Further information
Director, CDE, University of Sussex,
Falmer, Brighton BN1 9SJ, UK
E cde@sussex.ac.uk
www.sussex.ac.uk/development
74
Sussex has a worldwide reputation for
excellence in the field of development studies.
Faculty teaching on our programmes come
from a broad range of disciplines and many
members of staff have extensive experience
in international development. In the Centre
for Culture Development and the Environment
(CDE) we offer a series of postgraduate
programmes characterised by:
• a strong emphasis on interdisciplinarity;
• a critical approach to the process of
development and the role of development
agencies; and
• the combination of academic analysis and
policy issues.
Taught programmes
Taught degrees are built around a number of
core courses, plus a series of options for each
programme. However, it is also possible for you
to choose an option from other programmes,
or from programmes in the Institute of
Development Studies (see pages 77-82),
subject to the fulfilment of any prerequisites and
the availability of places.
MA in Environment, Development
and Policy
1 year full-time/2 years part-time
The focus of this degree is the analysis of
environmental change and natural resource
management mainly, but not exclusively, in
developing countries. It is intended for students
interested in researching or working in the field
of environmental management in developing
countries and for those hoping to embark on
related careers.
Funding
You can apply for a Sasakawa Scholarship (see
Fees and funding on pages 176-186).
Programme structure
Autumn term: you take Theories of Development
and Underdevelopment; and Political Economy
of the Environment.
Spring term: you take one of the Architecture of
Aid; Globalisation and Rural Change; Migration,
Inequality and Social Change; Topics in Social
Development; and one of Critical Debates in
Environment and Development; Environmental
Policy and Industrial Technology; and
International Relations of Global Environmental
Change.
In the autumn and spring terms you also take the
Development Skills and Practice Workshop.
Summer term: you take one of Geographical
Information Systems; Participatory Research
in Cross-Cultural Contexts; Rural Research and
Appraisal; and you work on your dissertation.
Please note, not all options run in any one year.
Assessment
You are assessed on each autumn course
through one 2,000-word essay and one 3,000-
word term paper. In the spring term you are
examined through two 5,000-word term papers.
The Development Skills and Practice Workshop
is examined through a learning diary, while the
summer course is examined by a 2,500-word
essay or review. You also write a 10,000-word
dissertation.
Postgraduate Diploma in Environment,
Development and Policy
6 months full-time
Funding
See Fees and funding on pages 176-186.
Programme structure
In the autumn and spring term you take a
number of courses from the range available
to the MA students (see above), totalling 120
credits. You do not take the Development Skills
and Practice Workshop and the dissertation is
not required.
MA in Gender and Development
This MA is taught jointly with the Institute of
Development Studies. For full details, see
Development studies (in IDS) on page 78.
MA in Rural Development
1 year full-time/2 years part-time
This programme provides a systematic
introduction to the problems of rural
development in poor countries, which aims
to promote a critical and reflective approach
to development theory and practice, and
prepare students for careers in rural
development worldwide.
Funding
See Fees and funding on pages 176-186.
Programme structure
Autumn term: you take Sustainable
Development; and Theories of Development and
Underdevelopment.
Spring term: you take one course from Critical
Debates in Environment and Development;
Environmental Policy and Industrial Technology;
Migration, Inequality and Social Change; and
Refugees and Development; and you take one
of The Architecture of Aid; Globalisation and
Rural Change; International Relations of Global
Environmental Change; and Topics in Social
Development
In the autumn and spring terms you also take the
Development Skills and Practice Workshop.
Summer term: you take one of Geographical
Information Systems; Participatory Research In
Cross-Cultural Contexts; Rural Research and
Appraisal; and you work on your dissertation.
Assessment
You are assessed on each autumn course

Development studies (in CDE)

through one 2,000-word essay and one
3,000-word term paper. In the spring term you
are examined through two 5,000-word term
papers. The Development Skills and Practice
Workshop is examined through a learning
diary, while the summer course is examined by
a 2,500-word essay or review. You also write a
10,000-word dissertation.

MA in Social Development
1 year full-time/2 years part-time
This programme provides an intellectual
understanding of the major issues in social
development and an introduction to the
knowledge and skills necessary for social
development practitioners. Taught by active
practitioners in the field of social development,
the programme provides opportunities for
those already involved in social development
to reflect on their activities in this field, while
enabling those who have no experience of
social development to develop the appropriate
skills and knowledge. It is taught through
a combination of lectures, seminars and
workshops, and stress is placed not only on
academic and analytical skills but also on
improving students’ presentation skills.
Programme structure
Autumn term: you take Concepts of Social
Development; and Theories of Development and
Underdevelopment.
Spring term: you take one from Critical Debates
in Environment and Development; Culture,
Development and Policy; Environmental Policy
and Industrial Technology; Globalisation and
Rural Change; International Relations of Global
Environment Change; Migration, Inequality and
Social Change; and either The Architecture of Aid
or Topics in Social Development.
Summer term: you take Methods in Social
Development and you work on your dissertation.
Assessment
You are assessed on each autumn course
through one 2,000-word essay and one 3,000-
word term paper. In the spring term you are
examined through two 5,000-word term papers.
The summer course is examined by a 5,000-
word term paper. You also write a 10,000-word
dissertation.
MSc in Comparative and Cross-Cultural
Research Methods (Development Studies)
1 year full-time/2 years part-time
A Postgraduate Diploma and Certificate are
also available. See Routes to Postgraduate study
at Sussex on pages 14-15.
The MSc is designed to meet the most recent
ESRC requirements for social science research
training. The programme provides a rigorous
training in social research methods, an
opportunity to develop a full doctoral research
proposal and to write a supervised dissertation
(the research elective), as well as exposure
to debates and theories within the broad field
of development studies. It involves a mixture
of supervised reading and attendance at
formal courses, and aims to equip you with the
necessary skills to pursue research for a DPhil
in the field. This programme is taught jointly
with IDS.
Extracting juice from sugar cane, India
Funding
This programme qualifies for ESRC support
under its 1+3 system of doctoral support. For
information on ESRC and other funding, see
Fees and funding on pages 176-186.
Programme structure
There are three main elements to the MSc
programme that run concurrently through the
academic year: a research elective involving
supervised reading in your individual research
area and the writing of a dissertation; credited
courses in the philosophy and methodology of
research; and training in both quantitative and
qualitative research skills.
Autumn term: you take a research elective;
Philosophy of Science and Social Scientific
Research Practice; and Research Design in a
Cross-Cultural Context.
Spring term: you take courses in quantitative
and qualitative data collection and analysis.
Summer term: you choose from a selection of
courses in cross-cultural and comparative data
collection and analysis. The research elective
continues across all terms, culminating in the
writing of a dissertation.
Assessment
Taught course units are variously assessed by
term papers of 3,000-5,000 words or equivalent
coursework portfolios. The research elective is
assessed by a dissertation of 10,000 words.
Research programmes
CDE offers MPhil, DPhil and New Route DPhil
programmes in Development Studies, as well
as area studies in Africa and Asia. Prospective
applicants are strongly encouraged to contact
members of faculty whose interests most
closely coincide with their own, as places are
strictly limited (see Faculty research interests on
page 76).
Funding
CDE has full 1+3 and +3 recognition from the
ESRC. For more information on ESRC and
other funding, see Fees and funding on pages
176-186.
Coursework
There are three modes of entry for research
students. There are three modes of entry for
research students. First is traditional entry to
an MPhil or DPhil. Second is the MSc plus DPhil
pathway, which is the 1+3 route required by the
ESRC for their studentship support. Third is the
New Route DPhil offering an integrated four-year
programme of taught coursework in research
methods and professional skills together with
supervised doctoral research. All new research
students will be required to participate in a
programme of research training courses offered
within the MSc in Comparative and Cross-
Cultural Research Methods (Development
Studies), and to take other courses that may be
recommended by the supervisor of their research
(exemption from research training courses can
be granted to those who have already taken
such courses at postgraduate level; students
can also qualify for interim awards, such as
the Postgraduate Diploma or Certificate in
Comparative and Cross-Cultural Research
Methods, for any research training courses taken
concurrently with their research. See Routes to
postgraduate study at Sussex on pages 14-15).

75

Development studies (in CDE)
Community meeting in India. Photo taken on a
recent field trip
Fieldwork
It is normally expected that you will undertake
fieldwork for projects leading to a DPhil.
Permission to proceed to fieldwork is not
normally given before completion of the first
year of research.
Recent thesis titles
Small farmers and the political economy of
pesticide use in banana production in St Lucia
Aboriginal property rights and biodiversity within
the globalised political economy
Explaining rural poverty in Mozambique:
a realist approach
Legitimacy of local institutions for natural
resource management in Manica, Mozambique
Environmental degradation and sustainable
livelihoods following the return of Mozambican
refugees from Dedza and Ntcheu Districts,
Malawi
The role of urban market women in local
development processes and its implications
for policy: a case study of Kumasi Central
Market, Ghana
Specialist facilities
All CDE students have full access to computing
facilities, the University’s main Library, the
British Library of Development Studies at IDS,
which includes a wide range of online databases
and CD-ROMs, and the Eldis development
information gateway and id21 research
reporting service. All research students are
offered office space.
76
Faculty research interests
Research interests are briefly described below.
For more detailed information, see
www.sussex.ac.uk/development
Andreas Antoniades International relations;
globalisation. Publications include Producing
Globalisation: The Politics of Discourse and
Institutions in Greece and Ireland (2008).
Professor Richard Black Migration and
refugee studies in Africa and Europe; natural
resource management in West and southern
Africa. Publications include Targeting
Development (2004).
Grace Carswell Rural livelihoods in eastern
Africa, population-environment interactions;
agricultural change under the influence
of colonialism. Publications include Cultivating
Success: Kigezi Farmers and Colonial Policies
(2007), and (with Samantha Jones) The
Earthscan Reader in Environment, Development
and Rural Livelihoods (2004).
Vinita Damodaran State, nationalism and
popular resistance in India; environmental
change and popular protest. Publications include
Postcolonial India (2000).
Geert de Neve South India labour relations
and organisation; industrialisation. Publications
include The Everyday Politics of Labour: Working
Lives in India’s Informal Economy (2005), and
(with Maya Unnithan-Kumar) Critical Journeys:
The Making of Anthropologists (2006).
Professor Saul Dubow Race, colonialism
and the history of modern Africa; South African
racism and apartheid. Publications include
A Commonwealth of Knowledge. Science,
Sensibility and White South Africa, 1820-2000
(2006).
Professor Mick Dunford Comparative regional
and urban economic performance; inequality
and social cohesion; and theories of regulation.
Publications include (with Lidia Greco) After the
Three Italies: Wealth, Inequality and Industrial
Change (2006).
Rob Eastwood Open-economy macro-
economics; monetary economics.
Nigel Eltringham Human rights. Publications
include Accounting for Horror: Post-Genocide
Debates in Rwanda (2004).
Professor James Fairhead Africa south of
the Sahara; UK agriculture and ecology;
health and fertility; colonialism; science and
medicine. Publications include (with M Leach)
Vaccine Anxieties: Global Science, Child Health
and Society (2007), and (with M Leach) Science,
Society and Power: Environmental Knowledge
and Policy in West Africa and the Caribbean
(2003).
Katy Gardner Bangladesh: Islam, migration,
diaspora, development. Publications include
Age, Narrative and Migration: The Life Course
and Life Histories Amongst Bengali Elders in
London (2002).
Elizabeth Harrison Zambia, Malawi, Kenya:
technology transfer, discourse of development,
gender relations. Publications include (with
Andrea Cornwall and Ann Whitehead) Gender
Myths and Feminist Fables and The Struggle for
Interpretive Power in Gender and Development
(2007).
Professor Russell King International migration
and development in the Mediterranean.
Publications include The Mediterranean
Passage: Migration and New Cultural Encounters
in Southern Europe (ed) (2001) and (with
S Schwanders-Sievers) The New Albanian
Migration (2005).
Professor Alan Lester Historical geography of
Empire. Publications include Imperial Networks:
Creating Identities in 19th-Century South Africa
and Britain (2001), and Colonial Lives Across the
British Empire: Imperial Careering in the Long
19th Century (2006).
Julie Litchfield Poverty and development.
Kamran Matin Processes of modern socio-
political transformation in the Middle East.
Filippo Osella Kerala, South India: social
reproduction and stratification; migration
and globalisation; masculinity; consumption.
Publications include (with Caroline Osella) Men
and Masculinities in South India (2007).
Fabio Petito International politics of the
Mediterranean. Publications include The
International Political Thought of Carl Schmitt:
Terror, Liberal War and the Crisis of Global Order
(2007).
Dinah Rajak Corporate social responsibility;
and philanthropy.
David Robinson Ecology and environmental
aspects of agricultural systems in Africa.
Ben Rogaly ‘Race’, immigration and class
relations in the UK; temporary migration for work
in rural areas in the UK and India; agricultural
workers; employment relations; migration,
inequality and social change.
Professor Ronald Skeldon Professorial Fellow.
Population migration in the developing world,
especially Asia. Publications include Migration
and Development (1997).
Maya Unnithan-Kumar India, Rajasthan:
kinship, family and gender relations; economic
anthropology; popular religion; reproductive
health. Publications include Reproductive
Change, Medicine and the State: Ethnographic
Explorations of Agency in Childbearing (2004).
Development studies
(in IDS)
Essentials
Taught programmes
MA degrees
Development Studies
Gender and Development
Globalisation and Development
Governance and Development
International Education and Development
(see page 87)
Participation, Power and Social Change
Poverty and Development
Science, Society and Development
MSc degree
Comparative and Cross-Cultural Research
Methods (Development Studies) (see
page 75)
Research programme
DPhil Development Studies
Admissions requirements
For information on overseas qualifications that
meet the admissions requirements, see pages
172-175
MA
An upper second-class undergraduate
honours degree in the social sciences or a
related discipline, and substantial professional
work experience in a developing country or in
development-related work, which is a factor in
selection (one year for Development Studies;
two years for Gender and Development,
Globalisation and Development, Poverty and
Development, and Science, Society and
Development; three years for Governance and
Development; and five years for Participation,
Power and Social Change). Applications must
be accompanied by a detailed, two-page
personal statement
DPhil
A Masters degree in a subject relevant to
your chosen area of research and substantial
professional work experience in a developing
country or in development-related work
English language requirements
IELTS 7.0, with not less than 6.5 in each section.
For more information and alternative English
language requirements, see page 174
Fees
See pages 176-181 for information on fees
Further information
Dr Andy Sumner, IDS, University of Sussex,
Falmer, Brighton BN1 9RE, UK
T +44 (0)1273 91590
F +44 (0)1273 621202/691647
E teaching@ids.ac.uk
www.ids.ac.uk/ids/teach
• The learning and teaching programme of
the Institute of Development Studies (IDS)
is known for its academic excellence. It is
strongly research led, drawing the ongoing
work of researchers into the classroom, and
also significantly enhanced by the experience
that each graduate student brings to the
Institute.
• We offer integrated ways of working,
combining research, teaching and
communications work. IDS is one of the only
development organisations that is a world
leader in all three spheres.
• Our postgraduate degrees attract students
from all over the world. We welcome
the diversity of academic, cultural and
professional backgrounds that our students
bring to IDS.
• IDS was founded in 1966 and has a
tradition of learning, teaching and training
with a distinctive emphasis on plurality and
multidisciplinary study.
• IDS aims to challenge convention and
to generate fresh ideas that foster new
approaches to development policy and
practice.
• The Institute’s research is organised in five
closely linked multidisciplinary teams, and
a growing number of international, multi-
partner research projects are hosted at the
Institute.
• We use a diverse range of teaching
approaches and methodologies that reflect
the complexity of development studies.
• IDS hosts research consortia, postgraduate
programmes and a range of world-class
knowledge facilitites (see Specialist facilities
on page 80).
Taught programmes
Development studies (in IDS)
Programme structure (for all MA programmes
except the MA in Participation, Power and
Social Change)
Autumn term: you take the core course Ideas in
Development and Policy, Evidence and Practice;
and one additional core course (see individual
programme descriptions below for details).
Spring term: you take two core courses.
Summer term: you may pursue your special
interests by choosing two half-course units
from a range of options and begin work on a
supervised dissertation. The courses vary from
year to year, but may include:
• Aid and Poverty: the Political Economy of
International Development Assistance
• Analysing Poverty and Vulnerability
• Climate Change and Disasters
• Decentralisation and Local Government
• Doing Gender and Development
• Governance of Violent Conflict and (In)Security
• Management of Public Finance
• Politics of Pro-Poor Policies
• Post-Conflict and Very Poor Countries
• Rethinking Health Systems
• Reflective Practice and Social Change
• China in Development
• Competing in the Global Economy
• Mobilising Knowledge for Development.
Professional Skills for Development workshops
will run throughout the year and include study
skills.
Assessment (for all MA programmes except
the MA in Participation, Power and Social
Change)
Assessment is primarily through 3,000-5,000-
word term papers, coursework assignments,
practical exercises and, on some occasions,
examinations, as well as a final 10,000-word
dissertation.
MA in Development Studies
1 year full-time
This programme provides a solid grounding in
international development concepts, theories
and approaches, allowing you to develop the
analytical and practical skills you need to engage
in development work from a cross-disciplinary
perspective.
It is designed to enhance career opportunities
in international development by helping you
gain the professional skills you will need to work
across the intersections of policy, research and
practice. You will also be able to understand
the main theories, concepts and debates of
development and be able to draw upon this
knowledge in your professional work, engage in
an informed and critical way with professionals
from diverse backgrounds and perspectives; and
approach development problems with creativity,
confidence and the ability to work collaboratively
with others to identify and contribute to
meaningful solutions.
This programme is structured to allow strong
coherence and some integration with the other
specialised MA programmes offered at IDS.
A participatory exercise in Brazil
77

Development studies (in IDS)
Making hats in Thua Thien Hue province, Vietnam
Programme structure
Autumn term: the second core course is either
Introduction to Economics, or Sociology,
Anthropology and the Development Conundrum
(see page 77 for details on the first core course).
Spring term: you take two core courses from:
Economics for Development; Poverty and
Inequality; Vulnerability and Social Protection;
Empowering Society; Public Management
and Organisational Development; Global
Governance; Managing Globalisation; Science,
Knowledge and the Politics of Development;
Science and Policy Processes: Issues in Health,
Environment and Agriculture; The Politics of
Implementing Gender and Development; Key
Issues in Gender and Development.
Summer term: you take two half-term options
and begin work on a 10,000-word dissertation.
MA in Gender and Development
1 year full-time
This programme situates the study of gender
and development in the context of the social
sciences, while addressing the challenges
of policy-making and implementation. To do
this it brings together experts from a range of
academic disciplines and policy experiences. The
programme is taught jointly by IDS and CDE.
The programme will provide you with the
analytical and conceptual skills needed to
understand gender issues in the context of
social and economic development; an in-depth
knowledge and capacity for gender analysis of
specific development sectors or themes, such
as reproductive health and rights, identity,
environment or social protection; and the tools
required to participate effectively in gender and
development-related research, policy-making,
and implementation.
The programme provides a thorough grounding in
policy and planning skills.
78
Funding
You are eligible to apply for a Sasakawa
Scholarship (see Fees and funding on pages
176-186).
Programme structure
Autumn term: the second core course is Gender
Analysis and Theoretical Perspectives (see page
77 for details on the first core course).
Spring term: you take Key Issues in Gender and
Development; and Politics of Implementing
Gender and Development.
Summer term: you take Key Issues in Gender
and Development; and Politics of Implementing
Gender and Development.
Summer term: you take two half-term options
and begin work on a 10,000-word dissertation.
MA in Globalisation and Development
1 year full-time
This programme offers a fresh perspective on
globalisation issues with emphasis on the shift of
power from West to East, and thus with a focus
on the new drivers of the world economy such
as China. It provides students with the analytical
and practical skills needed to understand
globalisation processes and their main drivers,
and to participate in the formulation of policies
for a sustainable development. Our programme
is based upon the view that the impact of trade
and financial market policies on countries,
producers and workers is influenced by how they
are integrated into the global system, and that
there is scope for the many actors involved to
influence change.
A trip to China, to include meetings with public
officials, representatives from the private
sector, trade unions, academics and other
organisations, is planned in the second part of
the summer term.
Programme structure
Autumn term: the second core course is
Managing Globalisation (see page 77 for details
on the first core course).
Spring term: you take the core course
Globalisation and Inequalities; and an option
from: Poverty and Inequality; Vulnerability and
Social Protection; Empowering Society; Public
Management and Organisational Development;
Global Governance; Science, Knowledge and
the Politics of Development; Science and Policy
Processes: Issues in Health, Environment and
Agriculture; The Politics of Implementing Gender
and Development; Key Issues in Gender and
Development.
Summer term: you take two half-term options:
Competing in the Global Economy, plus one from
a range of options, and begin work on a 10,000-
word dissertation. In addition, you participate in
a two-week field trip to China.
MA in Governance and Development
1 year full-time
This programme will provide you with a
theoretically informed understanding of
governance and development debates, covering
both the ‘state-centric’ and ‘societal’ aspects of
governance.
The main objectives are to equip you with the
ability to: critically assess competing theories of
the role of the public sector and public finance in
social and economic development; understand
the significance of current globalisation
processes for international and national
institutions; and develop and implement policies
for improving the effectiveness, accountability
and legitimacy of governance in specific settings.
Programme structure
Autumn term: the second core course is
Governance, Politics and Development (see page
77 for details on the first core course).
Spring term: you take two core courses from:
Empowering Society; Public Management
and Organisational Development; Global
Governance; and Democracy and Development.
Summer term: you take two half-term options
and begin work on a 10,000-word dissertation.
MA in Participation, Power and
Social Change
18 months (full-time)
This programme aims to deepen knowledge,
innovation and practice of participatory
approaches for engaging people in decision-
making and citizenship in diverse contexts.
Designed for experienced practitioners, the
programme combines intensive coursework
with work-based learning, action research and
processes of critical reflection and analysis.
The programme will provide you with an
understanding of conceptual, theoretical and
methodological approaches to participation as
applied to practical challenges in development
and governance; practical skills in participatory
processes and action research, including design,
management, facilitation, communication,
networking, evaluation and teamwork; and
abilities of critical thinking, analysis and reflective
practice, as well as personal development
of values and attitudes useful in pursuing
participatory approaches.
Note: applicants are responsible for arranging
their own placements for work-based learning.
Applications must be accompanied by an initial
letter of support from the host organisation.
Programme structure
This programme is a combination of two 10-week
full-time blocks of study based at IDS (parts 1
and 3), and 12 months of part-time work-based
learning (part 2).
Part 1 (October to December)
Autumn term, year 1
Foundations of Participation; Policy, Evidence
and Practice; and Ideas in Development – a
10-week intensive study at IDS used to explore
concepts and approaches and to design an
individual learning plan.
Part 2 (January to December)
Work-based learning.
Part 3 (January to March)
Spring term, year 2
Critical Reflection and Analysis: integrating
theory and practice, a final 10-week period at
IDS to undertake further course work, reflect
on work experience and write a synthesis paper
linking concepts and practice.
You also take a second core course from:
Economics for Development; Poverty and
Inequality; Vulnerability and Social Protection;
Empowering Society; Public Management
and Organisational Development; Global
Governance; Managing Globalisation; Science,
Knowledge and the Politics of Development;
Science and Policy Processes: Issues in Health,
Environment and Agriculture; The Politics of
Implementing Gender and Development; Key
Issues in Gender and Development.
Professional skills training will run throughout the
year and includes study skills.
Assessment
The assessment strategy develops your capacity
to reflect, self-evaluate, and monitor your own
learning in consultation with your supervisor.
Methods will include written assignments, a
learning plan, course participation, progress
reports, portfolio items and presentations
generated through field work, individual and
peer review sessions, as well as a 10,000-word
synthesis paper.
MA in Poverty and Development
1 year full-time
This programme aims to provide you with a
solid grounding in the concepts and theories
and analytical and practical skills needed
to engage critically in current debates on
poverty and development issues from a cross-
disciplinary perspective. Upon completion you
will understand the main theories, concepts
and debates of development in their historical
and contemporary context, with specialised
knowledge of the treatment of poverty reduction
within the development discourse. You will
approach issues in poverty reduction and
development with confidence and knowledge
through a practical understanding of how
established techniques of research and inquiry
are used to create and interpret knowledge.
You will engage in an informed and critical way
with other professionals from diverse social
science backgrounds concerned with poverty
reduction and development issues. You will also
understand and use commonly applied research
methods and skills, drawing on both qualitative
and quantitative methods.
Programme structure
Autumn term: the second core course is Poverty
and Development: Disciplinary (see page 77 for
details on the first core course).
Spring term: you take Poverty and Inequality; and
Vulnerability and Social Protection.
Summer term: you take two half-term options
and begin work on a 10,000-word dissertation.
MA in Science, Society and Development
1 year full-time
This programme is designed for people interested
in the intersection between science, policy and
development. The degree is appropriate for both
natural and social science graduates wishing to
enhance their interdisciplinary understanding
and policy-related skills. It will provide you
with a theoretically informed understanding of
debates in development, sociological studies of
science and technology, governance and policy
processes, while promoting a people-orientated
approach. It will equip you with the ability to:
critically examine and reflect on the role of
science in environmental, health and agricultural
issues within development, using a cross-
disciplinary perspective; engage in an informed
and critical way with other professionals; apply
practical methods and frameworks to research
problems; and advance policy debates on
key issues relating to food and agriculture,
health and disease, water and sanitation, and
agricultural research problems.
Programme structure
Autumn term: the second core course
is Sociological Perspectives on Science,
Technology and Sustainability (see page 77 for
details on the first core course).
Spring term: you take Science, Knowledge and
the Politics of Development; and Science and
Policy Processes: Issues in Health, Environment
and Agriculture.
Summer term: you take two half-term options
and begin work on a 10,000-word dissertation.
Philander Beukes, asbestos-related disease
sufferer, South Africa
Research programme
Development studies (in IDS)
Research students are based in the Institute of
Development Studies.
IDS runs a small DPhil programme for research
in areas of strong current interest to fellows.
Prospective applicants, and those applying for
the MSc in Comparative and Cross-Cultural
Research Methods (Development Studies) (see
page 75) with a view to subsequently enrolling
for a doctorate, are strongly advised to familiarise
themselves with the research priorities of fellows,
and to enter into dialogue prior to application
with fellows working in the relevant area.
Information on fellows’ research priorities can be
obtained at www.ids.ac.uk/ids/teach
Alternatively, a current annual report can be
obtained from the IDS teaching area:
T +44 (0)1273 606261
F +44 (0)1273 621202/691647
E teaching@ids.ac.uk
Registration
Students are required to register (and pay full-
time fees) for a minimum of three years.
Funding
For information on ESRC funding, see Fees and
funding on pages 176-186.
Coursework
Research training needs will be assessed at
the time of application and admission. You
may be required to undertake coursework on
research skills.
Fieldwork
Research degrees normally require fieldwork.
Recent thesis titles
Gender sensitive accountability of service
delivery NGOs: BRAC and PRIOSHIKA in
Bangladesh
Locating citizenship in everyday life: perceptions
and experiences from Kwoi, northern Nigeria
Opportunities and obstacles for industrial
upgrading of Brazilian foot wear and furniture
firms: a comparison of global and national value
Cows who choose domestication. Generation
and management of domestic animal diversity by
WoDaaBe pastoralists (Niger)
The role of the private sector in modern
biotechnology and rural development: the case
of the Monsanto smallholder programme
79

Development studies (in IDS)
In a rapidly changing world, studying at IDS will equip you with knowledge of a broad range
of development issues
Specialist facilities
The information resources at IDS are a major
asset. Known for the strength of its library – the
British Library for Development Studies (BLDS)
is Europe’s most comprehensive research
collection on economic and social change in
developing countries – IDS is now a world leader
in online information services. It hosts the Eldis
development information gateway, the id21
research dissemination service and the gender
advisory and information service, BRIDGE as well
as other specialist thematic services such as the
Governance and Social Development Resource
Centre, and Livelihoods Connect. IDS students
have access to a wide range of online databases,
CD-ROMs, and a fully computerised library
catalogue.
80
IDS faculty and research interests
The range of faculty research activities is
illustrated below. More information is available at
www.ids.ac.uk
IDS fellows
Niagale Bagayoko Political scientist. She has
done field research in francophone countries in
Africa and now concentrates on the interface
between security and development. Her thematic
expertise includes French and American security
policies in West Africa.
Marc P Berenson Political scientist. His work
focuses on public policy in Eastern Europe and
the former Soviet Union, with particular attention
to the comparative analysis of post-communist
governing institutions. He has also worked as a
research analyst for a number of NGOs, as well
as founding a rule-of-law project for Freedom
House in Ukraine.
Gerald Bloom Physician and social scientist with
an interest in the adaptation of health systems
to rapid economic and social change. Focuses
on finance, performance of markets for health-
related goods and services, and the changing
role of government. Experience in China, South
East Asia and a number of African countries.
Eun Kyong Choi Political scientist. Research
interests in the sociopolitical impact of economic
transformation; state capacity in developing
countries focusing on tax collection; social
welfare, particularly social health insurance;
decentralisation, accountability and capability
of local governments; state-business relations.
Research focus on China and East Asia.
Marching for women’s rights, Brazil
Xavier Cirera Economist with a particular
interest in the impact of trade reform and
regional integration. Recent research focuses on
the impact of different regional and preferential
trade agreements. Other interests also include
the analysis of spatial price variations and the
functioning of markets. Research experience in
southern Africa.
Sarah Cook Economist/social scientist focusing
on the social impact of economic reform and
transition; employment and human resources
and their interaction with poverty and income
distribution; special emphasis on gender,
household economics and intra-household
resource allocation. Research focus on China
and South East Asia.
Professor Andrea Cornwall Social anthropologist.
Interest in gender, sexuality, rights and
democracy. Focus on participatory governance
in the health sector, sexual rights and women’s
empowerment. Field-work experience in Brazil,
southern and West Africa and the UK. Director
of the Research Programme Consortium,
Pathways of Women’s Empowerment
(www.pathways-of-empowerment.org).
Stephen Devereux Economist working on food
security, rural livelihoods, social protection and
poverty reduction. Research experience mainly
in Africa, especially Ethiopia, Ghana, Malawi and
Namibia.
Jerker Edstrom A development social scientist
and worker. Formerly a Director at the
International HIV/AIDS Alliance. Interests include
gender and masculinities, the informal economy
of sex, HIV-related citizenship and policy,
intergenerational transmission of vulnerability,
and children affected by HIV and AIDS.
Rosalind Eyben Feminist social anthropologist
with a career in international development policy
and practice. Long-term experience of working
and living in anglophone and francophone Africa,
India and, most recently, in Latin America.
Research and teaching interests concern power
relations and theories of change, particularly in
the field of international aid.
Marzia Fontana Economist with particular
interest in social and economic dimensions of
inequality. Recent research focuses on gender
inequalities, employment, unpaid work and
international trade. Field experience in South
Asia, Fiji and North Africa.
Professor John Gaventa Political sociologist
working on citizen participation, power, participatory
research and education methodologies, and
participatory governance. Interest in linking
participation to policies and programmes of
larger institutions, and in training and capacity
building for strengthening civil society.
Professor Anne-Marie Goetz Political scientist
specialising in the politics of pro-poor and
gender-equitable development. Research areas:
gender and the state, accountability and good
governance. Studying grassroots anti-corruption
struggles in India, judicial activism, women’s
political leadership, and gender and corruption.
Ricardo Gottschalk Economist with research
interest in the developmental impact of capital
flows to emerging economies. Other interests
include the empirics of economic growth, macro-
economics of developing countries, economic
reforms and sustainability in Latin America,
and issues concerning exchange-rate-based
stabilisation programmes. Long-term work and
research experience in Brazil.
Martin Greeley Development economist.
Main areas of interest: aid and public policy,
agricultural development, programme and
project impact evaluation, poverty measurement
and assessment, and microfinance. He has
researched and published extensively on poverty
and public policy in Africa and Asia.
Jing Gu Political economist with a background
in law and finance. Research interests: issues
of governance and accountability, international
trade disputes settlement, institutional, political
and legal aspects of trade policy-making.
Concerned with the role of the private sector in
the Chinese economy. Focus on the implications
of China’s economic growth for developing
countries from political economy perspectives.
Professor Lawrence Haddad Director of
IDS; his main research interests have been at
the intersection of poverty, food insecurity and
malnutrition – including poverty dynamics, social
capital, HIV/AIDS, social protection, agriculture
and poverty, and women’s empowerment. An
economist, he was selected for the latest Who’s
Who in Economics (Elgar).
Naomi Hossain Research includes the political
effects of discourses of poverty and governance;
social change in gender and childhood; political
culture among poor and marginal people;
people’s experiences of governance with respect
to social protection, crime and violence; peace-
building and human security; and identities and
rights, poverty, marginality and governance.
Peter Houtzager Political scientist with broad
training in comparative politics and historical-
institutional analysis. Areas of specialisation:
analysis of political empowerment strategies and
democratisation processes; research on state-
society relations; institutional roots of collective
action; social movement theory; democratisation
and political development in Latin America.
Professor John Humphrey Sociologist working
on global value chains and their impact on
employment and trade in developing countries.
Interests in the automotive and horticulture
industries, global concentration in retail and its
impact on developing country manufacturers and
how e-commerce is being used to link firms in
developed and developing countries.
Anuradha Joshi Urban planner with a focus
on public policy and extensive experience
in institutional analysis of development
programmes. Has worked in a variety of sectors
including poverty, low-income housing, urban
public services, taxation of the informal sector
and environmental policy. Convenor of the
research theme on Collective Action and
Service Delivery as a part of the DFID-funded
Development Research Centre for the Future
State at IDS.
Patricia Justino Economist specialising in
quantitative development economics. Interests:
the micro-level causes and effects of violent
conflict, the measurement of inequality and
poverty, and the role of social security and
redistribution on economic growth. She is the
Director of MICROCON (www.microconflict.eu)
and co-directs the Households in Conflict
Network (www.hicn.org).
Professor Naila Kabeer Economist working
on the social and economic interactions
between households, communities and the
wider economy. Specialisms: poverty, social
exclusion and gender in relation to labour
markets and livelihood strategies in the context
of globalisation. Engaged in research on social
protection strategies and struggles for citizenship
among workers in the informal economy.
Professor Melissa Leach Social anthropologist
and director of the ESRC STEPS (Social,
Technological and Environmental Pathways
to Sustainability) Centre. Interests: social and
institutional dimensions of environment and
health; knowledge, power and policy processes;
and citizenship and participation. She works in
West Africa, the Caribbean and the UK.
Professor David K Leonard Political scientist
specialising in governance and organisation
theory, particularly the delivery of agricultural,
development, education, human health, and
veterinary services in rural areas. Also works
on conflict and governance in Africa. Formerly
served at the Universities of Nairobi, Dar es
Salaam and California, Berkeley (Dean of
International and Area Studies).
Henry Lucas Information and research
methodology and M&E (monitoring and
evaluation) specialist with an interest in
the health sector. Long-term research and
consultancy experience in Africa, China, South
East Asia and the Pacific. Current activities
focus on social protection and health, PRSP
monitoring and the impact of new information
and communications technologies on the health
sector.
Hayley MacGregor Social anthropologist with a
background in clinical medicine. Specialisation in
medical anthropology, with interest in psychiatry
and mental health services in post-conflict
and low-income settings. Research concerns:
human rights discourses and citizen mobilisation
in the context of health provisioning, and the
ethnography of biomedical research and health
technologies.
Neil McCulloch Economist with a focus on the
quantitative analysis of poverty dynamics using
large household survey data sets. Interests:
the relationship between poverty, growth and
inequality and the impact of trade liberalisation
upon poverty. Research experience in Africa and
Asia especially Pakistan, China and Zambia.
Rosemary McGee Development social scientist.
Participation and policy change; qualitative and
quantitative poverty research and epistemology;
civil society participation in local and national
governance. Interests: institutional trans-
formation; southern ownership and partnership
in development cooperation. Ethnographic and
RRA experience in Colombia; field research in
Honduras; policy research and PPA experience
in Uganda.
Merylyn McKenzie Hedger Social scientist.
Research in international governance of climate
change; the science-policy interface of climate
change; the interface between climate change
adaptation and development; and the integration
of climate change into sectoral planning such
as water. Long-term experience in Ecuador and
Papua New Guinea. Worked in government on
UK and European climate-change policy-making.
Lyla Mehta Sociologist working on forced
migration, environment/development linkages
Development studies (in IDS)
and science/society relations. Research: the
politics of water and scarcity; linkages between
gender, displacement and resistance; rights
and access to resources; ‘public’ and ‘private’
aspects of water; and community-led total
sanitation.
Andrés Mejía Acosta Political scientist studying
the impact of natural resource revenues on
budgetary politics and state capacities in Latin
America. Publications include journal articles
and book chapters on electoral systems, political
parties, legislative politics, budget governance,
the policy-making process, informal institutions,
and democratic governance in the Andean region
and the Caribbean.
Tom Mitchell Geographer working on climate
change, disaster management, participatory
processes and governance. Practical experience:
conducting deliberative processes for improving
disaster resilience and working with small island
developing states to assess disaster policy. Other
interests: volcanoes, livelihoods, education and
social vulnerability. Experience in the Caribbean
and shorter assignments in the Indian Ocean.
Joy Moncrieffe Political /social scientist
working on citizenship and power, particularly
among children growing up in violent contexts;
democratisation and accountability; ethnicity
and identities; politics and inequalities; and
religion and development. Research experience
in Africa and the Caribbean.
Professor Mick Moore Political economist
working on political and institutional aspects of
‘good government’, especially the international
dimensions; taxation and accountability; service
delivery; and government-business relations.
Zander Navarro Sociologist working on
theories of development and related topics on
collective action and social movements, with a
specialisation in agrarian studies. He also works
on theories of democracy and processes of
democratisation and participatory experiments,
as well as having an interest in the sociological
theory proposed by Pierre Bourdieu.
Celestine Nyamu Lawyer with training in legal
anthropology. Interests: overlap between formal
and informal legal regulation of land relations,
access to justice at the local level; gender
equity in resource control; local implementation
of international human rights standards;
rights-based approaches to development; and
integrating participatory approaches into rights
advocacy.
Professor Sherman Robinson Professor of
Economics at Sussex. Interests: international
trade, macroeconomic policy, income distribution,
poverty, and policy-oriented general equilibrium
modelling. Has held appointments at the US
Department of Agriculture; the US Congressional
Budget Office; and the President’s Council of
Economic Advisers (Clinton administration).
Rachel Sabates-Wheeler Development
economist with training in agricultural
economics, econometrics and survey design.
Specialisms: comparative law; post-socialist
transition; the gendered implications of newly
acquired land; and land reform implementation
and the policy implications of land reform.
81
 Anna Schmidt Political scientist with an interest
in humanitarian aid evaluation and effectiveness,
Development studies (in IDS)
humanitarian emergencies and forced migration,
conflict analysis and post-conflict reconstruction,
as well as human rights and security matters,
and social network analysis. Field experience
across sub-Saharan Africa.
Professor Hubert Schmitz Political
economist specialising in: industrialisation and
employment; industrial clusters and collective
efficiency; governance and upgrading in global
value chains; value chain analysis for policy-
makers. Projects: implications of China’s
economic rise; the changing knowledge divide
in the global economy; the politics of investment
and growth.
Professor Ian Scoones Natural resource
ecologist interested in exploring the links
between ecological dynamics and local resource
management with a focus on dry-land areas in
Africa. Interdisciplinary research has involved
examining issues of rangeland and pastoral
development, soil and water conservation, and
forestry and woodland management, as well as
biodiversity and protected area issues.
Esha Shah Main areas of work involve
anthropology and history of science and
technology. Other research interests: risk,
uncertainty, regulation of emerging technologies,
and social context of collective participation in
natural resource management. Her main research
experience is in India and South Asia.
Hilary Standing Social scientist/social
anthropologist specialising in health and
development. Interests: household-level and
gender aspects of health, formal and informal care
systems, gender and equity in health reforms, the
management of organisational change in health-
sector restructuring and improving accountability
within health systems. Has worked extensively in
South Asia.
Andy Sumner Economist doing cross-disciplinary
research. Working on childhood poverty, policy-
making processes, and knowledge generation.
Previously he has worked on various aspects of
multidimensional poverty. His work has focused
on East Africa and South and East Asia. Interest
in the relationship with growth and international
trade and investment policy. He has worked at
SOAS, LSHTM, LSBU and UEL.
Mariz Tadros Research and teaching interests
in gender empowerment; advocacy, participation
and development; state-society relations and
citizenship; and moderate Islamist political parties
and the politics of inclusion.
Thomas Tanner Social scientist specialising in
the policy and practice of adaptation to climate
change, particularly in linking approaches to
development, disasters and climate change.
Research interests include climate risk
management, child-centred approaches, social
protection, organisational change, and adaptation
policy processes.
Peter Taylor Interests in participatory and
contextualised approaches in teaching
and learning, curriculum development and
evaluation, and teacher/trainer training at various
levels of education. Research and advisory work
in education for agriculture, forestry and rural
development.
82
John Thompson Resource geographer
specialising in understanding the dynamics
of nature-society interactions and power,
knowledge and sustainability issues. Research:
the political ecology and governance of agri-food
systems, community-based natural resource
management, water-environment-health
interactions, deliberative policy processes,
citizen action and social change.
Linda Waldman Social anthropologist with
research experience in racial classification,
ethnicity, identity, ritual and gender in South
Africa. Previous research focused on indigenous
identity and nationalism among the Griqua of
South Africa. Recent research interests: a study
of asbestos environmental pollution, together
with its socio-cultural ramifications in South
Africa and the UK; citizen mobilisation and
international litigation.
Dirk Willenbockel Economist with research
interests in international economic integration,
trade, growth and development. Experience
and publications in quantitative economic
policy modelling, with particular expertise in
computable general equilibrium analysis under
imperfect competition.
Professor Fiona Wilson Research interests:
understanding dynamics of provincial societies,
seen in relation to the state and global relations;
changing economies; discrimination rooted in
‘race’ and political violence in Andean Peru;
social/political position of new professionals;
public authority, citizenship, and ‘doing politics’
in the context of decentralisation policy in
Andean Peru.
Farhana Yamin International lawyer with a
background in politics and philosophy. Working
on global environmental issues. The boundaries
between law, ethics and politics informs her
work, which has focused on legal, institutional
and procedural aspects of environmental policy-
making, including international issues relating to
participation and justice.
Research associates
Professor Robert Chambers Knowledge in
development, including perceptions, concepts
and realities of poverty and wellbeing; the
development and dissemination of participatory
methodologies for workshops and training,
and for the empowerment of poor people;
and relationships in development, including
procedural, institutional and personal change.
Professor Sir Richard Jolly Development
economist. Currently working on long-run
trends in global inequality and the history
of UN contributions to economic and social
development. Before this, he worked for two
decades as Deputy Executive Director of UNICEF
and as Principal Coordinator of UNDP’s Human
Development Report.
Robin Luckham Sociologist/political scientist
working on legal systems and the legal
profession; Third World and African military
institutions, disarmament and development;
democratisation in Africa and the Third World;
and relationships between strategic culture and
popular culture.
Top: traditional junk boat in a commercial setting
Middle: Asian welder working on the street
Bottom: shipping containers, Hong Kong
Economics
Essentials • Economics at Sussex offers teaching
and research at graduate level in applied
Taught programmes
MSc degrees economics.
Development Economics • Our faculty are engaged in research across a
Economics range of applied areas, including international
International Economics economics, development, labour, macro­
International Finance (see page 105) economics, social policy and the public sector.
Graduate diploma
Economics • While much of the research is policy oriented,
and therefore responsive to external events
Research programmes (such as European economic integration and
MPhil, DPhil Economics reform of the former socialist economies),
New Route DPhil Economics the highest importance is attached to
Admissions requirements basing applied work on sound theoretical
For information on overseas qualifications that foundations, as well as utilising best-practice
meet the admissions requirements, see pages quantitative techniques in estimating and
172-175 testing models.
MSc and New Route DPhil
• Our focus on applied economics should
An upper second-class undergraduate honours therefore be interpreted broadly, to include
degree in economics
work on developing the applicability of
MPhil and DPhil
theory and computable general equilibrium
A Masters degree in economics
modelling, as well as the analysis of empirical
English language requirements questions.
IELTS 6.5, with not less than 6.5 in Writing and
• Members of faculty have attracted project
6.0 in the other sections. For more information
funding from the Ford Foundation, the ESRC,
and alternative English language requirements,
the Nuffield Foundation, the Department for
see page 174
International Development, the Department of
Fees Trade and Industry, the European Commission,
See pages 176-181 for information on fees and the Commonwealth Secretariat.
Further information
Taught programmes
Professor Andrew McKay, Economics, Taught programmes
University of Sussex, Falmer, All Economics MSc students may be required to
Brighton, BN1 9SN, UK take a pre-sessional course in Mathematics and
E a.mckay@sussex.ac.uk Statistics in the September before beginning
Research programmes the main programme. An exemption may be
Professor Richard Dickens, given if you have recently obtained an equivalent
(contact details as above) qualification. An additional fee (£250 in the
T +44 (0)1273 678889 academic year 2009-2010) is charged for
F +44 (0)1273 673563 this course.
E r.f.dickens@sussex.ac.uk All of our MSc programmes are recognised by
www.sussex.ac.uk/economics
the ESRC under its 1+3 scheme (see Routes to
postgraduate study at Sussex on pages 14-15).
Courses taken from these programmes make
up the coursework component of the New Route
DPhil in Economics (see Routes to postgraduate
study at Sussex on pages 14-15).
All our MSc programmes have ‘internship’
variants. These allow you to take a three-month
‘internship break’ from May onwards for an
approved purpose such as a placement in an
international organisation or a research assistant
post in a university. The registration period for the
MSc is then lengthened by three months. If you
are interested in the MSc with an internship, you
should apply for the standard MSc as described
below, and will be transferred to the MSc with an
internship after starting the standard MSc. See
www.sussex.ac.uk/economics for more details.
Economics
MSc in Development Economics
1 year full-time
Funding
You may be eligible to apply for a Sasakawa
Scholarship to cover fees and maintenance. See
Fees and funding on pages 176-186.
Programme structure
The degree comprises three two-term
courses – Development Economics; Economic
Analysis; and Econometric Methods – and a
dissertation. For descriptions of the courses, see
the MSc course outlines section over the page.
Assessment
You are assessed by unseen written
examinations and a dissertation of 20,000
words.
MSc in Economics
1 year full-time
Funding
You may be eligible to apply for a Sasakawa
Scholarship to cover fees and maintenance. See
Fees and funding on pages 176-186.
Programme structure
The degree comprises two compulsory two-term
courses – Economic Analysis, and Econometric
Methods – plus one course in each term that
may be freely chosen from a range of options,
and a dissertation. The options will include
both parts of Development Economics and
International Economics, as well as other
courses, the availability of which may vary from
year to year.
Assessment
You are assessed by unseen written
examinations and a dissertation of 20,000
words.
MSc in International Economics
1 year full-time
Funding
You may be eligible to apply for a Sasakawa
Scholarship to cover fees and maintenance. See
Fees and funding on pages 176-186.
Programme structure
The degree comprises three two-term courses –
International Economics; Economic Analysis;
and Econometric Methods – and a dissertation.
For descriptions of the courses, see the MSc
course outlines section below.
Assessment
You are assessed by unseen written examinations
and a dissertation of 20,000 words.
83
 MSc course outlines
Development Economics
Economics

The first part of this course focuses on three

linked topics: the measurement, profile and
reduction of poverty; the institutional and
technical bases for economic development in
agriculture and the rural sector; and the role
and workings of factor markets.
The second part concerns growth, trade and
macroeconomic issues for developing countries,
including financial repression, foreign exchange
controls, dual labour markets, structural
adjustment, stabilisation and external debt,
and the growth and equity impact of
macroeconomic adjustment programmes
and trade policy options.
Econometric Methods
The first half of this course covers the basic
techniques of modern econometrics, making
use of applied studies to illustrate the material,
particularly from the fields of development and
international economics. You are also introduced
to the analysis of data sets using the STATA
software package, as well as the interpretation
of the resulting output. The emphasis is upon
the appropriate application of econometrics to
practical problems arising in economics.
The second half of the course is devoted in part
to further topics in econometrics, including
maximum likelihood techniques, qualitative
response models, models with limited
dependent variables, and panel-data estimation.
Economic Analysis
The microeconomics part of this course covers
the theory underlying a variety of topics,
together with its application in policy analysis
and empirical work. Topics covered include:
decision-making under uncertainty; asymmetric
information; oligopoly; efficiency and productivity
measurement; externalities and public goods.
The macroeconomics part of the course is
oriented towards the design of macroeconomic
policy in open economies in the short and
medium term. Among the topics covered are:
concepts of equilibrium unemployment; causes
and consequences of real and nominal wage
rigidity; rational expectations in models with and
without market clearing; and nominal income
versus inflation targeting.
Economics of the Labour Market
This course aims to make you familiar with
the theoretical and empirical methods of
contemporary research in labour economics.
It is especially suitable for students who wish
to conduct empirical research into labour
and household issues, as well as those who
might wish to specialise in labour issues as a
government economist. Topics will include:
the economics of non-wage labour costs; the
demand for skills; the design and impact of
performance-related pay schemes; the supply
of hours and the time allocation of households;
education, wages and work; the economics of
migration; and job search and unemployment.
Is international trade good for development?
European Economic Integration
This is a policy-oriented course, which covers
theoretical issues such as customs union
theory, regional convergence and divergence,
and Keynesian and Monetarist approaches
to monetary union, as well as the basic
institutional and legal aspects of the EU relevant
to economists (including the EU treaties
and decision-making processes with special
reference to trade competition and industrial
policy).
Although this is a policy-oriented course,
economics students are encouraged to use the
opportunity to explore the quantitative aspects of
the material.
Financial and Time-Series Econometrics
This course aims to make you familiar with
a variety of applied time-series econometric
techniques, enabling the confident and
independent use of these techniques. An
important emphasis of the course is to provide
you with hands-on experience of econometric
analysis through using a variety of economic data
sets. The course emphasises the importance of
the time-series properties of economic data and
outlines econometric procedures appropriate to
modelling these series. The course covers topics
on unit root testing, cointegration and dynamic
modelling within an error correction mechanism
(ECM) framework. The course also explores ARCH
and GARCH modelling, with particular reference
to their use in the context of financial markets’
data.
International Economics
The first part of this course covers the theory
of international trade, including comparative
advantage, gains from trade, and trade under
imperfect competition; trade policy, including
tariffs and other trade restrictions; effective
protection theory and the political economy of
trade policy.
The second part addresses macroeconomic and
monetary issues, including theory and evidence
on the performance of flexible exchange rate
regimes; alternative policies for the international
coordination of macroeconomic policies in the
light of historical experience; issues raised by the
prospect of monetary union in the EU; and the
operations of international institutions such as
the World Bank, the International Monetary Fund
and the World Trade Organization.
Dissertation
The dissertation involves individually supervised
research on a particular aspect of your special
subject. It is undertaken in the second half of the
academic year and counts for one-third of your
final mark.
Graduate Diploma in Economics
This programme is designed both for graduates
of other disciplines who wish to change their
academic direction, and for Economics
graduates whose training is insufficient to enable
them to enter an MSc programme immediately.
Students with no previous training in the subject
attend an intensive three-week pre-sessional
Primer in Economics to equip them with the
basic knowledge required to undertake the
remainder of the programme. An additional fee
(£250 in the academic year 2009-2010) is
charged for this course. All students then study
macro- and microeconomic principles, statistics,
introductory mathematics for economists,
computer literacy and The Economics of
Development. The courses are assessed by a
combination of examinations, and (for statistics)
a project report.
Successful completion of the Diploma with
an average mark of at least 60 per cent
(excluding computer literacy) is a qualification for
admission to an MSc programme in the following
academic year.

84
Research programmes
Coursework
There are three modes of entry for research
students. First is traditional entry to an MPhil or
DPhil. Second is the MSc plus DPhil pathway,
which is the 1+3 route required by the ESRC
for its studentship support (see Routes to
postgraduate study at Sussex on pages 14-15).
Third is the New Route DPhil (see Routes to
postgraduate study at Sussex on pages 14-15)
offering an integrated four-year programme of
taught coursework in research methods and
professional skills together with supervised
doctoral research. All new research students
will be required to participate in the programme
of research training courses and to take other
courses that may be recommended by the
supervisor of their research (exemption from
research training courses can be granted to
those who have already taken such courses at
postgraduate level).
Funding
For information on ESRC funding, see Fees and
funding on pages 176-186.
Limited funding from Sussex, which may
involve some teaching, may be available for
outstanding research students. Please contact
Professor Richard Dickens at the address listed
in Essentials.
You may be offered tutorial teaching in the
undergraduate economics programme, and
sometimes research assistantship work is
available. In neither case are the sums involved
of a sufficient scale to provide full support.
Recent thesis titles
A study of the regional distribution of
unemployment in Poland’s economic transition
Four essays on economic growth in Venezuela:
1950-99
Impact of changes in the unemployment
insurance programme on the duration of
insured unemployment in Atlantic Canada
Exchange-rate and output dynamics in Mexico:
an econometric study
Essays on Bangladesh’s exports
Factor proportions, market size and the location
of economic activity
Essays on the causes and effects of fiscal
decentralisation
Productivity growth, imitation and product variety
The economic effects of Mercosur: an
empirical analysis
Four essays on trade and labour standards
An empirical analysis of the formal and informal
labour markets in FR Yugoslavia
Specialist facilities
The University has an excellent library and
widely available computing facilities. In addition,
graduate students have access to specialist
software such as Stata, Microfit and GAMS.
Interdisciplinary research conducted at Sussex
is often of particular significance to economics
students. There is close academic collaboration
between specialist centres and the relevant
departments at Sussex.
Stock prices on tickers streaming by
Academic activities
The Economics faculty organise regular seminars
at which external speakers present papers,
faculty report on current activities, and research
students present their thesis proposals in order
to obtain advice on the preparation of their
formal research outlines. They also provide a
forum for discussing substantive results when a
thesis is close to completion.
Faculty research interests
The range of faculty research activities is
illustrated below. More information, including
links to our recent discussion papers, is available
at www.sussex.ac.uk/economics
Mike Barrow Public-sector economics; housing
and local government. Author of ‘An Economic
Analysis of the UK Landfill Permits Scheme’ in
Fiscal Studies (2003).
Professor Richard Dickens Economic impact
of minimum wages; earnings and income
mobility. Author of ‘Spikes and spillovers: the
impact of the national minimum wage on the
wage distribution in a low-wage sector’ (with A
Manning) in Economic Journal (2004).
Rob Eastwood Demographic change, poverty
and inequality in developing countries. Author
of ‘Premature de-agriculturalisation and its
consequences: rural dependency among African
households in Limpopo province, South Africa’
(with J Kirsten and M Lipton) in Journal of
Development Studies (2006).
Michael Gasiorek International economics;
economics of integration; 20th-century
economic history. Author of ‘The impact of rules
of origin on trade flows’ (with P Augier and C Lai-
Tong) in Economic Policy (2005).
Economics
Peter Holmes International economics;
indicative planning; French industrial policy; the
interaction of trade, competition and technology
policy in the EU. Author of ‘Competition policy
and the future of the multilateral trading system’
(with Dumont) in Journal of International
Economic Law (2002).
Julie Litchfield Poverty, inequality and income
distribution. Author of ‘Agricultural trade
liberalization and poverty dynamics in three
developing countries’ (with N McCulloch and
A Winters) in American Journal of Agricultural
Economics (2003).
Professor Andy McKay Chronic poverty in
developing countries, trade and poverty, pro-poor
growth. Author of ‘Combining quantitative and
qualitative methods in assessing chronic poverty:
the case of Rwanda’ (with G Howe) in World
Development (2007).
Andrew Newell Labour economics; in particular
unemployment in OECD and transition countries.
Author of ‘The Polish Wage Inequality Explosion’
in Economics of Transition (2007).
Barry Reilly Applied econometrics, especially
with reference to the microeconomics of
labour markets; economics of crime and
unemployment. Author of ‘Education,
employment and earnings of secondary school-
leavers in Tanzania: evidence from a tracer study’
(with S Al-Samarrai) in Journal of Development
Studies (2008).
Professor Sherman Robinson International
economics, development economics. Author
of ‘Structural change and economic growth in
China’ (with S Fan and Z Xiaoko) in Review of
Development Economics (2003).
Professor Alan Winters International trade,
regional integration, effects of trade on poverty.
Author of ‘How regional blocs affect excluded
countries: the price effects of MERCOSUR’ in
American Economic Review (2002).
85
 Education and teaching
Education and teaching
Essentials
Taught programmes
MA degrees
Education Studies
English Language Teaching (see page 98)
International Education and Development
International English Language Teaching
(see page 98)
Lifelong Learning
MSc degree
Social Research Methods (Education)
Postgraduate diplomas
Education Studies
English Language Teaching (see page 98)
Postgraduate certificates
Education Studies
Postgraduate Certificate in Education (PGCE)
Research programmes
EdD, MPhil and DPhil Education
MPhil and DPhil Continuing Education and
Lifelong Learning
New Route DPhil Education
International Professional Doctorate in
Education
Admissions requirements
For information on overseas qualifications that
meet the admissions requirements, see pages
172-175
MA, postgraduate diploma and
postgraduate certificate
A second-class undergraduate honours
degree or equivalent qualification and normally
at least three years’ experience of work in
education or a related area
MSc
An upper second-class undergraduate honours
degree in education or a related subject, but
applicants from other backgrounds may also be
considered
PGCE
In order to qualify for admission to the PGCE
programme, you must be a graduate of an
approved institution of higher education
or validating body, or hold some other
qualification (eg from a professional body)
that is recognised as being equivalent to an
undergraduate honours degree. You must
also have passed the equivalent of GCSE
English and Mathematics (Grade C). If you are
applying for the KS2/3 course, you must also
have achieved a Grade C GCSE or equivalent
in a science subject. Evidence of having
gained these qualifications must be provided
at interview
EdD, MPhil, DPhil, New Route DPhil and
International Professional Doctorate in
Education
You should hold at least a second-class
undergraduate honours degree or equivalent
qualification and normally a Masters degree,
and have had at least three years’ experience
of work in education or a related area
86
English language requirements
IELTS 6.5, with not less than 6.5 in Writing and
6.0 in the other sections. For more information
and alternative English language requirements,
see page 174
Fees
See pages 176-181 for information on fees
Further information and admissions
For all programmes except the MA in
Lifelong Learning and the Postgraduate
Certificate in Education (PGCE)
We consider applications from September
in the year before the one in which the
programme begins, and try to offer places
as early as possible. Please apply early, even
though places on part-time programmes may
be available until the summer preceding the
programme.
Contact the Sussex School of Education at:
The Sussex Institute,
University of Sussex,
Falmer, Brighton BN1 9QQ, UK
T +44 (0)1273 876560
F+44 (0)1273 678568
E si-admissions@sussex.ac.uk
www.sussex.ac.uk/education
For the MA in Lifelong Learning
Contact the Centre for Continuing Education at
the address above.
T +44 (0)1273 872584
F +44 (0)1273 877534
E l.m.morrice@sussex.ac.uk
www.sussex.ac.uk/cce
For the Postgraduate Certificate in
Education (PGCE)
Admissions:
Graduate Teacher Training Registry,
Rosehill, New Barn Lane, Cheltenham,
Gloucestershire GL52 3LZ, UK
T+44 (0)1242 544788
www.gttr.ac.uk
Further PGCE subject information:
Contact PGCE Admissions at the Sussex
School of Education address below left.
T +44 (0)1273 678405
F +44 (0)1273 678411
Or
Contact employment-based routes at
the Sussex School of Education address
above.
T+44 (0)1273 873238
F +44 (0)1273 678411
E si-admissions@sussex.ac.uk
www.sussex.ac.uk/education
• Education at Sussex received a grade 5
(recognising research of national and
international excellence) in the most recent
Research Assessment Exercise (RAE), and was
awarded a very high grade in the latest QAA
Review of Education.
• Education hosts three international research
centres.
• Our high-quality Initial Teacher Education has
been established over 40 years.
• Experienced social science researchers are
involved in teaching core programmes.
• We offer innovative interdisciplinary teaching
and research with social work, law and
continuing education.
• There are exciting teaching and research
opportunities for mid-career and senior
professionals.
Teacher training
We provide teacher training via our PGCE and
Graduate Teacher Programmes. We have
always prided ourselves on our partnerships with
schools, with local education authorities and
with our sister universities. We strengthen the
practice of school-based teacher training, which
has existed in Sussex for over 40 years, through
a consortium of partnership schools and the
University of Sussex.
Taught programmes
Masters-level programmes in education and
teaching are designed to meet the needs of
professionals in teaching, management, and
education and development. We aim to provide
programmes that are grounded in research;
recognise and build upon prior knowledge and
experience of students; develop professionally
relevant knowledge, skills and understanding;
and enable the acquisition of further
qualifications that enhance career prospects.
Some programmes are part-time, combining
attendance in the evenings with occasional
day schools.
Assessment is through coursework assignments.
The result is that you acquire greater confidence,
enhanced capabilities and different ways of
thinking.
Please note that some MA and postgraduate
diploma programmes run occasional Saturday
workshops.
Additional admissions requirements
We consider applications from non-graduates
who can demonstrate that they are sufficiently
prepared for, and able to benefit from, the
programme.
MA in Education Studies
The MA in Education Studies is a research-based
MA and offers a flexible approach to Masters-level
work. This MA is distinctive because:
• you choose your area of study within the broad
discipline of education, constructing your own
coherent integrated learning experience;
• teaching focuses on one-to-one supervision with
a tutor who has expertise in your area of interest;
• each term there is a Saturday school and two
evening meetings specifically for Education
Studies students;
• there is a wide range of optional seminars
and lectures (mostly taking place on weekday
evenings) where you can meet other students;
• you may choose to carry out library-based work,
research in the field, or workplace enquiry;
• MA students can pace their studies to suit their
circumstances: a full degree can take from two
to five years part time or one to three years
full time.
The programme also allows for professional
responsibilities and staff development activities
to be used as a basis for accreditation. Students
from one institution or a group of institutions can
make an application collectively.
Current faculty areas of research available
for supervision include 14-19 curriculum,
assessment for learning, Higher Education policy,
pupils’ behavioural issues, person-centred
education, environmental education, student
voice, science education, and special education.
We work in partnership with West Sussex LA, East
Sussex LA, the Guerrand-Hermès Foundation
for Peace, and a consortium of local schools to
provide postgraduate professional development
(PPD) for serving teachers and other education
professionals.
Assessment
We award an MA in Education Studies for the
accumulation of 180 credits. This is through
successful completion of 90 credits by an
appropriate combination of 5,000-word (22.5
credits), 6,000-word (30 credits) and 10,000-
word (45 credits) assignments, plus a 20,000-
word dissertation for a further 90 credits.
Postgraduate Diploma/Postgraduate
Certificate in Education Studies
Postgraduate Diploma, 4 terms minimum
Postgraduate Certificate, 2 terms
minimum
These programmes are research-based, offer
a flexible approach to Masters-level work, and
allows for professional responsibilities and staff
development activities to be used as a basis
for accreditation.
Assessment
We award a Postgraduate Diploma in Education
Studies for 120 credits gained through successful
completion of one 6,000-word (30 credits) and
two 10,000-word (45 credits each) assignments.
We award a Postgraduate Certificate in Education
Studies for 60 credits gained through successful
completion of a combination of two 6,000-word
(30 credits each) assignments.
MA in International Education and
Development
1 year full-time/2 years part-time
This innovative programme links theory with
research, policy and practice, and critically
engages with the educational challenges of
developing countries. It takes a multidisciplinary
development perspective to analyse the complex
educational issues of resource-constrained
and/or rapidly expanding educational systems.
The programme is geared to students with
professional experience in education and
development, and to those with a strong
academic background in a relevant discipline.
You have the opportunity to develop research
skills and to specialise in one of four areas. Most
students aim to develop or strengthen their
expertise for work in a government department,
development agency, non-governmental
organisation, for research or consultancy.
Additional admissions requirements
Appropriate professional experience is taken into
account. Admissions tutors can give guidance on
evidence required.
Programme structure
Autumn term: Debates in International Education
Education and teaching
and Development; and Policy and Practice in
International Education and Development.
Spring term: you choose two of the following four
options: Educational Planning and Governance
for Development; Gender, Inclusion and
Educational Development; Quality Education:
Learning, Pedagogies and Assessment for
Development; and Teacher Education for
Development. Alternatively, you may take one
option from within the programme and another
from selected development studies courses
across the University (eg in the Institute for
Development Studies or the School of Social
Science and Cultural Studies) upon approval.
Summer term: Research Methods in
International Education and Development.
Academic Skills for International Education and
Development is a course that runs throughout
each of the three terms to provide specific forms
of support to students on the programme.
Assessment
You write an assignment on a chosen subject
related to each of the courses taken in the first
two terms (30 credits each), a short research
proposal (15 credits), and a final dissertation on a
topic of your choice during the summer term and
vacation (45 credits).
MA in Lifelong Learning
1 year full-time/2 years part-time
Whatever field of lifelong learning you are in, The Sussex School of Education offers a
hands-on approach to educational innovations
you will be offered an excellent opportunity to
and kinaesthetic learning
step back and reflect critically on your work.
You will be exposed to a range of ideas and MSc in Social Research Methods
arguments relating to lifelong learning in general (Education)
and specifically offered opportunities for your 1 year full-time/2 years part-time
own development in the fields of management A Postgraduate Diploma and Certificate are also
and pedagogy. You will also explore the rich and available. See Routes to postgraduate study at
growing field of auto/biographical approaches, Sussex on pages 14-15.
which offers considerable potential for the
The aim of this MSc is to provide you with
development of new approaches to work
competence in a broad range of social scientific
practices in lifelong learning. Your career
methods appropriate for researching education,
progression possibilities will be enhanced by the
and to equip you to pursue specialist research for
achievement of this qualification. Classes are a DPhil in the field.
four Wednesday afternoons plus two Saturdays
per term. Funding
This programme qualifies for ESRC support
Additional admissions requirements under its 1+3 system of doctoral support. For
Appropriate professional experience is taken into information on ESRC and other funding, see Fees
account. Admissions tutors will give guidance on and funding on pages 176-186.
the evidence required.
Programme structure
Degree structure There are three main elements to the MSc
Year 1 programme that run concurrently through the
Autumn term: Lifelong Learning – Culture, academic year: a research elective, involving
Politics and Values. supervised reading in your individual research
area and the writing of a dissertation; credited
Spring term: Managing Lifelong Learning –
courses in the philosophy and methodology of
Theory and Practice.
research; and training in both quantitative and
Summer term: Teaching and Learning – qualitative research skills.
Reflecting on Theory and Practice.
Autumn term: you take a research elective;
Year 2 Philosophy of Science and Social Scientific
Autumn term: Auto/biographical Approaches to Research Practice; and Research Design in
Lifelong Learning. the Social Sciences.
Spring and summer terms: independent study. Spring and summer terms: you choose from
a selection of courses in data analysis and
Assessment
collection. The research elective continues
You are assessed by essays, portfolio,
across all terms, culminating in the writing of a
presentation and supporting papers, totalling
dissertation.
6,000 words for each of the first four courses.
The independent study course is assessed by a Assessment
15,000-word dissertation. Taught course units are variously assessed by
term papers of 3,000-4,000 words or equivalent
coursework portfolios. The research elective is
assessed by a dissertation of 10,000 words.
87

Education and teaching
The Postgraduate Certificate in Education (PGCE) programme. Experience of placements in two
schools gives you the opportunity to develop your professional skills with the close supervision
of a subject mentor
The Postgraduate Certificate in Education
(PGCE) programme
(11-18, 11-16 and 7-14)
1 year full-time (English, Geography,
History, Mathematics, Modern Foreign
Languages, Music, Science)
2 years part-time (Music)
You are normally based in schools in East and
West Sussex and Brighton & Hove. School-
based training by mentors and professional
tutors is supported by University-based
work. There are three elements of the PGCE
programme:
Professional Knowledge for Schools
The focus of this course is to encourage the
development of key professional attributes.
This course develops your understanding of:
• broad educational issues;
• national priorities, for example, 14-19
curriculum;
• whole-school policies;
• teachers’ duties, legal liabilities and
responsibilities.
Part of the course is taught in schools, through
meetings with your professional tutor (the senior
teacher responsible for all trainees in a school);
the rest is covered at the University. Topics include
the Every Child Matters Agenda, the remodelled
school workforce, special educational needs,
teaching and learning styles, equal opportunities
issues, and presentation skills.
Curriculum Studies
The central focus of this course is subject-specific
professional knowledge and understanding.
University tutors and school mentors teach
this component. It extends the knowledge and
understanding both of your subject and of how
pupils learn, enabling you to explore a variety of
88
teaching and learning strategies. You learn about
national curriculum requirements and about
ways of covering these in imaginative lessons,
aimed at a wide range of abilities.
Through school-based research we encourage
you to develop your own understanding of your
subject’s specific pedagogy.
School Experience
On this course the focus is on the practical
application of professional skills. Experience
of placements in two schools gives you the
opportunity to develop your teaching skills with
the close supervision of a subject mentor.
This includes:
• developing your knowledge of the school
curriculum in your subject;
• planning lessons and schemes of work, with
clear learning objectives;
• managing the classroom, ICT and other
resources;
• organising a range of well-paced activities to
suit different learning styles;
• presenting topics and using effective
questioning strategies;
• monitoring and assessing pupils’ work.
Assessment
You are assessed to ensure you meet national
standards.
Evidence of your professional skills comes from:
• classroom observations, usually performed by
your school mentor and professional tutor in
addition to your University tutors;
• a record of evidence of achievement, which
charts your development during the year;
• a portfolio of professional development, which
you collate, based on your school placements,
presentations and written assignments;
• written assignments for your specialist subject
(and core subjects for the 7-14 route).
Timetable
The programme is full time and runs from mid-
September until late June. Winter and spring
vacations are fixed by the term dates of the
schools in which you undertake teaching practice.
PGCE award levels
Students register on the Postgraduate Certificate
in Education and are assessed at Masters level.
Successful students may obtain a Postgraduate
Certificate in Education, while students who fail to
obtain enough M-level credits are able to exit with
a Professional Graduate Certificate in Education.
Further details are provided in the Initial Teacher
Education (ITE) prospectus (see
www.sussex.ac.uk/education).
Admissions and applications
Places on the programme are offered following
interview, subject to availability of school
placements. Applications are through the
Graduate Teacher Training Registry for home
students and by direct enquiry for overseas
students.
Qualified Teacher Status (QTS)
Teachers in state-maintained schools must
have QTS, and qualified teachers in England are
registered with the General Teaching Council for
England (GTCE). For the purpose of registration
with the GTCE, all successful students from the
11-18 or 11-16 programmes are registered on an
11-16 track.
QTS is awarded to teachers who meet nationally
agreed standards. The standards are specified
to ensure that all teachers have the appropriate
professional knowledge and skill. This includes
reaching a high standard of literacy and numeracy,
and use of information and communications
technology. Our programmes have been
redesigned to meet the new QTS standards from
2007. Details are available from the government,
and include online help and self-study materials.
Details of the Standards, Requirements and
Regulations can be seen on the website of the
Training and Development Agency for Schools:
www.tda.gov.uk
PGCE fees and support
Fees for full-time 2009 PGCE entrants are aligned
with those for our undergraduate programmes, at
£3,225. PGCE students are able to defer payment
until after completing their studies. Students
deferring fee payment will have that fee converted
and addeed to any existing student loan, which
becomes repayable after you have left and are in
paid employment
Offsetting the new fee, home PGCE students may
be able to get a maintenance grant or special
support grant (up to £2,835 in 2008/9), and a
tax-free bursary; the value of this depends on the
subject you train to teach, but in 2008/9 ranged
between £4,000-£9,000. Full-time students
are also eligible for a University bursary of £320.
When you have successfully completed your
course and accepted a newly qualified teacher
(NQT) position, you may be eligible for a one-off
taxable golden hello payment (currently between
£2,500 and £5,000). As funding schemes
frequently change, we strongly recommend that
you inform yourself thoroughly by consulting
www.teach.gov.uk and
www.dfes.gov.uk/go4itnow
How to apply for the PGCE
You should apply to the Graduate Teacher

Education and teaching

Training Registry for an application form (see
contact details in Essentials). Please do not
apply directly to the University.
You must provide an appropriate written
reference on your application form, which should
be an academic reference if you are at university
or college. If you finished your studies in the last
five years, your principal referee should be a tutor
or lecturer who can comment on your academic
achievements and your personal qualities. If you
finished your studies more than five years ago,
your principal referee should be a responsible
person who knows you well enough to write with
authority about you, such as an employer, a
training officer or a careers officer.
No candidate will be offered a place without
being interviewed. This serves not only as a
selection device, but also as an opportunity for
further explanation and questions. Unfortunately,
we are unable to reimburse travelling and other
expenses incurred in attending for an interview.
Trainees with disabilities
We welcome applications from students with
disabilities, although the availability of suitable
school placements may be limited. Contact
PGCE admissions at the Sussex School of
Education (details in Essentials) for further
information.
Working with children
The Criminal Records Bureau (CRB) now provides
International education graduates have volunteered for the project ‘Impact of the tsunami on poverty
access to records held nationwide by the police, in Sri Lanka’, which focuses on how the tsunami and the post-tsunami relief and reconstruction
Department of Health and Department for activities affected the Sri Lankan economy and social structure
Education and Skills, through its disclosure
service. All trainees must be checked with the
CRB before starting an initial teacher-training Research programmes Funding
programme as it involves working with children. For information on ESRC funding, see Fees and
Research centres funding on pages 176-186. Various bursaries,
The fee is currently £36 for an Enhanced The School of Education contains three research
Disclosure. including University-sponsored graduate
centres that provide the intellectual bases for assistantships may be available for full-time
Mental and physical fitness to teach its research, consultancy and teaching activity. research study. For further details, contact the
All trainees must be screened for mental and These centres reflect its interdisciplinary and relevant address listed in Essentials.
physical fitness to teach by the University’s international character:
Occupational Health Department. A small charge MPhil/DPhil programme in Education
• The Centre for International Education has Research degree studies in education are carried
is made for the service.
an international reputation for its work on out across a wide range of fields.
Employment-based routes educational development, mainly in Africa,
• Graduate Teacher Programme Asia and Latin America. The aim of the MPhil/DPhil programme is to
provide the support and resources necessary to
• Overseas Trained Teachers • The Centre for Research on Cognition, complete a substantial piece of research which,
For further information, contact the address Learning and Teaching (CIRCLETS) examines in most cases, has an empirical component.
in Essentials. the nature of learning and teaching. Current To this end, students are normally required to
research includes formative assessment, take courses offered within the MSc in Social
Withdrawal of offer personalised learning (Becta-funded),
The University will make all reasonable efforts Research Methods (Education) (see page 87).
teachers’ professional learning, and student The MSc courses are supplemented by
to provide the programme as set out in this voice.
prospectus. However, it may be obliged to education-specific inputs, including individual
withdraw an offer of a place if it cannot obtain • The Centre for Higher Education and Equity tutorial support, termly research student
sufficient placements for the school experience Research (CHEER) is a new centre, which seminars to discuss work in progress, weekly
component of the programme, where trainees provides a platform for the growing field of open seminars and student self-support groups.
are placed in a school within a 50-mile radius of higher education and aims to be a world- Additional admissions requirements
the University or of the student’s home. leading centre for research and scholarship in In exceptional cases, we consider applications
this area. from non-graduates who can demonstrate that
See Terms and conditions on page 188-189 for
more information. Routes into doctoral study they are sufficiently prepared for, and able to
There are four routes into doctoral study in benefit from, the programme. This usually means
education. These are: extensive relevant professional experience.
• The MPhil/DPhil programmes Coursework
Depending on previous experience and
• The New Route DPhil/1+3 DPhil (see page 15) qualifications, you may be required to undertake
• The Professional Doctorate in Education EdD coursework in addition to attendance at research
methods seminars.
• The International Professional Doctorate
in Education. Fieldwork
For students working overseas on fieldwork,
Doctoral research at Sussex has ESRC recognition. a reduced fee structure may be available
(see Fees and funding on pages 176-186.)

89
 Recent thesis titles
Teachers’ participation in community
Education and teaching
development in Ghana
Mathematics student teachers’ anxieties: case
study of a Malaysian teacher training college
Cyber-education: the impact of computers on
the interaction between lecturers and students
in a university setting: a case study of the ITESM,
Mexico
Gender and equity in teacher education: a case
study from Nigeria
New Labour’s reform of the Advanced level
curriculum in England and Wales, with particular
reference to its implementation in Sussex
Pluralism in education. Waldorf education –
an alternative vision of learning and teaching
methods and its relevance in the 21st century
Choices: why not science? A study of why most
young people do not choose science in their
post-16 options
Developing reading and creative writing skills
amongst children at risk
An evaluation of the validity of the assessment
methods used in schools to measure
reading progress
Teachers judging each other’s competence:
experience of performance management
Ideal nurses: the social construction of
emotional labour
Accountants learning in the workplace
MPhil/DPhil in Continuing Education
and Lifelong Learning
Suitable topics include the use of life history in
lifelong learning, gender and learning, feminist
theory and research, citizenship and lifelong
learning, adult learning, community-based
learning, participation and inclusion/exclusion.
Other topics in this very large field of scholarship
can be considered. These topics are most
suitable for direct supervision in the Centre
for Continuing Education. Other topics can,
however, be considered, as joint supervision may
be available elsewhere in the University.
Research degrees can be taken full or part time,
providing maximum flexibility. A degree at Masters
level is normally required for admission to an
MPhil or DPhil.
Professional Doctorate in Education (EdD)
4 years part-time
The part-time EdD is offered for senior
professionals who already hold a relevant
Masters degree and want to pursue research
in the context of a structured programme. It
provides the opportunity to work at doctoral
level on problems that are of direct relevance to
professional concerns and interests.
Programme structure and assessment
Year 1
The common taught component. Research and
the Professional (assessed by a 5,000-word
essay); and Research Methods and Methodology
(5,000-word essay); Research and Evaluation in
Professional Organisations (7,000-8,000-word
research or evaluation project).
Year 2
Study becomes more focused on an area
of specialisation, supported by a range of
theoretical, substantive and methodological
seminars chosen from a range of options. It is
assessed by a critical analytic study of an area of
professional practice (18,000-20,000 words).
90
Years 3 and 4
The research component. A research-based
thesis/dissertation to be completed over six
terms (35,000-45,000 words).
The programme is taught through twice-termly
residential weekend workshops (ie six weekends
per year) plus occasional Saturday day schools.
Additional admissions requirements
Candidates who do not hold a Masters degree
may be admitted to the programme on the
basis of a portfolio of prior professional work
of Masters-level equivalence. Applicants may
be considered for admission with advanced
standing to the second year of the programme
if they have successfully completed appropriate
courses on research design and methodology, as
part of a comparable doctoral programme or on
a Masters-level research programme associated
with doctoral studies (eg the Sussex MSc in
Social Research Methods). Such admission will
be considered on a case-by-case basis. Anyone
wishing to apply on this basis is advised to
contact the programme convenor in advance.
International Professional Doctorate
in Education (EdD)
3-4 years
This innovative programme offers structured
study at the doctoral level through a series of
taught components followed by a research
thesis. The intensive courses are taught at an
annual summer school (lasting three to four
weeks) on the University of Sussex campus,
allowing you to remain in your home country
for the rest of the year. You are registered as an
Independent Distant Student of the University.
Programme structure and assessment
The programme will develop your research skills
and will place a major emphasis on understanding
the nature, conduct and use of research and
evaluation in professional and organisational
settings within an international context.
Year 1
The common taught component. Research and
the Professional (assessed by a 5,000-word
essay); Research Methods and Methodology
(5,000-word essay); and Research and
Evaluation in Professional Organisations (7,000-
8,000-word research or evaluation project).
Year 2
The specialist component. Selected from a
range of options and assessed by a critical
analytic study of an area of professional practice
(18,000 words).
Years 3 and 4
The research component. A research-based
thesis/dissertation to be completed over six
terms (35,000-45,000 words).
Additional admissions requirements
You should be able to satisfy selectors that you
have the basic infrastructure to support your
studies, including email access for ongoing
communication with the programme team
and research supervisors. If you do not hold
a Masters degree, you may be permitted to
register, based on an examination of a portfolio
of prior professional work at a level equivalent to
a Masters.
Specialist facilities
You will have access to extensive library support
through the main University Library and, with
prior permission, certain specialist research
libraries on the campus.
For full-time research and MA students, we
provide access to computing facilities (including
personal computers), which supplement those
available through the University Computing
Centre. There is a research student workroom,
equipped with PCs.
Academic activities
We encourage and, if possible, support research
students in attending conferences, especially
where they are presenting material based on
their research. Students are encouraged to
publish material from their higher degree work.
Faculty
The major research interests include:
international education; student and
professional learning; and higher education
and equity issues. For full information on faculty
for all programmes except the MA in Lifelong
Learning, visit www.sussex.ac.uk/education
For full information on faculty (including research
interests) for the MA in Lifelong Learning, visit
www.sussex.ac.uk/cce
Recent faculty publications
Kwame Akyeampong ‘Vocationalisation of
Secondary Education in Ghana’, in R Maclean
and J Lauglo (eds) Vocationalisation of
Secondary Education Revisited (2004).
Professor Jo Boaler ‘Promoting “relational
equity” and high mathematics achievement
through an innovative mixed ability approach’,
British Educational Research Journal (2007).
Pat Drake ‘A case of learning mathematics the
hard way as a teaching assistant’, Review of
Mathematics Education 7, 19-31 (2005).
Máiréad Dunne, John Pryor and Paul Yates
Becoming a Researcher: A Companion to the
Research Process (2005).
Máiréad Dunne and Fiona Leach Gendered
School Experiences: The Impact on Retention
and Achievement (2005).
Angela Jacklin, Vivienne Griffiths and Carol
Robinson Beginning Primary Teaching: Moving
Beyond Survival (2006).
Professor Fiona Leach ‘Gender Violence in
Schools in the Developing World’, Gender and
Education 18, 1, 75-98 (2006).
Professor Keith Lewin with Y Sayed ‘Non-State
Secondary Schooling in Sub-Saharan Africa?’,
Exploring the Evidence in South Africa and
Malawi (2006).
Professor Louise Morley ‘Gender Equity in
Commonwealth Higher Education’, Women’s
Studies International Forum, 28, 209-221
(2005).
Linda Morrice ‘Lifelong Learning and the
Social Integration of Refugees in the UK: the
Significance of Social Capital’, International
Journal of Lifelong Education 26,2 (2007).
John Pryor and Barbara Crossourad ‘
A Sociocultural Theorization of Formative
Assessment’, Oxford Review of Education 33,5
(2007).
Pauline Rose ‘Is there a fast track to
achieving the Millennium Development Goal in
Education?’, International Journal of Education
and Development, 25, 4, 381-394 (2005).
Professor Judy Sebba ‘Policy and Practice
in Assessment for Learning: the Experience of
Selected OECD countries’, in J Gardner (ed)
Assessment and Learning (2005).
Engineering and design
Essentials
Taught programmes
MSc degrees
Advanced Mechanical Engineering
Aerospace Technology
Automotive Engineering
Embedded Digital Systems
Mechanical Engineering
Modern Communication Technologies with
Business Management
Modern Digital Communication Systems
Satellite Communications and Space Systems
Scientific Computation (see page 132)
Security Technologies and Systems
Turbomachinery
Postgraduate diplomas
Advanced Mechanical Engineering
Automotive Engineering
Communications and Space Systems
Embedded Digital Systems
Modern Communication Technologies with
Business Management
Modern Digital Communication Systems
Security Technologies and Systems
Turbomachinery
Postgraduate certificates
Automotive Engineering
Embedded Digital Systems
Modern Communication Technologies with
Business Management
Modern Digital Communication Systems
Research programmes
MPhil, DPhil Engineering
Admissions requirements
For information on overseas qualifications that
meet the admissions requirements, see pages
172-175
MSc, postgraduate diploma and
postgraduate certificate
A first- or second-class undergraduate
honours degree in engineering, mathematics
or an applied science. For the programmes
Embedded Digital Systems, Modern
Communication Technology with Business
Management, and Modern Digital
Communication Systems, the undergraduate
honours degree will normally be in the fields of
electronics or computing
Note that the MSc, Postgraduate Diploma
and Postgraduate Certificate in Automotive
Engineering are admitted by the University of
Brighton. For more information, see
www.brighton.ac.uk/prospective/postgrad/
application
MPhil and DPhil
A first- or upper second-class undergraduate
honours degree in an engineering discipline.
Candidates from other backgrounds may be
considered if they have suitable qualifications
and interests
English language requirements
IELTS 6.0, with not less than 6.0 in each section.
For more information and alternative English
language requirements, see page 174
Fees
See pages 176-181 for information on fees
Admissions and further information
Postgraduate Coordinator
(Mathematics and Engineering),
Room 4C1, Pevensey 3 Building,
School of Science and Technology,
University of Sussex, Falmer,
Brighton BN1 9QH, UK
T +44 (0)1273 678108
F +44 (0)1273 877873
E engpgadmiss@sussex.ac.uk
www.sussex.ac.uk/engineering
• The Department of Engineering and Design
received a grade 5 (recognising research of
national and international excellence) in the most
recent Research Assessment Exercise (RAE).
• Our MSc degrees are very popular and our
graduates are successful in gaining employment
in leading engineering and design companies
throughout the world.
• Our five strong research groups, each
international leaders in their fields, offer MPhil/
DPhil research degree opportunities for our
MSc graduates and well-qualified direct-entry
applicants.
• The Department has well-equipped research
laboratories and excellent teaching laboratories
dedicated to Masters-level courses.
• We offer excellent supervision to our research
students, who are strongly encouraged to
publish their research in leading international
journals.
• We have a vibrant international community
within the Department, with students and faculty
coming from all over the world.
Taught programmes
Engineering and design
MSc programmes are made up of a total of 180
credits from a combination of taught courses and
a dissertation. The taught courses are assessed
by a range of methods, including laboratory
reports, essays and unseen examinations. The
project dissertation comprises approximately
one-third of the programme.
MSc in Advanced Mechanical Engineering
1 year full-time/2 years part-time
Mechanical engineering plays an essential role
at every level in society. The MSc in Advanced
Mechanical Engineering at the University of
Sussex aims to provide you with in-depth skills
in computational fluid dynamics, advanced
manufacture techniques, engine testing,
vehicle design and modelling, and heat
transfer. Included in the taught courses is a
significant proportion of project work to allow
the development of practical skills. The taught
element is followed by an individual project
where you devote your time to investigating a
particular aspect of mechanical engineering. The
combination of taught subjects and project work
provides an excellent platform to further your
career in engineering.
Programme structure
Autumn term: core courses: Computational Fluid
Dynamics; and Mechanical Dynamics. Options
include: Engine Testing and Instrumentation;
Automotive Design; Marketing Analysis; and
Financial Strategic Planning.
Spring term: core courses: Advanced
Manufacturing Technology; and Heat Transfer
Applications. Options include: Finite Element
Modelling; Turbomachinery and Turbocharging;
and Strategic Management.
Summer term and vacation: continue and
complete MSc project. Examinations.
Specialist facilities
The Thermo-Fluid Mechanics Research Centre
(TFMRC), incorporating the Rolls-Royce
supported University Technology Centre in Aero-
Thermal Systems, forms one of the University’s
The Department has well-equipped research
laboratories and excellent teaching laboratories
dedicated to Masters-level courses
91

Engineering and design
MSc students working in the newly refurbished
postgraduate communications laboratory
strongest research groups with excellent
experimental and analytical facilities. Activities
include specialist research of fundamental fluid
flow and heat transfer phenomena, generation
of design data for the major jet engine
manufacturers, and specialist development of
technologies for microturbines and combined
heat and power (CHP) units. Practical project
work may be undertaken in the TFMRC, the
Fluids Laboratory and at sponsor companies,
as well as in the Department of Engineering
and Design.
The TFMRC is equipped with a wide range of
air supplies including a 0.8 kg/s, 7.5 bar screw
compressor, two 1 kg/s, 1.5 bar blowers, a
10 kg/s, 3 bar centrifugal compressor and
standard shop air line supplies and smaller
fans and blowers. In addition, instrumentation
and measurement systems are given a high
priority in the Centre with both high- and low-
speed data loggers, vacuum deposition of
thin-film instruments and high-speed pressure
sequencers. The Centre has a variety of jet
engines including a 2400 hp engine and
microturbines. The Centre specialises in high-
speed computing with Silicon Graphics and HP
workstations, and high-speed parallel processing
PC clusters.
MSc in Aerospace Technology
1 year full-time/2 years part-time
The modern aerospace industry relies on
advanced technology and on engineering
practice that demands significant
interdisciplinary skills. Newer aircraft such as
the Airbus A380 and the Boeing Dreamliner
are built on technology and systems that are
integrated, often at both component and system
levels. This MSc enhances the interdisciplinary
capabilities of aerospace engineers. You will
develop engineering skills over a range of engine
and related technologies covering jet engines to
rocket technology, computational fluid dynamics,
92
embedded systems, communications,
space systems, finite element modelling,
manufacturing technologies, and heat transfer.
The programme draws upon the substantial
experience of the Thermo-Fluid Mechanics
Research Centre at the University of Sussex –
a research unit that includes the Rolls-Royce
supported University Technology Centre in
Aero-Thermal Systems. University faculty from
the Communications Engineering and the
Industrial Informatics research teams teach key
components of this MSc programme.
Programme structure
Autumn term: four core courses: Computational
Fluid Dynamics; Mobile and Satellite
Communication Technologies; Real-Time
Embedded Systems; and Marketing Analysis and
Financial Strategic Planning.
Spring term: three core courses: Advanced
Manufacturing Technology; Turbomachinery and
Turbocharging; and Advanced Space Systems.
Options include: Finite Element Modelling; and
Heat Transfer Applications
Summer term and vacation: MSc project.
MSc in Automotive Engineering
1 year full-time/2 years part-time
The automotive sector is a key contributor to
society. The modern automotive product requires
the application of diverse interdisciplinary skills
and expertise in order to provide competitive
and innovative solutions to an increasingly
sophisticated and changing market. The MSc
in Automotive Engineering, run jointly by the
Universities of Sussex and Brighton, provides
key skills with a design theme forming the core
element of the programme, supported by a range
of specialist courses including computational
fluid dynamics, engine testing, dynamics,
modelling, control, power-train and automotive
electronics. The MSc programme culminates
in a project, which may be either industrial or
research based.
You will benefit from the research expertise
and industrial links of both Universities. The
Heat Transfer Research Unit at the University of
Brighton has strong links with Ford, ND Marston,
Delphi and Ricardo Consulting Engineers.
Engineering is a hands-on experience and on this
programme you will benefit from the combined
laboratory facilities of both Universities, especially
the Ricardo Universities IC Engines research
facility hosted by the University of Brighton.
Note that the MSc, Postgraduate Diploma
and Postgraduate Certificate in Automotive
Engineering are admitted by the University of
Brighton. For more information, see
www.brighton.ac.uk/prospective/postgrad/
application
Programme structure
Autumn term: core courses: Engine Testing
and Instrumentation; Automotive Design; and
Power Train Engineering. Options include:
Computational Fluid Dynamics; Mechanical
Dynamics; and Marketing Analysis and Financial
Strategic Planning.
Spring term: core courses: Automotive
Control Systems; Automotive Electronics; and
Vehicle Design. Options include: Advanced
Manufacturing Technology; Finite Element
Modelling; and Heat Transfer Applications.
Summer term and vacation: MSc project.
MSc in Embedded Digital Systems
1 year full-time
The aim of this programme is to develop
academic and professional excellence for
newly qualified, as well as practising, engineers
who wish to extend their knowledge and skills
in the field of embedded digital systems. The
programme uses a combination of taught
courses (including lectures, workshops, and
practical laboratories) and a large variety of
projects in the subject areas related to research
and commercial applications.
Programme structure
Autumn term: core courses: Real-Time
Embedded Systems; and Digital Signal
Processing (Advanced). Options include:
Advanced Network Technologies; RF Electronic
Design; and Mobile and Satellite Communication
Technologies.
Spring term: core courses: Advanced
Microprocessor Systems; and High-Level IC
Design. Options include: Advanced Digital
Communications; Fibre Optic Communications;
Robotic Sensory Systems; Advanced Space
Systems; and Strategic Management.
Summer term and vacation: continue and
complete individual project full time from March-
September. Examinations.
Projects
You undertake individual project work
on a full-time basis for the summer term and
vacation. All projects are designed to enable
individuals to excel in their personal and
professional development and to consolidate
the material covered in the taught courses.
The projects normally emanate from academic
research associated with the research groups
as well as industry. Each year a number of
projects will be offered to individuals, who will be
expected to work closely with a supervisor.
At the end of the project you will be expected to
give a demonstration and complete a project
dissertation.
MSc in Mechanical Engineering
1 year full-time
Engineering is an exciting activity and vital to
society. Mechanical engineers are responsible
for a huge range of designs, equipment and
systems. Examples include fuel cells, diesel
and petrol reciprocating engines, jet engines,
suspension systems, generation equipment,
aerospace technology and a host of gadgets and
mechanisms. Mechanical engineering requires
the use of design, and generative and evaluative
skills, as well as analysis. This MSc aims to
expand your skills set across a wide range of
related disciplines. Over the autumn and spring
terms, you are required to take eight courses
from a number of options. A particular feature of
this MSc is the group project, usually with direct
industrial involvement, undertaken from the end
of the spring term.
Programme structure
Autumn term: core course Mechanical Dynamics.
Options include: Computational Fluid Dynamics;
Engine Testing and Instrumentation; Automotive
Design; and Real-Time Embedded Systems.
Spring term: core course Advanced
Manufacturing Technology. Options
include: Finite Element Modelling; Heat
Transfer Applications; Turbomachinery and
Turbocharging; and Strategic Management.
Summer term and vacation: continue and
complete group project.
MSc in Modern Communication
Technologies with Business Management
1 year full-time
The aim of this programme is to develop
academic and professional excellence for newly
qualified, as well as practising, engineers who
wish to extend their knowledge and skills in the
fields of modern digital communications and
business management. The programme uses
a combination of taught courses (including
lectures, workshops, and practical laboratories)
and a large variety of projects in the subject
areas related to research and commercial
applications.
Programme structure
Autumn term: core courses Advanced
Network Technologies; Mobile and Satellite
Communication Technologies; and Marketing
Analysis and Financial Strategic Planning.
Options include: Real-Time Embedded Systems;
RF Electronic Design; and Digital Signal
Processing (Advanced).
Spring term: core course Strategic Management.
Options include: Advanced Microprocessor
Systems; Advanced Digital Communications;
Fibre Optic Communications; Robotic Sensory
Systems; and High-Level IC Design.
Summer term and vacation: continue and
complete individual project full time from March-
September. Examinations.
Projects
You undertake individual project work on a
full-time basis for the summer term and
vacation. All projects are designed to enable
individuals to excel in their personal and
professional development and to consolidate
the material covered in the taught courses.
The projects normally emanate from academic
research associated with the research groups
as well as industry. Each year a number of
projects will be offered to individuals, who will be
expected to work closely with a supervisor.
At the end of the project you will be expected to
give a demonstration and complete a project
Engineering and design
dissertation.
MSc in Modern Digital
Communication Systems
1 year full-time
The aim of this programme is to develop
academic and professional excellence for newly
qualified, as well as practising, engineers who
wish to extend their knowledge and skills in
the field of modern digital communications.
The programme uses a combination of taught
courses, including lectures, workshops, and
practical laboratories, as well as a wide variety of
projects in the subject areas related to research
and commercial applications.
Programme structure
Autumn term: core courses: Advanced Network
Technologies; and Mobile and Satellite
Communication Technologies. Options
include: Real-Time Embedded Systems; RF
Electronic Design; and Digital Signal Processing
(Advanced).
Spring term: core courses: Advanced
Digital Communications; and Fibre Optic
Communications. Options include: Advanced
Microprocessor Systems; Robotic Sensory
Systems; Advanced Space Systems; High-Level
IC Design; and Strategic Management.
Summer term and vacation: continue and
complete individual project full time from
March-September. Examinations. MSc project students working with high-speed
exhaust gas analysis equipment attached to a
Projects
Diesel engine test rig
You undertake individual project work on a full-
time basis for the summer term and vacation.
market for opportunities in the communications,
All projects are designed to enable individuals
media and aerospace industries. You will also
to excel in their personal and professional
be eligible to apply for openings in the space
development and to consolidate the material
agencies, or in a research institute involving the
covered in the taught courses. The projects
design or construction of satellites, spacecraft,
normally emanate from academic research
space instruments, or space-related systems.
associated with the research groups as well as
Programme structure
industry. Each year a number of projects will be
Autumn term: core courses Mobile and Satellite
offered to individuals, who will be expected to
Communication Technologies; and Digital Signal
work closely with a supervisor.
Processing (Advanced). Options include Real-
At the end of the project you will be expected to
Time Embedded Systems; Advanced Network
give a demonstration and complete a project
Technologies; Electrical Power Systems; and RF
dissertation.
Electronic Design.
MSc in Satellite Communications
Spring term: core courses Advanced
and Space Systems
Digital Communications; and Advanced
1 year full-time/2 years part-time
Space Systems. Options include Advanced
Satellite systems are now the pre-eminent
Manufacturing Technology; Advanced
communications technology. Satellites are used
Microprocessor Systems; Advanced Electronic
for TV broadcasting, mobile communications,
Systems; Fibre Optic Communications; and
internet access, navigation (Global Positioning
Strategic Management.
System), environmental monitoring,
Summer term and vacation: MSc project.
surveillance, and defence.
Space systems (launch vehicles, guidance MSc project
systems, etc) are vital technologies that have The major project for MSc candidates runs
through two terms and is assessed on the final
permitted the development of the global
report of about 12,000 words. The purpose
communications revolution that is now a part
of the project is to provide independent
of everyday life, having developed into a multi-
billion dollar international commercial activity. learning, research, and skills enhancement
through a major practical exercise. The topic
The subject is taught by a combination of
selected is relevant to the needs of the satellite
lectures, workshops and laboratory sessions,
communications and space systems industry
including a wide variety of practical projects.
and is supervised by one of the University faculty.
A close association with the latest research
Through close supervision, you are able to
and with industrial and commercial contexts is
contribute to the level of understanding in the
maintained throughout the programme. As with
subject area and to fulfil the individual objectives
other engineering degrees at Sussex, there is
in their project brief. In their project report, you
a major component of project work, ensuring
are expected to show evidence of technical
a sharp focus on developing practical skills.
achievement, understanding of the subject, self-
As a graduate of this degree, you will be organisation, planning, and the ability to write
a multidisciplinary engineer, and will be coherently and informatively.
competitively placed in the international job
93

Engineering and design
A supply vehicle approaches the International
Space Station over the equator west of Africa.
Image taken by Commander Leroy Chiao, who lived
aboard the Station for six months (image courtesy
of NASA)
MSc in Security Technologies and Systems
1 year full-time/2-4 years part-time
The security sector has developed into a
multibillion dollar commercial activity that has
lead to a significant requirement for graduates
with knowledge and skillls in the area. There are
four global international priorities: making the
world safer from global terrorism and weapons
of mass destruction; preventing and resolving
conflict through a strong international system;
achieving climate security by promoting a faster
transition to a sustainable, low-carbon global
economy; and crime prevention. This degree
allows you to explore all aspects of global and
national security issues.
The European Security Research Advisory Board
(ESRAB) has four security missions relating to
specific security threats: security of citizens;
security of infrastructures and utilities; intelligent
surveillance and border security; and restoring
security and safety in case of crisis. This degree
addresses many of these issues with a focus on
security technologies and integrated systems
that can be deployed for the protection of
citizens and infrastructure.
The degree has employability and graduate skills
as its priority. The programme should enable
graduates to operate as major innovators within
a large company or government department, or
give graduates the skills to start up a company
providing security solutions to various clients.
Project work is key to this programme. Projects
will be conducted in small groups. Project
planning will start in the spring term and
continue in the summer term.
This programme is under development and
subject to validation.
94
Programme structure
You take eight core courses, a group project, and
three options (two in the autumn term and one in
the spring term).
Core courses: Security Systems; Mobile
and Satellite Communication Technologies;
Cryptography; Advanced Space Systems; and
Robot Sensory Systems.
Group project: Security Group Project.
Options: Digital Signal Processing; Real-Time
Embedded Systems; Advanced Network
Technologies; Cybernetics and Neural Networks;
Fibre Optic Communications; Advanced Digital
Communications; Advanced Electronic Systems;
and Strategic Management.
Assessment
Course work and exams.
MSc in Turbomachinery
1 year full-time/2 years part-time
The aim of this MSc is to develop academic
and professional skills in the subject of
turbomachinery relevant to the needs of the
UK and international jet gas turbine engine and
turbocharger industry.
Turbomachinery is a broad subject area
requiring advanced skills for improvement of
existing engines and components, extension
to new applications or development of new
concepts. Design of jet and industrial gas turbine
engine elements involves concept generation,
applications of thermodynamics, fluid dynamics
and aerodynamics, heat transfer, stress analysis
and the consideration of manufacturing
technologies within an integrated design strategy.
This MSc will address the broad subject of
turbomachinery by considering each area within
a number of taught courses and project work.
The courses address the need for skills in the
specific engineering science subjects, as well
as developing an understanding of the holistic
design process, performance characteristics of
gas turbine engines, environmental issues and
benefits.
Programme structure
Autumn term: core courses: Computational Fluid
Dynamics; Engine Testing and Instrumentation;
Mechanical Dynamics; and Marketing Analysis
and Financial Strategic Planning.
Spring term: core courses: Turbomachinery and
Turbocharging; and Heat Transfer Applications.
Options include: Advanced Manufacturing
Technology; Finite Element Modelling; and
Strategic Management.
Summer term and vacation: continue and
complete MSc project. Examinations.
Related centres on campus/
specialist facilities
Engineering at Sussex has an excellent standing
in the area of mechanical engineering and the
related areas of turbomachinery and automotive
engineering. Resources and facilities include
a concurrent engineering laboratory with high-
speed workstations running Fluent, Ansys, Pro-
Engineer and AutoCAD, extensive mechanical
workshops, clean rooms and rapid prototyping
equipment, the Rolls-Royce supported University
Technology Centre for Aero-Thermal Systems
with the TFMRC, the Centre for Industrial
Informatics and Manufacturing Systems and
the Centre for Automotive Systems, Dynamics
and Control.
Postgraduate diplomas and postgraduate
certificates
The aim of these programmes (see the list in
Essentials on page 91) is to develop academic
and professional excellence for newly qualified,
as well as practising, engineers who wish to
extend their knowledge and skills in the fields
of communications, embedded systems, and
business management. The programmes use
a combination of taught courses, including
lectures, workshops, and practical laboratories,
as well as a large variety of course-related
projects in the subject areas related to research
and commercial applications.
The postgraduate diplomas, which are taken
full-time over two terms (or in the case of
Automotive Engineering and Turbomachinery,
can be taken part-time over two years), are the
same as the corresponding MScs, but without
the project.
The postgraduate certificates, which are taken
full-time over two terms (or in the case of
Automotive Engineering can be taken part-time
over two years) are awarded for successful
completion of the four modules from the MSc
programme, of which at least two must be core
modules.
Research programmes
Funding
EPSRC studentships, including CASE awards,
are available. Various projects are funded by
industry, research organisations, government
departments and medical charities. Bursaries
may be available for research students (see Fees
and funding on pages 176-186).
Recent thesis titles
A laser centred CASE tool for software
engineering
A neural death model for visual cortex
A pattern recognition Wiener filter for realistic
clutter backgrounds
Advances in quality of optical waveguides on
Nd:YAG and LiNbO3
Analysis and representation of heart sounds
and murmurs
Analysis and test of a centrifugal compressor
Applications of ambulatory body surface
potential mapping to the diagnosis of coronary
heart disease
Attenuation of thermal radiation by water sprays
Clinical application of automated CRT based
grating systems
Colour image segmentation and restoration with
non-linear local operators
Comparison of interpolation techniques for polar
to rectangular coordinate transformation with
application to real-time image processing
Computer-enhanced network design
Design of optimal neural network control
strategies with minimal a priori knowledge
Diagnosis of pump faults and flow regimes
Electric motor assisted turbocharger
Electromagnetic levitation and propulsion
for spacecraft launch
Enhanced sensitivity and speed in
photomultiplier tubes
Evaluation of a turbocharger for use as a small
gas turbine
Experimental investigation of roughness effects
on centrifugal compressor performance
Experimentally verified fluid loading models
for slender horizontal cylinders in waves
Flow and heat transfer in gas turbine high-
pressure (HP) compressor internal air systems
Flow and heat transfer in rotationally induced
buoyancy flow
Heat transfer and fluid flow in the high pressure
compressor drive cone cavity of an aeroengine
Insulin sensitivity estimates from a linear model
of glucose disappearance
Integrated vector encoding/decoding designs
for non-stationary sources and noisy channels
Ion beam induced luminescence of materials
Joint diversity trellis-coded modulation
for frequency selective environments
Luminescence spectra of lead tungstate,
spodumene and topaz crystals
Magnetic suspension systems, motor/
generators and power electronics for flywheel
energy storage
Modelling and simulation of integrated
operational and information processing systems
in manufacturing
Modelling of automotive damper characteristics
Multiphase flow measurement based on
conventional flowmeters using signal analysis
Non-invasive circuit and material imaging using
the electric potential sensor
Non-invasive imaging of metal structures using
electric potential probes
Non-linear behaviour of a superconducting
quantum interference device coupled to a radio
frequency oscillator
On the design of a processor node for the
direct manipulation of asynchronous transfer
mode cells
On-line diagnosis of faults in induction motor
and pump
Optimisation of construction implemented as
a manufacturing process
16-element two-dimensional imaging array of electric potential sensors, designed and built in the
Centre for Physical Electronics and Quantum Technology
Quantum dynamics and measurement of single
quantum objects
Relay feedback identification and model-based
controller design
Statistical classification of magnetic resonance
imaging data
The development of robust heat transfer
instrumentation for rotating turbomachinery
The investigating and stochastic modelling
of cyclic cylinder pressure variation during
combustion in spark ignition engines
The role of femoral broaches in the creation
of cement mantles in total hip replacement
The validation and coupling of computational
fluid dynamics and finite element codes for
solving ‘industrial problems’
Theoretical modelling of quantum circuit systems
Specialist research areas
Research in the Department of Engineering and
Design is organised into several groups, briefly
described below. For more detailed information,
see www.sussex.ac.uk/engineering/research
Centre for Physical Electronics and
Quantum Technology
The Centre is a strongly performing research
group currently comprising six full-time faculty
plus research assistants, postgraduate students
and technicians. It has an excellent track record
in attracting funding from diverse sources, with a
broad spread of research projects and a healthy
publication record. Current funding includes
a platform grant from the EPSRC on sensor
technology, as well as significant industrial
support.
Research projects encompass activities as
diverse as electrophysiology, nuclear magnetic
resonance (NMR), quantum technologies,
non-destructive testing, remote sensing, ion
implantation, and optoelectronics. The sensor
research has the potential to impact on a
number of strategically important areas such as
security, safety, healthcare, manufacturing and
environmental monitoring. Examples are: ease of
use as for electrophysiology; new measurement
Engineering and design
capability as for electric field NMR; novel
machine interfaces for controlling prosthetic
devices or biometric signal acquisition; and
interfacing with biological systems at the cellular
level for hybrid bioelectronic systems.
Centre facilities include electromagnetically
shielded rooms; cryogenic facilities; clean
rooms; electron beam lithography fabrication;
electronic systems spanning dc to the millimetre
waves; and surface-mount facilities.
Faculty research interests include:
Chris Harland Non-invasive electromagnetic
sensors; biomedical electronics; human body
electrophysiological monitoring; electric field
array imaging; biological cell imaging; and neural
signal propagation.
Helen Prance Superconducting circuits for
quantum technologies; ultra-low noise receivers
from RF to microwave; cryogenic electronics,
non-linear circuit dynamics; and non-invasive
sensors.
Robert Prance Pervasive sensors; imaging
arrays; electric and magnetic field imaging;
biological cell imaging; geophysical
measurements; non-destructive testing of
composites; nuclear magnetic resonance; low-
noise instrumentation; quantum technologies;
and non-linear dynamics.
John Torry Heart-sound monitoring, software to
aid diagnosis of heart valve conditions; spectral
analysis; time-frequency and wavelets; and
neural networks.
Professor Peter Townsend and David
Hole Understanding of imperfections and
application of ion implantation in insulating
materials, including fundamental studies of
defect properties of insulating materials; optical
absorption; thermoluminescence emission
spectra; and the role of nanoparticles in non-
linear optics (www.sussex.ac.uk/pei).
Communications research group
The communications research group covers
a wide range of topics within the fields of
communications and networking, with more than
15 research staff and postgraduate students.
The group is supported by three laboratories with
dedicated hardware and software.
95

Engineering and design
The MSc in Turbomachinery develops skills relevant to the needs of the international aerospace and gas
turbine industry
It has attracted much interest from the industrial
sector and has strong links with national and
international companies. In addition it has
demonstrated its leading research with a strong
funding income from government and industry.
The communications research group has
expertise in the fields of computer networking,
wireless and mobile communications, and
embedded systems for multimedia applications.
The work involves theoretical studies, modelling,
simulations, development and implementations
with advanced digital hardware and software
systems.
Faculty research interests include:
Falah Ali, Elias Stipidis Networking: data
communications, protocols, local- and wide-
area networks; IP, ATM, CAN, xDSL and ethernet
networks; distributed real-time systems;
intelligent and automated systems; wireless
ad hoc networking; mobile networks; and
integration of mobile and wireless networks.
Mobile wireless communications: advanced
digital transmission techniques; multiple access;
error correction coding; source coding; single
and multicarrier modulation; adaptive and
reconfigurable DSP (digital signal processing)
algorithms; adaptive and blind equalisation;
smart antennas; software radio; video coding
and streaming; 3/4G mobile systems; wireless
broadband access; and wireless local-area
networks.
Embedded systems: embedded digital hardware
design; FPGA/DSP systems; real-time distributed
software; computer architectures; parallel
structures; fault tolerance; reconfigurable
systems and real-time computing; and vetronics.
96
Industrial Informatics and Manufacturing
Systems Research Centre
Professor Chris Chatwin, Rupert Young, Tai Yang,
Lionel Ripley, Phil Birch. This multidisciplinary
Centre was created in 1995 in response to the
Government’s Technology Foresight programme.
The Centre’s areas of activity are:
Advanced manufacturing (Chatwin, Young)
We are active in manufacturing and enterprise
simulation and modelling, and characterising
virtual enterprises in order to create low-cost
service-oriented architecture (SOA) IT designs
exploiting the business process execution
language (BPEL) in integrated total quality
management.
Biomedical engineering (Ripley) We have close
working relationships with visiting academics
and medical personnel from other research
institutions and hospitals. Excellent progress
has been made in the areas of eye disease,
cardiology and orthopaedics. Colour-vision
deficit is being used to measure the progress of
various ophthalmic and neurological conditions,
and especially screening for sight-threatening
diabetic retinopathy. Neurology with the Royal
Sussex County Hospital, especially diagnosis of
Parkinson’s disease via tremor analysis.
Links with the local orthopaedic community have
centred on the supervision of specialist registrars
who have carried out projects to investigate such
problems as the failure of total hip replacements.
New techniques for cutting and drilling bone.
Development of an expanding femoral nail.
Image processing (Young, Chatwin, Birch)
Computer-assisted diagnosis with Prof K Miles
of the Brighton and Sussex Medical School.
The research provides imaging biomarkers
in cancerous tissue by wavelet filtering an
apparently normal contrast-enhanced CT image
of the liver.
We are currently extending the technique to 3D
texture analysis of the whole liver and lung. This
research is the subject of a patent application
and commercialisation of the software.
Networks and Control Systems (NCS) (Yang)
NCSs are being investigated for power
generation control applications and in vehicle
control systems. This research is motivated
by its potential for wide application within the
engineering infrastructure. NCSs are being
explored for use in cars, manufacturing plants,
aircraft, HVAC systems, etc.
Optoelectronic and lasers (Chatwin, Young
Birch) Research activities include: fibre optic
communications; Q-switched Yb-YAG lasers,
photo-refractive holography; holographic
optical memory; four-wave mixing; spatial light
modulators; dynamic light-shaping elements;
phase-modulation spatial light modulators for
kinoforms; optical pattern recognition; hybrid
optical computing; optical filtering; and electro-
optic systems design.
Security systems (Chatwin, Young, Birch)
Machine vision and image-processing:
algorithm development covering a wide range
of techniques suitable for DSP or hybrid optical/
digital implementations; neural networks;
Wiener filtering; foveating systems; security
and surveillance, mobile image acquisition;
autonomous mobile robots; and biometrics.
We have created mobile-phone hardware and
software to the point where we can use the
phone to scan and recognise human irises using
novel algorithms that have been patented. This
has led to a spin-out company called xVista Ltd.
InQbate – The Centre of Excellence in
Teaching and Learning in Creativity (CETL)
This £4.1 million HEFCE-funded investment,
is focused on technology-enabled innovation
and design. A major research effort, under the
direction of Professor Peter Childs, concerns the
application of creative design methods wherein
the status of a product is kept fluid for longer in
the design process, enabling better and more
cost-effective design.
Professor Peter Childs Creativity; creative
methods and their application in industry
including structured brainstorming, lateral
thinking, six hats, boundary shifting; synectics,
functional analysis, TRIZ and morphological
analysis; styling; product design; detailed
design; mechanical design; sustainable energy
component, concept and system design; fluid
flow in rotating applications; and heat transfer.
Space Science Centre Faculty research interests include:
The University of Sussex Space Science Centre is

Engineering and design

an interdisciplinary, cross-departmental research
centre. Currently the Centre has instruments
on the four European Space Agency Cluster
spacecraft and the Chinese Double Star Probe.
In 2008 a Sussex instrument will be mounted on
the outside of the International Space Station.
Faculty members include Andrew Buckley,
Professor Paul Gough and Natalia Beloff
and their research interests cover a wide
range of topics: space instrumentation, space
plasma diagnostics, space weather science
interpretation and exploitation, particle
correlation technique, intelligent instruments,
smart autonomous instruments, real-time
data analysis within space instruments,
embedded systems, data compression, parallel
processing and fault tolerance, artificial neural
networks for data classification and analysis,
associative list memory, fuzzy logic for control of
instruments, evolutionary instruments to adapt
to unforeseen environments, graphical display
and dissemination of complex datasets for
rapid human-machine interaction, knowledge
accumulation from databases, and remote
data gathering and processing for unmanned
instruments in inhospitable locations.
Many of the above instrument aspects are
being implemented directly in hardware using
reconfigurable Field Programmable Gate Arrays.
The Centre has a Clean room, Vacuum chamber
and Thermal Chamber for the development and
testing of space instruments.
Professor (Emeritus) Derek Atherton
Control engineering. Non-linear control theory;
computer-aided control system design; and
simulation and target tracking.
Julian Dunne Engineering dynamics. Non-
linear system modelling and analysis; optimal
control; vehicle, engine and rotor dynamics; and
NHV applications in automotive and aerospace
engineering.
Zhijin Peng Automotive systems. IC engine
combustion; performance and emissions
control; engine in-cylinder flow and combustion
diagnostics; fuel injection and heat transfer;
HCCI combustion on gasoline and diesel
engines; gasoline-lean combustion and
stratification combustion; characterisation of
diesel sprays, and effective use of exhaust gas
recirculation on diesel and gasoline engines.
William Wang Machinery condition monitoring;
digital signal processing techniques; solving
phase-angle distortion problems in nuclear
magnetic resonant scanners; vibration analysis
and structural dynamics; vibration reduction
in hand-held vibration power tools; wavelets
and neural networks for condition monitoring;
measurement fault diagnostics for flows in pipes;
and flapping-wing flight.
Thermo-Fluid Mechanics Research Centre
This dedicated research laboratory specialises
in energy concepts and technology, and
rotating flow and heat transfer. Its experience Research students and their supervisors meet
represents over 1,000 person years of
regularly to discuss progress

The Automotive Dynamics and Control Group
(ADC)
The ADC is internationally known for its high-
quality automotive research and fundamental
work in dynamics and control. A particular
strength of the Group lies in the combination of
advanced theory and practical applications. The
Group has strong capability to address a range
of IC-engine issues, which impact on global
warming, in particular on thermal and emissions
management, turbocharging, combustion
technologies and power-train controls.
Reducing vehicle carbon-dioxide emissions is
the most pressing transport issue – the ADC is
meeting this challenge through better modelling
and control. This complements the activities
within the Rolls-Royce University Technology
Centre and SPRU – Science Technology and
Policy Research (Energy Group).
The Group’s activities focus on advanced power-
train modelling, control, condition-monitoring
(including emissions control via after-treatment,
automotive turbochargers, and steam traps);
vehicle dynamics; vibro-accoustic analysis;
stochastic computation; non-linear dynamics;
target tracking; control-system design and rapid
prototyping.
The laboratory infrastructure includes: heavy-
duty engine-test facility; full range of emissions
measurement – high speed (50Hz) and low
speed; calibration equipment (ETAS-INCA)
for engine control; dSpace rapid prototype
equipment; E6 single-cylinder test engine; and
four further test beds. The Centre for Automotive
Systems, Dynamics and Control at the University
of Sussex has links with Ford, Jaguar, BMW,
Johnson Matthey, Caterpillar, Ricardo Consulting
Engineers and BP.
accumulated research. A particular focus is flow
and heat transfer in prime movers such as gas
turbine engines and other rotating machinery
applications, as well as large- and small-scale
research programmes on flow, heat transfer,
computational fluid dynamics and energy
technology concepts.
Research grants received from the Research
Councils, industry and the European Union
totalled over £10 million over the last 10 years.
The Centre incorporates both the Rolls-Royce
supported University Technology Centre for
Aero-Thermal Systems and the Dantec Centre
of Excellence in Non-Invasive Instrumentation.
The expertise available within the group in heat
transfer and fluid flow and energy solutions
enables us to tackle a wide range of energy
concepts, with applications ranging from
domestic combined heat and power units to
industrial units as well as aviation power-plant
applications.
A speciality of the Centre is non-invasive
instrumentation including pyrometry and thermal
imaging, particle image velocimetry (PIV), laser
Doppler anemometry (LDA), and phase Doppler
anemometry (PDA).
As the Dantec Centre of Excellence in non-
invasive instrumentation, we provide a direct
route for the development and application of
non-invasive measurement capability. The recent
appointment of Professor Abdulnaser Sayma
brings more than 14 years’ experience with
computational fluid dynamics, and aeroelasticity
to the research group, and the appointment of
Nick Atkins augments our skill base in heat
transfer with state-of-the-art blade tip heat
transfer and transient measurement capability.
Faculty research interests include:
Nick Atkins Heat transfer modelling; general
turbomachinery; aerodynamics; computational
fluid dynamics; unsteady flows, high-pressure
turbines; turbine efficiency measurements in
transient turbine test rigs; instrumentation;
internal flow; valve technology; two-phase flow;
non-invasive instrumentation; temperature
measurement; and design.
Professor Peter Childs Sustainable energy
concepts, wind turbine optimisation, saturated
vapour cycles, recuperation, solar collectors,
energy audits and thermodynamics cycles;
fluid flow, especially rotating applications in
machinery and geophysical flows; heat transfer;
gas turbine engine technologies including
turbomachinery design, internal air systems,
seals; creativity, creative methods; styling, and
product design.
Christopher Long Experimental heat transfer
and fluid-flow measurements; computational
fluid mechanics and heat transfer in rotating
systems; turbulence; application of optically
based measurements in gas turbine engine
applications including laser Doppler anemometry
(LDA) and particle image velocimetry (PIV);
turbomachinery; and sustainable and renewable
energy.
Professor Abdulnaser Sayma Computational
fluid dynamics; modelling of unsteady
compressible flow aeroelasticity and
aeroacoustics; turbomachinery performance,
forced response and flutter; unstructured grid
generation; parallel computing; and renewable
and sustainable energy.

97

English language
English language teaching
teaching
Essentials
Taught programmes
MA degrees
English Language Teaching
International English Language Teaching
Postgraduate diploma
English Language Teaching
Admissions requirements
For information on overseas qualifications that
meet the admissions requirements, see pages
172-175
An upper second-class undergraduate
honours degree and two years’ experience of
teaching English as a foreign language
English language requirements
IELTS 7.0, with not less than 6.5 in each section.
For more information and alternative English
language requirements, see page 174
Fees
See pages 176-181 for information on fees
Further information
Sue Sheerin, Director, Sussex Language
Institute, University of Sussex, Falmer,
Brighton, East Sussex BN1 9SH, UK
T +44 (0)1273 877715
E s.sheerin@sussex.ac.uk
www.sussex.ac.uk/languages
The Sussex Language Institute runs a state-of-
the-art digital multimedia language learning
centre, for use by teachers and learners
98
• The Sussex Language Institute (SLI) is
concerned with all aspects of language
teaching and learning, including teacher
education, translation training and language
classroom research.
• SLI runs a state-of-the-art digital multimedia
language learning centre, for use by teachers
and learners.
• SLI offers two Masters degrees and a
Postgraduate Diploma, taught by highly
experienced, qualified and practising
language teachers and teacher trainers.
• The hallmark of these programmes is the
practical and relevant application of theory
and research, designed to enhance students’
professional standing and career prospects in
English language Teaching (ELT) and related
fields of work.
Taught programmes
MA in English Language Teaching
1 year full-time/2 years part-time
This MA is aimed at experienced language
teaching professionals worldwide, native or
non-native speakers of English. The programme
will give practising teachers the opportunity
to explore research methods together with
current research and issues in ELT, as well as to
deepen their understanding of the theoretical
and practical questions that impact on the
classroom. Core courses examine: research
methods in second-language teaching and
learning; the principles and practice of ELT
pedagogy; the social, psychological and cultural
aspects of second-language acquisition;
language analysis.
There will be a number of option courses,
which may include: Using Technology in the
ELT Classroom; Advanced Practical Teaching
Methodology (this course includes at least five
hours’ supervised teaching practice, which will
grant experienced, TEFL-initiated teachers*
full TEFL-qualified status as required by the
British Council ‘English in Britain’ Accreditation
Scheme); ELT Management; and Teaching
Young Learners.
You are expected to undertake a research-
oriented project, to be written up as a
dissertation.
Additional admissions requirements
A recognised ESL/ESOL teaching qualification,
such as the Cambridge CELTA or the Trinity
College London Cert in TESOL, plus two years’
experience of teaching English to speakers of
other languages.
*TEFL-initiated teachers have a Certificate
in English language teaching from Cambridge/
Trinity or equivalent.
MA in International English Language
Teaching
1 year full-time/2 years part-time
The MA in International English Language
Teaching is aimed at native and non-native
speakers of English who wish to make a career
in teaching English overseas (or in a related field
such as ELT publishing) but who may have little
or no teaching experience. This programme gives
students the opportunity to explore research
methods, current research and issues in ELT, and
to acquire an understanding of the theoretical
and practical questions that impact on the
classroom.
Core courses examine: research methods in
second-language teaching and learning; the
principles and practice of ELT pedagogy; the
social, psychological and cultural aspects of
second-language acquisition; and language-
analysis. It also includes the core course
Practical Teaching Techniques.
There are a number of options, which may
include: Teaching Young Learners;
ELT Management; and Using Technology in the
ELT Classroom.
You will also undertake a research-oriented
project, to be written up as a dissertation, as part
of the programme.
Postgraduate Diploma in English
Language Teaching
2 terms full-time/4 terms part-time
The Postgraduate Diploma aims to increase
experienced teachers’ knowledge and critical
understanding of current theories and research
in language acquisition, as well as to deepen
their understanding of the linguistic, theoretical
and practical issues that impact on classroom
practice. The programme is identical to the MA in
English Language Teaching except that an option
course and the dissertation are omitted.
Faculty research interests
Specialist areas are described briefly below.
For further information on SLI and SLI faculty,
see www.sussex.ac.uk/languages/postgrad
Andrew Blair Teacher education and teacher
development; phonology and pronunciation;
second-language acquisition; English as an
international language; research methods in
education; English for business; and uses of
technology in language teaching and learning.
Jennifer Book Teacher training; materials
development; young learners; English for
Academic Purposes; and technology in language
teaching and learning.
Alison Chisholm English for Academic
Purposes; English language and study skills
support for international students in Higher
Education; and teacher training.
Ray de Witt Teacher training; English for Specific
Purposes; testing and assessment; and IELTS
materials development.
Jeremy Page Testing and assessment; uses of
literature in language teaching; teacher training;
intercultural teaching and learning; curriculum
development; and educational management.
Sue Sheerin Self-access and autonomous
learning; learning strategies; intercultural
teaching and learning; listening comprehension;
phonology and pronunciation; vocabulary
teaching and learning; curriculum development;
action research; teacher education; and
educational management.
English literature
Essentials
Taught programmes
MA degrees
Colonial and Post-Colonial Cultures
Creative and Critical Writing
Creative Writing and Personal Development
(see page 73)
Critical Theory
Early Modern Literature and Culture
Literature and Culture 1700-1900
Literature and Philosophy
Literature, Film and Visual Culture
Modern and Contemporary Literature,
Culture and Thought
Sexual Dissidence in Literature and Culture
 esearch programmes
R
MPhil, DPhil Colonial and Post-Colonial Cultures
MPhil, DPhil Creative and Critical Writing
MPhil, DPhil Creative Writing (see page 73)
MPhil, DPhil Creative Writing and Personal
Development (see page 73)
MPhil, DPhil Critical Theory
MPhil, DPhil Early Modern Literature and Culture
MPhil, DPhil Literature and Culture 1700-1900
MPhil, DPhil Literature and Philosophy
MPhil, DPhil Literature, Film and Visual Culture
MPhil, DPhil Literature, Religion and Philosophy
MPhil, DPhil Modern and Contemporary
Literature, Culture and Thought
MPhil, DPhil Modern French Thought
MPhil, DPhil Modern German Studies
MPhil, DPhil Renaissance Studies
MPhil, DPhil Sexual Dissidence in Literature
and Culture
Admissions requirements
For information on overseas qualifications that
meet the admissions requirements, see pages
172-175
MA
An upper second-class undergraduate honours
degree in a subject relevant to the chosen
Masters degree. In addition, applicants to the MA
in Creative and Critical Writing will need a portfolio
of creative writing
MPhil and DPhil
A Masters degree in a literary subject or another
discipline relevant to your chosen area of
research
Overseas applicants who apply after 31 March
should submit a sample of their written work with
their application
English language requirements
IELTS 7.0, with not less than 6.5 in each section.
For more information and alternative English
language requirements, see pages 174
Fees
See pages 176-181 for information on fees
Further information
www.sussex.ac.uk/english
Research programmes
Margaret Reynolds, School of Humanities,
University of Sussex, Falmer,
Brighton BN1 9QN, UK
T +44 (0)1273 678098
F +44 (0)1273 625972
E m.reynolds@sussex.ac.uk
MA in Creative and Critical Writing
Professor Nicholas Royle, School of
Humanities, University of Sussex, Falmer,
Brighton BN1 9QN, UK
T +44 (0)1273 606755 ext. 7396
F +44 (0)1273 623246
E n.w.o.royle@sussex.ac.uk
All other MA information
Humanities Graduate Centre,
University of Sussex, Falmer,
Brighton BN1 9QN, UK
T +44 (0)1273 678468
F +44 (0)1273 625972
E humsgrad@sussex.ac.uk
• English at Sussex has a well-established
international reputation for producing
research that develops and extends the
boundaries of the subject.
• We received a grade 5 (recognising research
of national and international excellence)
in the most recent Research Assessment
Exercise (RAE).
• English runs a wide range of innovative MA
programmes, taught by faculty working at the
forefront of English studies.
• We support research centres such as the
Centre for Modernist Studies and the Centre
for Early Modern Studies, which focus on
interdisciplinary research and teaching, and
attract high-profile speakers from around the
world.
• We have a diverse and thriving community of
postgraduate students who contribute to an
outstanding research culture.
English literature
Taught programmes
The Department of English offers nine MA
programmes described in detail below.
Full-time programmes can also be followed part
time over two years, with taught seminars in the
autumn and spring terms.
Funding (for all programmes)
UK and EU applicants may be eligible to apply
for AHRC studentships (see Fees and funding on
pages 176-186 for more information).
Programme structure (for all programmes)
Each programme consists of four one-term
courses chosen from a range of options, and
a dissertation. Courses are taught as weekly
seminars, two in the autumn term and two in
the spring term, and it is normally possible to
choose up to two other courses from another MA
programme.
Assessment (for all programmes)
You are assessed by four 5,000-word term
papers and a dissertation of up to 20,000 words.
MA in Colonial and Post-Colonial Cultures
1 year full-time/2 years part-time
This MA is associated with the Centre for Colonial
and Post-Colonial Studies
(www.sussex.ac.uk/hums/cscpc).
Programme structure
Autumn and spring terms: you take four options
from Race and Colonialism in Early Modern
English Literature; Post-Colonial Locations
(an introductory course recommended to
newcomers to this field of study); Contemporary
Post-Colonial Women’s Writing; The Migrant
Writer: Post-colonialism and Creativity; Sexuality
and Identity in 20th-Century Post-Colonial
Cultures; and Writing the New South Africa.
Summer term and vacation: supervised and
independent work on the MA dissertation.
MA in Creative and Critical Writing
1 year full-time/2 years part-time
The MA in Creative and Critical Writing at Sussex
is the first of its kind in the UK. It develops out of
long-standing teaching and research interests
in creative writing, as well as in psychoanalysis,
eco-poetics, cultural materialism, post-
colonialism, deconstruction, feminism, and
queer theory.
This programme is designed to enable you to
combine an interest in intellectually challenging
critical and theoretical ideas with an interest
in creative writing. The MA is based on the
supposition that theory and practice are not
opposites, though the relations between them
may entail productive tensions and paradoxes. It
is impelled by the sense that the critical and the
creative are necessarily intertwined.
99

English literature
The University of Sussex Library curates several
collections relating to the ‘Bloomsbury Group’,
including an important collection of Virginia
Woolf’s manuscripts and letters
Programme structure
Autumn and spring terms: you choose two
options in each term from the following
list: Psychoanalysis and Creative Writing;
Autobiography, Culture and the Emergence of
Self; Deconstruction and Creative Writing;
On (Not) Being Able to Write; Marxism and
Creative Writing; the Migrant Writer: Post-
colonialism and Creativity; Sexuality and Creative
Writing; and Creativity and Utopia.
Writing workshop: this runs through the autumn
and spring terms and is designed to enable
students to meet, talk, read and exchange ideas
about their creative writing.
Summer term and vacation: you undertake
supervised work on the dissertation, which will
normally include both critical discussion and
creative writing.
Additional assessment information
You are assessed by term papers and either a
dissertation of up to 20,000 words or a portfolio
of creative writing of between 10,000 and
15,000 words.
100
MA in Critical Theory
1 year full-time/2 years part-time
This MA is associated with the Centre for
Literature and Philosophy
(www.sussex.ac.uk/clp).
Programme structure
Autumn and spring terms: you take four of
the following options: Benjamin and Adorno;
Deconstruction and Creative Writing; Derrida;
Detective Fiction: Texts and Theories; Freud;
Marxism and Creative Writing; Marxist Literary
Theory; Music, Critical Theory and Modernity;
The Photograph in Modernism; Post-
structuralism; Psychoanalysis and Creative
Writing; Psychoanalysis, Literature and the
Cinema, Part 1 and Part 2; Sexuality/Sexual
Difference; Sexuality, Fiction and Subculture;
Space and Representation; Text-Music-Drama;
Critical Issues in Queer Theory; and Fragments:
Theory, History, Visual Culture.
Summer term and vacation: supervised work on
the MA dissertation.
MA in Early Modern Literature and Culture
1 year full-time/2 years part-time
This MA is associated with the Centre for Early
Modern Studies (www.sussex.ac.uk/cems).
Programme structure
Autumn and spring terms: you take four of the
following options: Marriage; The Idea of the
Renaissance; Public Shakespeare; Edmund
Spenser; Race and Colonialism in Early Modern
English Literature; The Renaissance Body;
Sexuality in Early Modern England; and All’s Well
that Ends Well: Comedy and Laughter in Early
Modern Europe.
Summer term and vacation: supervised work on
the MA dissertation.
MA in Literature and Culture 1700-1900
1 year full-time/2 years part-time
Programme structure
Autumn and spring terms: you take four of
the following options: Culture and Intellect in the
19th Century; Image and Text 1780-1880; The
Fin de Siècle; The Visual Culture of Romanticism;
and Romantic and 19th-Century Sexualities.
Summer term and vacation: supervised work on
the MA dissertation.
MA in Literature and Philosophy
1 year full-time/2 years part-time
This MA provides an advanced programme of
study for those interested in questions that arise
at the intersection of the two disciplines. The
core course addresses explicitly the question of
the relation between philosophy and literature in
contemporary thought. Three further courses are
chosen from a range of options.
This MA is associated with the Centre for
Literature and Philosophy
(www.sussex.ac.uk/clp).
Programme structure
Autumn term: Explorations in Philosophy and
Literature, and one further course from the
following list: Analytic Aesthetics; Contemporary
Philosophy of Religion; Derrida; Phenomenology;
and Fragments: Theory, History, Visual Culture.
Spring term: two courses from the following
list: Continental Aesthetics; Frankfurt School
and Critical Theory; Freud; Image and Text;
Wittgenstein and Cavell: Literature and
Scepticism; Philosophy of Film; Postmodernism
and Contemporary Literature; and Power and
Religion: Nietzsche, Foucault, Kafka.
You may substitute courses from other MAs.
Summer term: supervised work on the MA
dissertation
Additional assessment information
Taught courses are assessed by term papers of
5,000 words. The dissertation of 15,000 words
is submitted at the end of the year.
MA in Literature, Film and Visual Culture
1 year full-time/2 years part-time
This MA is associated with the Centre for Visual
Fields (www.sussex.ac.uk/cvf).
Programme structure
Autumn and spring terms: you take four of
the following options: Psychoanalysis and the
Image; Photography and Fiction; Cinema and
the Domestic; Fragments: Theory, History, Visual
Culture; Image and Text; Theorising Modernism:
The Avant-Garde in Literature and Film; and The
Visual Culture of Romanticism.
With the consent of the programme convenor,
you may take one or more courses from related
MA programmes.
Summer term and vacation: supervised work on
the MA dissertation.
MA in Modern and Contemporary
Literature, Culture and Thought
1 year full-time/2 years part-time
This MA is associated with the Centre for
Modernist Studies (www.sussex.ac.uk/
modernist).
Programme structure
Autumn and spring terms: you take four of the
following options: Anglo-American Modernism:
Poetry and Poetics; Contemporary Writing I;
Contemporary Writing II; Reading and Time:
The Long Modernist Novel; Modernist/Post-
modernist Fiction 1900-1995; The Photograph
in Modernism; Sexuality and Identity in
20th-Century Post-Colonial Cultures; Theories
of Representation: Memories of the Holocaust;
Theorising Modernism: The Avant-Garde in
Literature and Film; Modern European Theatre;
Modern European Lyric; Postmodernity and
Fiction; Aspects of 20th-Century Drama; and
Victorian Fin de Siècle.
Summer term and vacation: supervised work on
the MA dissertation.
MA in Sexual Dissidence in Literature
and Culture
1 year full-time/2 years part-time
This MA is associated with the Centre for the
Study of Sexual Dissidence
(www.sussex.ac.uk/cssd).
Programme structure
Autumn and spring terms: you take four of
the following options: Critical Issues in Queer
Theory; Sexuality, Fiction and Subculture;
Queering Popular Culture; Sexuality and
Creative Writing; Sexualities in Early Modern
England; Sexuality and Identity in 20th-Century
Post-Colonial Cultures; and Romantic and
19th-Century Sexualities; and Querying the
Unconscious.
Summer term and vacation: supervised work on
the MA dissertation.
Research programmes
The English faculty encompasses research
strengths and interests that span most periods
of English literature and contemporary critical
theory.
Particular areas of expertise include Renaissance
writing; culture and ideology; the novel from
the 18th century to the present; romantic,
Victorian and modern poetry; and all aspects of
modernism and post-modernism.
There is a strong commitment to the inter-
disciplinary study of literature in its historical
and discursive context in relation to philosophy;
history of art and the history of ideas; to post-
colonial and feminist criticism; to gay and
lesbian criticism; and to recent developments in
psychoanalytic, Marxist, post-structuralist
and ‘new historicist’ criticism.
Funding
Home applicants may be eligible to apply for
AHRC studentships; 13 of the current Sussex
English research students did so successfully.
A limited amount of funding, which could entail
some teaching, may be available from the
University for outstanding research students.
For further information see Fees and funding on
pages 176-186.
Recent and current thesis titles
The body in sickness in England 1558-1640
Shakespeare and cyberspace
The poetic culture of English Republicanism
Gossip: gender and genre from Pepys to Woolf
The hotel in fiction 1870-1939
Thomas Hardy’s relations with contemporary
readers
TS Eliot, mass culture and the music hall
Virginia Woolf’s essays: a woman writer’s
production of literary history
Law and form: Joyce, Beckett and philosophy
Temporality in modernist literature
Waking nightmares: a critical study of Ian
McEwan’s novels
More intimate than violence: rape,
representation and the civic bond
Rewriting the Nation: nationalist interventions
in literary history
Faculty research interests
Faculty research interests are described briefly
below. For more detailed information, see
www.sussex.ac.uk/english/people
The following list includes all the English
faculty, and other contributors to English MA
programmes.
Peter Abbs Poetry, autobiography, creative
writing, and arts education.
Gavin Ashenden 20th-century myth and
metaphysics; psychology, psychoanalysis and
belief – C G Jung, Sigmund Freud, William James;
Charles Williams, C S Lewis and the Oxford
Inklings.
Sara Jane Bailes Contemporary experimental
theatre practice (US and Europe); the historical
avant-garde; Live Art and body-based practices;
critical theory; autobiography and the ‘self’ on
stage; the city/urban studies; feminist approaches
to representation; and writing for performance.
David Barnett Post-war European drama
and theatre, especially German and English
English literature
language; post-Brechtian political theatre; post-
dramatic theatre, especially theatre texts, their
treatment and direction; documentary theatre;
metadrama and metatheatre; playwrighting and
the representation of business; Heiner Müller; and
Rainer Werner Fassbinder.
Adriana Bontea 17th-century French literature;
literary genres in relation to philosophy, grammar
and rhetoric; and foundations of modern
discourse genres.
Peter Boxall Modern and contemporary fiction
and drama; aesthetics and cultural politics,
particularly in the work of Samuel Beckett; the
utopian function in 20th-century Irish writing;
and creative writing.
Sara Crangle Codirector of the Centre for
Modernist Studies. 20th-century literature,
including Joyce, Woolf, Stein, Hardy, Beckett.
Brian Cummings 16th- and 17th-century
literature and history (especially poetry);
medieval and Renaissance philosophy and
theology; and theories of language.
Alistair Davies Modernism and postmodernism, Alice in Wonderland, Carroll’s fantasy for children,
20th-century English and American literature; is a vital part of Victorian culture
and post-war European cinema.
Andy Medhurst Post-1945 British cinema;
Denise DeCaires Narain Post-colonialist popular television genres; film and television
writing, particularly that of Africa and the comedy; and constructions of masculinity in the
Caribbean; feminist cultural theory; media.
contemporary women’s writing in English,
Richard Murphy Modernism and post-
especially poetry.
modernism; cultures of the avant-garde; and
Katerina Deligiorgi Kant, Hegel, moral film, visual culture and theory.
philosophy and its history, the relation between
Stephanie Newell West African literature; west
ethics and literature, and contemporary
African popular culture; post-colonial theory;
aesthetics.
and the social history of reading in Africa.
Matthew Dimmock 16th- and 17th-century
Peter Nicholls 19th- and 20th-century English
literature and history, especially cultural,
and American poetry; 19th- and 20th-century
racial and religious ‘otherness’, Shakespeare;
American fiction; and literary radicalism of the
Marlowe; national identity; and Islam.
1930s and 1960s.
Mary Dove Medieval literature, especially
Catherine Packham 18th-century literature
religious literature; Biblical interpretation and
and philosophy; political economy and moral
translation, and the Middle English (‘Wycliffite’)
philosophy in the Scottish Enlightenment; 18th-
Bible.
century natural philosophy and physiology; and
Elena Gualtieri European and Anglo-American Erasmus Darwin.
modernism; Virginia Woolf and feminist literary
Vincent Quinn Lesbian and gay studies; the
history; and the representation of photography in
history of sexuality; 18th-century studies; Irish
modernist literature.
studies, especially the relationship between
Andrew Hadfield Renaissance literature and nationalism and sexuality; and the history and
politics; Britishness; Shakespeare; Spenser; and theory of biography.
national identity.
John David Rhodes Italian cinema, especially
Margaret Healy Renaissance literature and post-World War II; Pier Paolo Pasolini; modernist
culture; the political stage; Shakespeare; and avant-garde cinemas of Europe and the US;
Dekker; medicine and literature; and theory of cinema and the city; cinema and architecture;
the body. queer art cinema; Hollywood’s relation to the
avant-garde; realism; and place.
Margarete Kohlenbach Walter Benjamin; The
Frankfurt School; Romanticism; and religion, Nicholas Royle Modern literature and
literature and politics. literary theory, especially deconstruction and
psychoanalysis; the uncanny; and creative
Jeremy Lane English and European modernist
writing.
literature; the poetics of narrative fiction; theatre
studies; and the geographical imagination in Martin Ryle 19th- and 20th-century fiction; the
early modern Europe. politics of ‘culture’, with especial reference to
education; and topographical and travel writing,
Vicky Lebeau The convergence of psychoanalysis,
especially travel writing about Ireland.
literature and cinema; and feminist theory.
Minoli Salgado Post-colonial literature and
William McEvoy Contemporary British and
theory, particularly relating to south Asia and
European theatre; literary and critical theory; site-
the south Asian diaspora; memory and migrant
specific performance; theatre, theory and ethics;
identity; the short story; Rushdie; and Ondaatje.
theatre criticism and journalism; the theatre work
and/or theory of Brook, Mnouchkine, Cixous,
Warner; and contemporary fiction.
101
 English literature
Courses from the English literature MAs are taught as weekly seminars
Alan Sinfield Lesbian and gay studies; modern
theatre; Shakespeare and his uses in our society;
post-1945 politics and culture; and Sidney.
Lindsay Smith 19th-century literature and
painting; photography in Victorian culture; and
visual perception in the 19th century and the
Renaissance.
William J Spurlin Queer theory; post-colonial
queer studies, especially southern Africa; critical
theory; 20th-century literature; South African
literature; and comparative literature, especially
francophone and Germanic 20th-century texts
and cultures.
Daniel Steuer Goethe; Wittgenstein; and
philosophy and science.
Céline Surprenant Aesthetics and literary
history; 19th- and 20th-century European
philosophy and literature (especially Marcel
Proust and Flaubert); and philosophical
reception of psychoanalysis (Freud).
Keston Sutherland Contemporary and
20th-century English and American poetry;
Marxism and Frankfurt School critical theory;
phenomenology and philology; poetics; and the
history of aesthetics.
Jenny Bourne Taylor 19th-century literature
and culture; literature and science (especially
psychology); feminist epistemology and criticism;
and illegitimacy, law and culture.
Sophie Thomas Romantic period literature and
visual culture; literary and aesthetic theory; and
fragments and ruins.
Pamela Thurschwell Codirector of the Centre
for Modernism Studies. The intersection of
psychoanalysis, interest in the supernatural at
the end of the 19th century and the beginning of
the 20th, and new technologies.
102
Norman Vance 19th-century literature, religion John David Rhodes Stupendous City, Miserable
and society; Anglo-Irish literature; and classical City: Pasolini’s Rome (2007)
and Biblical influences on British writing.
Nicholas Royle The Uncanny (2003)
Marcus Wood Satire in the romantic period; the
Minoli Salgado Writing Sri Lanka (2007)
representation of slavery; and colonial and post-
colonial literature and theory. Alan Sinfield On Sexuality and Power (2005)
Lindsay Smith The Politics of Focus: Women,
Recent faculty publications
Peter Boxall Don DeLillo: The Possibility Children and 19th-Century Photography (1998)
of Fiction (2006) William J Spurlin Imperialism within the
Margins: Queer Representation and the Politics
Brian Cummings The Literary Culture
of Culture in Southern Africa (2006)
of the Reformation (2002)
Katerina Deligiorgi Kant and the Culture of Céline Surprenant Freud’s Mass Psychology
Enlightenment (2005); Hegel: New Directions (2003)
(2006) Jenny Bourne Taylor (ed) The Cambridge
Matthew Dimmock New Turkes: Dramatizing Companion to Wilkie Collins (2007)
Islam and the Ottomans in Early Modern England Sophie Thomas Romanticism and Visuality:
(2005) Fragments, History, Spectacle (2007)
Mary Dove The First English Bible (2007) Norman Vance Irish Literature since 1800
Andrew Hadfield Shakespeare and (2002)
Republicanism (2005) The journals Renaissance Studies; Textual
Margaret Healy Fictions of Disease in Early Practice; The Oxford Literary Review and The
Modern England: Bodies, Plagues and Politics Year’s Work in Critical and Cultural Theory are
(2001) edited within the English Department.
Vicky Lebeau Childhood and the Cinema (2008)
Margarete Kohlenbach Walter Benjamin:
Self-Reference and Religiosity (2002)
Laura Marcus and Peter Nicholls, eds
The Cambridge History of Twentieth Century
Literature (2005)
Stephanie Newell The Forger’s Tale (2006);
West African Literature (2006)
Peter Nicholls George Oppen and the Fate of
Modernism (2007)
Environmental science
Essentials
Research programmes
MPhil, DPhil Environmental Science
Admissions requirements
For information on overseas degrees that meet
the admissions requirements, see pages
172-175
A first- or upper second-class undergraduate
honours degree in environmental science,
chemistry, geography, geology, biology or related
subjects
English language requirements
IELTS 6.5 overall. For more information and
alternative English language requirements, see
page 174
Admissions
Karen White, Graduate Centre Coordinator,
School of Life Sciences, John Maynard Smith
Building, University of Sussex,
Falmer, Brighton BN1 9QG, UK
T +44 (0)1273 872774
E pglifesci@sussex.ac.uk
Fees
See pages 176-181 for information on fees
• Environmental science at Sussex was
awarded grade 5 (recognising research of
national and international excellence) in the
most recent Research Assessment Exercise
(RAE).
• Environmental science forms a central part
of the Environmental Systems and Processes
Research Group (ESPRG), which acts as
a focus for interdisciplinary environmental
research across the University.
• ESPRG has been recognised as a Marie Curie
Training Site by the EU.
Research programmes
Diverse research projects are available that often
involve collaboration with other research groups
across biology and chemistry. Areas include:
• assessment of contaminated land;
• uptake of heavy metals in soils by plants and
its implications for risk assessment;
• uncertainty of measurements caused
by primary sampling of food and of the
environment;
• biological effects of various classes of
environmental contaminants in fish;
• fate of endocrine-disrupting chemicals in
the aquatic environment;
• geochemical cycling and reactivity of
contaminants in estuarine and coastal
systems;
• behaviour of heavy metals in the environment.
Funding
Recent students have been funded by Research
Council studentships (NERC, EPSRC, BBSRC,
including CASE awards) the EU, UK government
(FSA and DTI), and charities (eg Leverhulme).
Limited funding may be available for outstanding
research students who are prepared to
undertake demonstrating and teaching.
Recent thesis titles
Uncertainty of geochemical measurements of
contaminated land: causes, estimation and
cost-based optimisation
Polycyclic aromatic hydrocarbons: their
speciation and fate in marine water and
sediments
The fate of 4-tertiary octylphenol in soil and
plant systems
The hydrology and sediment dynamics of the
Sussex Ouse Estuary, UK
The fate of oestrogenic contaminants in the
roach (Rutilus rutilus)
Eicosanoid biosynthesis in the gonads of
the mussel Mytilus edulis
Optimising uncertainty from sampling and
analysis of foods and environmental samples
Development and application of cross-flow
ultrafiltration in the study of the interactions
between colloids and organic micropollutants
Uncertainty in the estimation of bioavailability
and its implications for human health-risk
assessment
Faculty research interests
Research centres around the processes
controlling the mobility, persistence, availability
and biological effects of toxic substances in soil
and aquatic systems. Areas of current research
are briefly described below. For more detailed
information, see www.sussex.ac.uk/biology
Elizabeth Hill Chemical pollution and chemical
ecology. Identification and fate of endocrine
disrupting chemicals, including (anti)estrogenic
and (anti)androgenic contaminants, in aquatic
biota and the environment. Metabolite profiling
(metabolomics) to investigate the mechanisms
of toxicity of contaminants to aquatic organisms
and to study plant signalling mechanisms in
response to insect or fungal attack.
Michael Ramsey Environmental geochemistry.
Estimating the inevitable uncertainty in the
measurement of contamination in the environ-
ment, primarily that caused by heterogeneity and
its effect on the sampling process. Applications
include human health, risk assessment and
characterisation of contaminated land, and the
reliable detection of contaminants in foods.
Environmental science
Researchers are investigating how grasses use
silica, taken up from the soil and deposited in
their leaves, to protect themselves. Silica affects
herbivores, including voles and sheep, by deterring
feeding and reducing their ability to extract
nutrients from food, slowing their growth and
reproduction
Jeanette Rotchell Aquatic toxicology. Molecular
level effects of environmental contaminants on
detoxification mechanisms, cell cycle control
components and endocrine function in aquatic
organisms; biomarker development of endocrine
disruption in molluscs and bleaching in corals;
cancer gene characterisation in molluscs and fish;
development of a retinoblastoma knockout fish;
and DNA damage in tumours.
John Zhou Environmental organic geochemistry.
Understanding the sources, fates and
bioaccumulation of organic micropollutants in
aquatic and terrestrial environments; developing
analytical methods for trace organics; marine
pollution; novel technologies for the removal of
endocrine-disrupting chemicals from water and
wastewater; and air-quality monitoring.
There are also several other areas of
interdisciplinary research within ESPRG and
the School, for example the examination of the
effects of heterogeneity of contaminant and
nutrient concentrations in soil on the uptake
of heavy metal by plants. This has applications
for human health risk assessment and the
phytoremediation of contaminated land (Michael
Hutchings, Elizabeth John and Michael
Ramsey). Another new collaboration seeks
to investigate the extent to which plants take
up silica in order to defend themselves against
herbivory by grazing animals (Sue Hartley and
Michael Ramsey).
103
 Finance
Finance
Essentials
Taught programmes
MSc degrees
Corporate and Financial Risk Management
Financial Mathematics
International Accounting, Finance and Strategy
International Finance
Management and Finance
Postgraduate diploma
Financial Mathematics
Admissions requirements
For information on overseas qualifications that
meet the admissions requirements, see pages
172-175
MSc in Corporate and Financial Risk
Management; MSc in Financial Mathematics
A first- or second-class undergraduate
honours degree in mathematics, finance,
economics, business, science, engineering
or computing. Non-standard qualifications
combined with suitable experience can also be
considered
MSc in International Accounting; MSc in
Finance and Strategy; MSc in International
Finance; MSc in Management and Finance
A first- or upper second-class undergraduate
honours degree
For all programmes: if your background is
not in finance or a related discipline such as
economics, you may be required to complete
the one-month (pre-sessional) Primer in
Economics programme in September,
before starting the MSc. This is useful for
understanding the economic framework in
which financial institutions work
English language requirements
MSc in International Accounting; MSc in
Finance and Strategy; MSc in International
Finance; MSc in Management and Finance
IELTS 6.5, with not less than 6.5 in Writing and
6.0 in the other sections
MSc in Corporate and Financial
Risk Management; MSc in Financial
Mathematics
IELTS 6.0, with not less than 6.0 in each
section
For more information and alternative English
language requirements, see page 174
Pre-Masters for non-EU students
If your qualifications (including English language)
do not yet meet our entry requirements for
admission direct to the MSc in International
Finance, we offer a Pre-Masters entry route. For
more information, see page 35
Fees
See pages 176-181 for information on fees
104
Further information
For further information about Corporate and
Financial Risk Management, and Financial
Mathematics, contact:
Dr Q Tang, Department of Mathematics,
Mantell Building, University of Sussex,
Falmer, Brighton BN1 9RF, UK
T +44 (0)1273 877457
E q.tang@sussex.ac.uk
www.sussex.ac.uk/maths
For further information about the Primer in
Economics programme, contact:
Professor Andrew McKay, Department of
Economics, Arts E, University of Sussex,
Falmer, Brighton BN1 9SN, UK
T +44 (0)1273 678889
E a.mckay@sussex.ac.uk
www.sussex.ac.uk/economics
For further information on all other
programmes, contact:
Teaching Office,
SPRU – Science and Technology Policy
Research, The Freeman Centre,
University of Sussex,
Falmer, Brighton BN1 9QE, UK
T +44 (0)1273 678168
E sprupgadmission@sussex.ac.uk
www.sussex.ac.uk/spru
• Our finance programmes are taught jointly
by the Departments of Economics and
Mathematics and SPRU – Science and
Technology Policy Research, ensuring that
a wide variety of knowledge and skills are
available.
• In the most recent Research Assessment
Exercise (RAE), Mathematics and SPRU were
awarded a grade 5 (recognising research of
national and international excellence), and
Economics received a grade 4 (recognising
research of national excellence).
• Both departments and SPRU are active
across a diverse range of research areas,
from corporate risk modelling to international
economics.
• Sussex has good links with financial
institutions. The Financial Mathematics
programme currently has co-operation from
City firms who provide sponsorship. Activities
also include:
- an industrial consultation programme in
banking risk assessment; and
- investment fund sponsorship on hedge fund
investment risk assessment.
• Our graduates have progressed to successful
careers in many fields, including banking,
hedge funds, fund management firms and
international organisations such as the
World Bank, as well as further research. Our
teaching is designed to provide you with the
knowledge and skills to compete effectively in
these kinds of areas.
Taught programmes
MSc in Corporate and Financial Risk
Management
1 year full-time
This programme is designed to cover the main
aspects of risk management in businesses,
focusing on quantitative analysis, regulation,
implementation and management structure in
business organisations.
This MSc covers topics such as financial
portfolio theory, risk modelling, risk management
and implementation within corporate structures.
It also provides options in programming,
probability, statistics and a range of
management courses offered at Sussex.
This programme is under development and
subject to validation.
Funding
The University has a number of award schemes
that you may be eligible for. For more information,
refer to Fees and funding on pages 176-181.
From time to time, we have industrial funding
from investment companies for well-qualified
students who can undertake mathematics/
statistics and programming projects.
Programme structure
Autumn term: you take Financial Portfolio
Analysis, Corporate and Financial Risk
Management, plus an option chosen from
mathematics, management or computing
courses.
Spring term: you take Mathematical Modelling
in Finance and Industry, Corporate and
Financial Risk Analysis and options chosen
from mathematics, management or computing
courses.
Summer term and vacation: MSc dissertation
(usually in banking risk assessment or
investment risk assessment).
MSc in Financial Mathematics
1 year full-time
This MSc is designed to cover the main aspects
of quantitative finance including general finance
theory, finance models and programming
for graduates with a science, engineering or
economics/business background.
The programme includes topics such as: interest
rate theory, arbitrage theory, GARCH models,
corporate finance, the Black-Scholes model
and numerical analysis, programming in C and
Java, and the use of mathematical computing
software. Some options offer probability and
statistical theory that are essential for further
development of the mathematical analysis of
financial problems.
Funding
The University has a number of award schemes
that you may be eligible for. For more information,
refer to Fees and funding on pages 176-186.
From time to time, we have industrial funding
from investment companies for well-qualified
students who can undertake mathematics/
statistics and programming projects.
Programme structure
Autumn term: you take the core courses
Monetary Theory Analysis; Financial Portfolio
Analysis; and Corporate Finance; plus one
option chosen from Java programming; statistics
courses; or other options.
Spring term: you take the core courses
Mathematical Models in Industry and Finance;
Financial and Time Series Econometrics; Matlab
Programming; plus options from C programming;
statistics courses; or other options.
Summer term and vacation: MSc dissertation
(usually in banking risk assessment or
investment risk assessment).
Assessment
Assessment modes vary, with a mixture of
unseen examinations and dissertation/projects.
Postgraduate Diploma in Financial
Mathematics
Funding
See Fees and funding on pages 176-186.
Programme structure
The structure is identical to that of the autumn
and spring terms of the corresponding Masters
programme.
MSc in International Accounting, Finance
and Strategy
1 year full-time
This programme provides you with the essential
skills and knowledge for a successful career in
management or finance, and will develop the
managerial and technical analytical skills required
by employers in the private and public sectors.
Distinctive features of the programme are:
• the global perspective on the interactions
between business, management and finance –
critical to the sustainability of the advanced
economies; and
• growth and development of emerging
economies.
This contemporary programme brings into focus,
among other things, the themes of sustainability,
ethics, corporate and social responsibility and
the growing need for accurate reporting of
company information in an international context.
Current debates concerning the need for the
measurement of change will be examined and
placed within appropriate contexts, both national
and international.
A case study approach is taken to facilitate
the development of skills and understanding.
The University is in the process of seeking
accreditation for the programme from relevant
professional bodies.
This programme is under development and
subject to validation.
Programme structure
Autumn term: you take two foundation courses
to help you develop an understanding of basic
management concepts – Fundamentals of
Global Management and Managing Innovation.
In addition, relevant skills and techniques are
developed in a course on Management Methods
and Tools. Financial Institutions in the Global
Market is a course that offers a first introduction
to your chosen specialisation.
Spring and summer terms: subject-specific
knowledge is further developed in the courses
International Accounting and Financial
Reporting; and Strategy and Corporate
Governance. In addition, a Business Analysis
Report offers the opportunity to pursue selected
issues in greater depth, and to integrate these
with broader theoretical and analytical work.
Assessment
All courses contribute to the final mark, in line
with their credit weighting.
MSc in International Finance
1 year full-time
This is a demanding degree that has been
designed in consultation with senior
professionals from London’s financial sector to
provide you with essential skills and knowledge
for a career in international finance. You will
develop the technical and analytical skills
required by the contemporary finance industry
and learn about the impact and uses of finance,
as well as more technical aspects such as
corporate finance and risk management.
Funding
The University has a number of award schemes
that you may be eligible for. For more information,
refer to Fees and funding on pages 176-186.
You may also be eligible to apply for a Sasakawa
Scholarship to cover fees and maintenance.
Programme structure
The degree comprises six core courses, (three
taught in the autumn term and three taught in
the spring term), plus a dissertation, completed
during the summer term and vacation.
Autumn term: you take the core courses
Corporate Finance; Quantitative Methods for
Finance; and Monetary Theory and Policy.
Spring term: you take the core courses
International Finance and Macroeconomics;
Finance for Development; and Financial and
Time Series Econometrics.
Summer term and vacation: you concentrate on
supervised research leading to the writing of your
MSc dissertation.
Assessment
The six core courses are assessed by unseen
examinations. The dissertation is the final
assessment unit.
MSc in Management and Finance
1 year full-time
This degree provides you with the essential
skills and knowledge for a successful career in
management or finance, and will develop the
managerial and technical analytical skills required
by employers in the private and public sectors.
Distinctive features of the programme are:
• the global perspective on the interactions
between business, management and finance,
critical to the sustainability of the advanced
economies and to the growth and development
of emerging economies;
Finance
• an awareness of the use of quantitative
techniques in finance; and
• the study within finance of how it is applied
internationally and to developing countries.
This programme is under development and
subject to validation.
Programme structure
Autumn term: you take the foundation courses
Fundamentals of Global Management; Managing
and Working Across Cultures; and Managing
Innovation. In addition, you develop relevant
skills and techniques in Management Methods
and Tools; and Quantitative Methods for Finance.
Spring and summer terms: subject-specific
knowledge is further developed in International
Finance and Macroeconomics; and Finance for
Development. In addition, a Business Analysis
Report offers the opportunity to pursue selected
issues in greater depth, and to integrate
these with broader theoretical and analytical
work based on Financial and Time Series
Econometrics.
Assessment
All courses contribute to the final mark in line
with their credit weighting.
Faculty research interests
For faculty research interests in the Department
of Economics, refer to the economics subject
entry on pages 83-85, or go to
www.sussex.ac.uk/economics
For faculty research interests in the Department
of Mathematics, refer to the mathematics
subject entry on pages 132-133, or go to
www.sussex.ac.uk/maths
For faculty research interests in SPRU – Science
and Technology Policy Research, refer to the
Science and technology policy and management
subject entry on pages 158-161, or go to
www.sussex.ac.uk/spru
105
 Funding
Gender studies You may be eligible to apply for a Sasakawa
Gender studies

Scholarship (see Fees and funding on pages

Essentials
Taught programmes
MA degrees
Gender Studies
Gender and Development (see page 78 )
Gender and Media
MSc degree
Comparative and Cross-Cultural Research
Methods (Gender Studies)
Research programmes
MPhil, DPhil Gender Studies
Admissions requirements
For information on overseas qualifications that
meet the admissions requirements, see pages
172-175
MA
We encourage applications from a diverse
range of backgrounds. Applicants normally
have an upper second-class undergraduate
honours degree or comparable experience
MSc and MPhil
An upper second-class undergraduate
honours degree in any relevant social science,
but applicants from other backgrounds may
be considered. Applicants should submit an
outline (two to three pages) of their research
interests
DPhil
A Masters degree in a subject relevant to your
research. Applicants should submit an outline
research proposal indicating the nature,
ambitions and primary questions of the
research project
English language requirements
IELTS 6.5, with not less than 6.5 in Writing and
6.0 in the other sections. For more information
and alternative English language requirements,
see page 174
Fees
See pages 176-181 for information on fees
Further information
Dr Alison Phipps,
Director of Gender Studies,
University of Sussex, Falmer,
Brighton BN1 9RQ, UK
T +44 (0)1273 877689
E a.e.phipps@sussex.ac.uk
www.sussex.ac.uk/gender
• The Centre for Gender Studies encompasses
research on gender and sexuality and
on gender, inequality and work, as well
as covering many other areas of gender
research.
• Gender studies is quintessentially
interdisciplinary. It is an excellent area for
lifelong learning, providing perspectives and
information that will illuminate personal
experience and enhance career prospects.
• Gender studies at Sussex draws together
faculty and graduate researchers, and
offers opportunities to work on issues of
representation, identity and sexuality, as well
as politics and social relations.
• You will explore the ways in which gender
intersects with other markers of difference
such as ‘race’, ethnicity, class and sexuality.
• The subject also familiarises you with
feminist research methods appropriate to
the examination of gender issues across a
wide thematic range, within different social,
historical and cultural contexts.
Taught programmes
MA in Gender Studies
1 year full-time/2 years part-time
The MA applies historical, sociological,
anthropological, political and cultural
perspectives to the field of gender studies.
The programme aims to cater equally for those
seeking to develop an existing research interest,
those in a career in which issues of gender play
an important role – such as personnel or equal
opportunities – and those who simply wish
to explore a broad range of issues concerning
gender.
The MA explores the following:
• the contribution of feminist theory to a range
of academic disciplines;
• the use of life histories in feminist research
and practice;
• identity and the social construction of ‘gender’
across different cultures and societies;
• cultural representations of femininity
and masculinity;
• gender, media, nation;
• visual representations of gender;
• history of British feminism;
• gender, power and politics in Europe;
• emotions, embodiment and health.
The MA is taught by a combination of seminars,
tutorials and individual supervision.
176-186).
Programme structure (full-time)
Core courses aim both to familiarise you with
key debates on gender issues and to present
feminist challenges to the theories and concepts
of a broad range of established disciplines. You
take two core courses and two options, and you
also write a dissertation.
Autumn term: you take two core courses Gender
and Representation; and The Politics of Gender.
Spring term: you take two options from: Women
and Human Rights; Queering Popular Culture;
Gender, Nation and Identity; and Race and
Critical Theory.
Summer term and vacation: you undertake work
on the MA dissertation under faculty supervision.
Assessment
All courses are assessed by 5,000-word term
papers. You are also required to submit a
dissertation of 20,000 words.
MA in Gender and Media
1 year full-time/2 years part-time
This programme offers a rare opportunity
to focus on the relationship of the media to
questions of gender and sexuality. You will
examine the production and reception of media
representations of masculinity, femininity and
sexuality; engage with theories of identity,
subjectivity, culture and narrative; and have the
chance to engage with some of the key social,
cultural and policy issues of the present day.
This MA provides perspectives and information
for people already in the media field or wishing
to enter it, or for any occupation where gender
awareness would be an advantage.
Funding
See Fees and funding on pages 176-186.
Programme structure
Autumn term: you take Gender and
Representation, which introduces conceptual
frameworks (particularly from feminist,
postmodern and queer theory) and offers
medium-specific case studies; and Media Theory
and Research I, which introduces a range of
conceptual, institutional and methodological
perspectives on the media.
Spring term: you take two options from a list
that has previously included Feminism and Film;
Gender, Nation and Identity; Media Audiences;
Competing Equalities; Gender and Globalisation;
History of British Feminism; Viewing Women;
Women and Human Rights; Gender and
Race; Queering Popular Culture; Emotion,
Representation and Culture; Culture, Experience,
History; Media Theory and Research II; Space
and Representation; Rethinking Radio; European
Media in Transition; Science, Technology,
Culture; Video Documentary in Contemporary
History; Rethinking European Cinema; and Latin
American Cinema.
Summer term and vacation: you undertake work
on the MA dissertation under faculty supervision.
Assessment
All courses are assessed by 5,000-word term
papers, except Video Documentary, which has
a practical element. You are also required to
submit a dissertation of 18,000 words.

106

The way we look, dress, walk and talk are all clues to how we self-define
MSc in Comparative and Cross-Cultural
Research Methods (Gender Studies)
1 year full-time/2 years part-time
A Postgraduate Diploma and Certificate are
also available. See Routes to postgraduate study
at Sussex on pages 14-15.
The MSc provides a rigorous training in social
research methods, an opportunity to develop
a full doctoral research proposal and to write a
supervised dissertation (the research elective),
as well as exposure to debates and theories
within the broad field of gender studies. It
involves a mixture of supervised reading and
attendance at formal courses, and aims to equip
you with the necessary skills to pursue research
for a DPhil in the field.
Funding
See Fees and funding on pages 176-186
for information.
Programme structure
There are three main elements to the MSc
programme that run concurrently through the
academic year: a research elective involving
supervised reading in your individual research
area and the writing of a dissertation; credited
courses in the philosophy and methodology of
research; and training in both quantitative and
qualitative research skills.
Autumn term: you take a research elective,
Philosophy of Science and Social Scientific
Research Practice, and Research Design in a
Cross-Cultural Context.
Spring term: you take courses in quantitative and
qualitative data collection and analysis.
Summer term: you choose from a selection of
courses in cross-cultural and comparative data
collection and analysis. The research elective
continues across all terms, culminating in the
writing of a dissertation.
Assessment
Taught course units are variously assessed by
term papers of 3,000-5,000 words or equivalent
coursework portfolios. The research elective is
assessed by a dissertation of 10,000 words.
Research programmes
Research and teaching in gender studies crosses
the subject boundaries of anthropology, art
history, sociology, English, history, politics and
international relations, and media and film
studies, and there is a wide range of potential
research supervisors for DPhil students in gender
studies. The Mass Observation Archive on
campus is an invaluable research resource.
Current faculty areas of research available
for research supervision include:
• issues of gender and citizenship, nationalism
and globalisation;
• cultural representations of gender in art,
literature and the media, including cyberspace;
• gender, inequality and work;
• gender and health;
• 19th- and 20th-century British women’s
history and literature;
• gender, power and politics in Europe;
• gender, culture, identity;
• gender and education;
• gender and social anthropology, gender
and development;
• feminist life history work;
• feminist movements/women’s activism;
• gender and sexuality.
Gender studies
Funding
Although gender studies is not itself recognised
as an ESRC outlet, students working on gender-
related topics may apply for ESRC funding
through the departments of most supervisors.
This includes access to three interdisciplinary
Quota awards in 2009. See also Fees and
funding on pages 176-186.
Recent thesis titles
Gender, law and public policy in post-
authoritarian regimes: the cases of Chile
and Brazil
Hostile environments? Surveillance and the
impact of everyday experiences on the emotional
well-being of lesbians
Breaking the silence – lesbian clients speaking
out about their experiences of counselling
Recreating ourselves as readers: women
engaging with electronic texts
Women’s social movements: the intersection
of the local, the national, the global
Lone mothers and social policy in Korea
Women, migration and social change:
migrant women workers from the Philippines
107
 Anne-Meike Fechter Gender, migration and
anthroplogy.
Gender studies

Marzia Fontana Gender inequalities in

development.
Elizabeth Harrison Discourses of gender and
development, especially in relation to sub-
Saharan Africa.
Gerry Holloway The history of women’s work,
late 19th- to early 20th-century women’s
organisations; women’s life histories; and local
women’s history.
Amber Jacobs Psychoanalysis; feminist
theory; feminist re-readings of Greek myths;
and representations of maternity, and mother-
daughter narratives.
Beate Jahn Issues of gender and culture in
contemporary political and international theory.
Professor Liz James The representation of
women in the classical and medieval world, with
a specialist focus on Byzantine art and culture.
Kate Lacey Gender, media and public sphere
theory; history of the media in Germany; history
and theory of radio.
Claire Langhamer Women’s leisure;
popular culture, life histories; and courtship in
20th-century Britain.
Vicky Lebeau Gender and psychoanalysis;
19th- and 20th-century novels; theories of
cinema and visual representation; and images
of childhood.
Andy Medhurst Popular culture, sexuality,
gender, and Englishness.
Filippo Osella Migration, masculinity and
consumption, especially in India and popular
religion (Hinduism).
Alison Phipps Gender and aspects of social
policy, including labour market segregation,
abortion and sexual violence.
Vincent Quinn Lesbian and gay studies; 18th-
century literature; and Irish literature.
Jacqueline O’Reilly Gender, work and care,
comparative cross-national research.
Maya Unnithan Gender, culture and identity;
poverty and women’s reproductive health
in India.

Makes you think: gender research at Sussex offers opportunities to work on issues of representation,
identity and sexuality
Academic activities
The Centre for Gender Studies runs a lively
Research-in-Progress seminar series, with local
and visiting speakers. Skills workshops for MA
students are also available.
Recent seminars have included joint seminars
with Sociology, Migration Studies, Engineering
and Design, Geography, Anthropology, Media
and Film, and History. Topics covered included:
• gender and emotions
• gender and migration
• women in eastern Europe
• women and creativity
• femicide in Mexico.
Professor Ann Whitehead Changing gender
relations and social transformation, especially
in rural Africa; family, kinship and marriage; and
Faculty research interests race, gender and difference.
Research interests are briefly described below. Janice Winship Gender and representation;
For more detailed information, see advertising, promotional culture and
www.sussex.ac.uk/gender consumption.
Ruth Woodfield Gender in higher education and
Caroline Bassett Gender and new media; and
gender in science, technology and culture. gender in employment.
Professor Gillian Bendelow The biological/
cultural divide, and gender and the body.
Professor Jane Cowan Gender, nationalism,
memory and identity in Greece and the Southern
Balkans; current work on the League of Nations.
Denise deCaires Narain Postcolonial and
feminist discourses, especially in Caribbean
(diasporic) texts.
Professor Barbara Einhorn Gender and
citizenship; gender and nation; and gender,
landscape, nation and identity in German-Jewish
women’s life histories.

108
Geography
Essentials
Taught programmes
MA degree
Landscape History and Culture
MSc degree
Comparative and Cross-Cultural Research
Methods (Human Geography)
Research programmes
MPhil, DPhil Geography
New Route DPhil Geography
Admissions requirements
For information on overseas qualifications that
meet the admissions requirements, see pages
172-175
MA
An upper second-class undergraduate honours
degree in geography or related disciplines with
a focus on landscape, such as anthropology,
archaeology, art history, environmental
management, history, cultural studies, or
landscape studies. Applicants with relevant
professional experience will also be considered
MSc, MPhil and New Route DPhil
An upper second-class undergraduate honours
degree in any relevant social science, but
applicants from other backgrounds may be
considered. Applicants should submit an outline
(two to three pages) of their research interests
DPhil
The normal requirement is a Masters degree
in geography or a related subject such as
environmental science or planning, but
applicants from other backgrounds may
be considered. Applicants should submit
an outline research proposal indicating the
nature, ambitions and primary questions of
the research project
English language requirements
IELTS 6.5, with not less than 6.5 in Writing and
6.0 in the other sections. For more information
and alternative English language requirements,
see page 174
Fees
See pages 176-181 for information on fees
Further information
Dr Ben Rogaly,
Postgraduate Convenor, Geography,
University of Sussex, Falmer,
Brighton BN1 9RQ, UK
T +44 (0)1273 873710
E geographypgconvenor@sussex.ac.uk
www.sussex.ac.uk/geography
Geography
• Geographical research at Sussex is
characterised by its interdisciplinary links, its
openness to the full range of philosophical
and methodological approaches, and its
policy relevance.
• Our teaching was awarded top grades in
all areas in the most recent Governmental
quality assurance audit.
• A range of external funding sources supports
the research activities in geography. Over the
past few years, geographers have secured
funding amounting to over £5 million.
• We offer research degrees in physical and
human geography, and an ESRC-recognised
MSc in Comparative and Cross-Cultural
Research Methods (Human Geography) that
is designed to provide in-depth research
training. The MA in Landscape History and
Culture builds upon research strengths in The Long Man of Wilmington, mysterious guardian
of the South Downs, has baffled geographers,
cultural and historical geography.
archaeologists and historians for hundreds of years
• All of our programmes provide a strong
intellectual grounding and sophisticated Programme structure
analytical skills appropriate to a wide variety Autumn term: you take Approaches to
of careers in the academic and policy fields Landscape History and Culture, and one
and in the private sector. of the following options: Transformation of
Rural Economies, Societies and Spaces
1850-2000; Skills and Methods in Local and
Regional History 1520-1780; Globalisation and
Taught programmes
European Representations of Africa and India; or
MA in Landscape History and Culture Modernism and the Cinematic City.
1 year full-time/2 years part-time
Spring term: you take Practising Landscape
This programme offers you the opportunity to
explore the ways in which landscapes reflect, History and Culture, and one of the following
options: Skills and Methods in Local and
enact and shape cultures and histories. It is
designed to balance conceptual understandings Regional History 1780-2000; Geographies of
Colonialism; or Space and Representation.
of landscape history and culture with practical
hands-on research on specific landscapes. Summer term and vacation: you undertake
The MA draws on Geography’s research supervised work on a long dissertation.
strengths in modern historical and cultural Assessment
geography and the geographies of colonialism, Courses are assessed by a variety of modes
but maintains an interdisciplinary outlook with including learning diaries, field and laboratory
contributions from Media and Film, History and notebooks, short term papers, and the
Art History. It combines an in-depth coverage dissertation.
of theoretical advances in the understanding of
landscape history and culture with a practical
engagement with landscape based upon field,
archival and textual research training.
The programme consists of three interrelated
strands, each characterising a particular
approach to landscape: cultural landscapes;
British landscape history; and colonial
landscapes.
The MA in Landscape History and Culture will
be invaluable to those working for, or wishing
to work for, local authority or private company
departments of arts heritage, planning, tourism,
environment or museum services, or a range
of other governmental and non-governmental
bodies such as the Countryside Agency, English
Heritage, English Nature and the National Trust.
109
 Geography
Snow vortex: intervention on the South Downs, Sussex
MSc in Comparative and Cross-Cultural
Research Methods (Human Geography)
1 year full-time/2 years part-time
A Postgraduate Diploma and Certificate are
also available. See Routes to postgraduate study
at Sussex on pages 14-15.
The MSc is designed to meet the most recent
ESRC requirements for social science research
training. The programme provides a rigorous
training in social research methods, an
opportunity to develop a full doctoral research
proposal and to write a supervised dissertation
(the research elective), as well as exposure
to debates and theories within the broad field
of human geography. It involves a mixture of
supervised reading and attendance at formal
courses, and aims to equip you with the
necessary skills to pursue research for a DPhil
in the field.
Funding
This programme qualifies for ESRC support
under its 1+3 system of doctoral support. For
information on ESRC and other funding, see Fees
and funding on pages 176-186.
Programme structure
There are three main elements to the MSc
programme that run concurrently through the
academic year: a research elective involving
supervised reading in your individual research
area and the writing of a dissertation; credited
courses in the philosophy and methodology of
research; and training in both quantitative and
qualitative research skills.
Autumn term: you take a research elective,
Philosophy of Science and Social Scientific
Research Practice, and Research Design in
a Cross-Cultural Context.
Spring term: you take courses in quantitative and
qualitative data collection and analysis.
110
Summer term: you choose from a selection of Coursework
courses in cross-cultural and comparative data There are three modes of entry for research
collection and analysis. The research elective students. First is traditional entry to an MPhil or
continues across all terms, culminating in the DPhil. Second is the MSc plus DPhil pathway,
writing of a dissertation. which is the 1+3 route required by the ESRC
for their studentship support. Third is the New
Assessment
Route DPhil offering an integrated four-year
Taught courses are variously assessed by term
programme of taught coursework in research
papers of 3,000-5,000 words or equivalent
methods and professional skills and supervised
coursework portfolios. The research elective is
doctoral research. All new research students will
assessed by a dissertation of 10,000 words.
be required to participate in research training
courses and to take other courses that may
Research programmes be recommended by the supervisor of their
research.
Applications for research degrees are welcomed
across any of our four research clusters, each (Exemption from research training courses can
of which maintains a strong international be granted to those who have already taken
reputation. such courses at postgraduate level; students
can also qualify for interim awards, such as
Geographers also provide interdisciplinary the Postgraduate Diploma or Certificate in
doctoral supervision in subject areas such as Comparative and Cross-Cultural Research
contemporary European studies, development Methods, for any research training courses taken
studies and migration studies. concurrently with their research; see Routes to
Funding postgraduate study at Sussex on pages 14-15.)
Research students in geography are supported
by a number of grant-awarding bodies. We have
full 1+3 and +3 recognition from the ESRC,
including one Quota Award in 2009, and a
track record of successful CASE studentship
applications. Geographers have been successful
in obtaining interdisciplinary Quota and
competition awards from the ESRC. Studentships
may also be available from the AHRC and NERC
(see Fees and funding on pages 176-186).
We also offer departmental bursaries. Please
contact the Postgraduate Convenor, Geography
(see Essentials) for further information.

ESRC-funded research in the Larkman housing estate in Norwich showed that social identities are in
flux, influenced by relationships between classes, generations, genders and ethnic groups, and by
categories used about people by others and by organisations, including the state
Recent thesis titles
Cities in motion: towards an understanding of
the cinematic city
The impact of the Second World War on the rural
landscape of Britain
Traditional leadership and the modern South
African state
Homosexuality and everyday life in post-war
London
The global-local interplay and foreign direct
investment in the European Union
The internationalisation of productive capital:
Korean textile and clothing foreign direct
investment in China
Pastoral-farmer conflict in the Hadejia-Nguru
wetlands of north-eastern Nigeria
Food crop marketing and local economic
development in Eastern Cape Province,
South Africa
Institutional needs for natural resource
conservation in mountain areas
Greek American return migration and identity
construction
Representations of diversity and cultural
participation: performances of multiculturalism
in Bologna and Barcelona
Media, imagination and migration: the role of
Italian television in the Albanian migration to Italy
An evaluation of GIS as a countryside
management tool to inform the creation of a
large scale, near forest habitat network in
West Sussex
Sediment transport in the Ouse-Newhaven Estuary
Threats to coastal shingle biodiversity in
the Rives Manche
The response of shingle beaches to storm
events: a managed approach
Specialist facilities
We have a Geography Resource Centre
supervised by a full-time map curator; a
well-equipped Geography Soils Laboratory; a
computer laboratory with IBM-compatible PCs,
Macs, Plotters, etc; and a Land Rover and mini
MPV. All facilities are supervised by technicians.
Specialist cartographic facilities are also
available.
Faculty research interests
Geography faculty enjoy reputations for world-
class academic research as well as policy-
relevant studies on global socio-economic
and cultural transformations, and on sensitive
environmental systems. Our research includes
a number of research projects funded by UK
research councils such as the ESRC, AHRC and
NERC, as well as major contributions to policy
debates within the UK government, EU and other
international organisations.
Research in Geography is divided into
four research clusters, which have strong
relationships with interdisciplinary research
centres at Sussex:
Economic geographies of globalisation and
development
This research cluster focuses on global value
chains, developing country industrialisation,
industrial change and regional economic
performance, the nature and impact of the
emergence of China and spatial price formation.
Geography
The cluster was recently ranked 1st in the UK for
impact in economic geography, see Jamie Foster,
Chris Muellerleile, Kris Olds and Jamie Peck,
‘Circulating economic geographies: citation
patterns and citation behaviour in economic
geography, 1982-2006’, in Transactions of the
Institute of British Geographers, 32(3), (2007).
Current research on regional inequality and
regional economic performance has focused
on regional economic performance in Europe,
including governance and cohesion in an
enlarged Europe. ESRC-funded research has
concentrated on the Three Italies and on the
comparative performance of continental,
Nordic, Mediterranean, east European and
‘neo-American’ economies. This research is
underpinned by an interest in the relationships
between globalisation, integration, transition,
convergence, inequality and social cohesion
(including analyses of the structural and
cohesion policies of the EU). It draws upon
theories of regulation in which the group has
a strong interest. Current plans centre on an
extension of this research to a comparative study
of the EU and China.
Our research on global value chains involves
close relationships with the research of
the Institute of Development Studies (IDS)
Globalisation Group. This research includes
the development of theoretical frameworks for
global value-chain analysis, analyses of the
role of value chain governance in shaping the
upgrading strategies for clusters, and research
on sectors that include food retailing, the
automotive industry, the steel sector and the
textile and clothing industries. Scope exists for
joint supervision with IDS in this area.
111
 Geography
Research on value chains links closely with a
third main area of research: developing-country
industrialisation and spatial price formation.
Much of this research concentrates on Chinese
economic reform and, in particular, on the
impact of WTO accession and international
standards on manufacturing performance and
state-owned enterprises in China. This work is
being expanded to explore intra-national aspects
of parallel trade involving the use of transaction-
cost economics and agency theory to develop a
principal-agent-subagent framework to examine
the spatial pricing behaviour and conduct of
Coca-Cola in the competitive Chinese beverage
market.
Associated Geography faculty include:
Professor Mick Dunford Comparative regional
and urban economic performance; inequality
and social cohesion in Europe; and theories of
regulation.
Godfrey Yeung Globalisation and the Chinese
economy, including foreign direct investment and
Chinese competitiveness after WTO accession.
Geographies of migration
This cluster constitutes the core of the Sussex
Centre for Migration Research, co-directed by
Richard Black and Russell King since 1997.
It is a unique venue for migration research
in Britain: centered on creating a close-knit,
interdisciplinary environment for faculty and
graduate researchers alike, linking research with
its now well-established MA in Migration Studies.
In the most recent Research Assessment
Exercise (RAE), this cluster was a ‘flagged’
research group, meaning it was assessed as
equivalent to the highest possible level of quality.
Central to this effort has been high-quality
original research, which has drawn funding from
research councils, government departments and
charitable foundations.
112
Highlights of this research effort include a six- The Sussex Centre for Migration Research looks
year ‘Development Research Centre’ funded by at the migration of agricultural, horticultural and
the Department for International Development packhouse workers
on the relationship between migration,
globalisation and poverty; research on issues
of integration, social cohesion and identity
among migrants to the UK, funded among others
by the ESRC, the Home Office, the Joseph
Rowntree Foundation and the Department
for Environment, Food and Rural Affairs; and
extensive research of migration issues in Europe
that is facilitated by our leading role in the
EU’s Network of Excellence on ‘International
Migration, Integration and Social Cohesion in
Europe’. The group also supervises a number of
doctoral students working on migration issues
around the world.
The Centre is home to the internationally
established Journal of Ethnic and Migration
Studies, edited by Russell King. Alongside
Richard Black’s co-editorship of the Journal of
Refugee Studies, the world’s leading journal in
the field of forced migration, this makes Sussex
the main agenda-setting centre for journal-based Map of population density in Europe. Geographers
at Sussex use Digimap, the online mapping data
empirical research outside the US on all aspects
service of the Ordnance Survey, the UK’s national
of migration. mapping agency
The Centre also facilitates extensive Canarias (ES)
interdisciplinary connections with researchers
in politics, economics, law, history and social
Guadeloupe Martinique Réunion
anthropology.
Guyane
Associated faculty include:
(FR)
Açores (PT)
Professor Richard Black Migration,
globalisation and poverty; refugees and Madeira
displaced persons in Africa and Europe; and
migration and entrepreneurship.
Mike Collyer Migration policy; refugees and
asylum; and Europe and North Africa.
Jamie Goodwin-White Geographical contexts of
social and economic inequality; North America;
Europe; and quantitative methods.
REGIOgis
Metropolitan and Urban Regions
Population of main LUZ*
250'000 - 500'000
500'000 - 1'000'000
> 1'000'000
Professor Russell King International migration
in Europe; rural geography; the Mediterranean;

Geography
and islands.
Ben Rogaly ‘Race’, immigration and class
relations in the UK; temporary migration for work
in rural areas in the UK and India; agricultural
workers; employment relations; migration,
inequality and social change.
Professor Ronald Skeldon Population
migration in the developing world, especially
Asia.
Katie Walsh Migration, home and belonging;
transnational spaces and identities; British
expatriates; and Gulf region.
Histories, cultures, networks
This cluster coheres thematically around the
connections between culture and landscape.
This is orchestrated around two interdisciplinary
research centres: the Centre for Colonial and
Post-Colonial Studies and the Centre for World
Environmental History.
Associated faculty include:
Grace Carswell Rural livelihoods in eastern
Africa, population-environment interactions
and agricultural change under the influence
of colonialism. Associated research in the
Department has focused on colonial forestry and
natural resource management in Mozambique.
Professor Alan Lester works on the historical
geography of the 19th-century British Empire,
emphasising the traffic in people, ideas and Modelling and monitoring of sensitive earth Cecil Rhodes statue, Cape Town: researchers
systems at Sussex focus on the intersections between
materials between different colonial and
This research cluster focuses on modelling colonialism and landscape in former colonies
metropolitan spaces. Together with Fae Dussart,
he is currently completing a Leverhulme-funded and monitoring of sensitive earth surface and
project on the trans-imperial history of Aboriginal atmospheric systems. The study of sensitive
Protection, particularly in Australia and New systems such as mountains, coasts, the
atmosphere and the arctic is becoming a Associated faculty include:
Zealand.
critical issue to societies, as they adjust to Professor Bob Allison Mass movement;
Simon Rycroft is a leading geographer of radical the impacts of environmental change. Our geotechnical properties of sediment; and arid
urban cultures in the 1960s, especially in Los research investigates sensitive systems by field environments.
Angeles and London. He has pioneered the monitoring, physical and numerical modelling,
analysis of such cultures from a countercultural geotechnical analysis of sediments and rocks, Mick Frogley Quaternary palaeoecology, and
perspective and shown, for the first time, how and reconstruction of quaternary environments. climatic history of lake basins.
they engage with ‘nature’, an engagement that Dominic Kniveton Climate systems; and
drew upon a series of influences. He is currently Our expertise concerns:
hydrological cycle in Southern Africa.
working on a monograph entitled Swinging City: • Climate systems
The Cultural Geographies of London 1950-1975. Cherith Moses Rock weathering; coastal
• Coastal and estuarine systems processes; and karst landforms in the British
Professor Brian Short has mapped contested Isles, the Mediterranean Basin and Australia.
ideologies of rural landscape conservation • Permafrost and Arctic systems
and the politics of landownership in Victorian • Quaternary palaeoenvironments Julian Murton Permafrost; physical modelling;
and Edwardian England, examining for the first and Quaternary environments in Arctic Canada
time the place of micro-history within historical • Soil systems and UK.
geography. He has recently begun to explore the Key achievements David Robinson Rock weathering; coastal
impact of the Second World War on English rural Recognition for the high quality of our research processes; soil erosion and conservation; and
communities. has led to several recent achievements: landform evolution.
Katie Walsh works at the intersection of • Papers in Science, Geology and Geophysical See www.sussex.ac.uk/geography for more
migration, home and belonging; transnational Research Letters information.
spaces and identities; British expatriates; and
Gulf region. • Grants: more than £3.5 million (for example
from the EU, INTERREG, the Department for
Environment, Food and Rural Affairs, NERC,
Royal Society, Environment Agency)
• Beaches At Risk project – a showcase Franco-
British project
• Chair of NERC Grant awarding panel
• Chair of the British Society for Geomorphology
• Associate editor of Journal of Geophysical
Research – Earth Surface
• Dorothy Hodgkins Royal Society Research
Fellowship to a former DPhil student

113
 Globalisation, ethnicity
Globalisation, ethnicity and culture
and culture
Essentials
Taught programme
MA Globalisation, Ethnicity and Culture
Admissions requirements
For information on overseas qualifications that
meet the admissions requirements, see pages
172-175
An upper second-class undergraduate honours
degree in a relevant social science or humanities
subject
English language requirements
IELTS 6.5, with not less than 6.5 in Writing and
6.0 in the other sections. For more information
and alternative English language requirements,
see page 174
Fees
See pages 176-181 for information on fees
Further information
Dr Vinita Damodaran,
Globalisation, ethnicity and culture,
Arts B 368,
University of Sussex, Falmer,
Brighton BN1 9QN, UK
E v.damodaran@sussex. ac.uk
www.sussex.ac.uk/development
114
• Globalisation is an important process of
contemporary social and economic change
and a major new interdisciplinary field of
study.
• Our MA programme seeks to bridge the gap
between social science and humanities
approaches to globalisation, ethnicity and
cultural difference.
• The degree aims to explore the history of
globalisation and European expansion as
well as globalisation as a critical issue of our
times.
Taught programme
MA in Globalisation, Ethnicity and Culture
1 year full-time/2 years part-time
Drawing on contributions from history,
anthropology, politics and geography, this
programme will be of interest to those working
in the fields of ethnic and cultural studies in
global, regional and national contexts including
southern Africa, South Asia, Latin America and
the UK. The programme tackles the key issue
of globalisation as a process of social change,
its impact on ethnic identities, the politics of
representation and cultural production, the rise
of fundamentalisms, including terrorism, and
the way in which these are rooted in historical
contexts.
Funding
See Fees and funding on pages 176-186.
Programme structure
Autumn term: you take Globalisation and
Culture; and Globalisation and European
Representations of Africa and India.
Spring term: you take two from Contemporary
Post-Colonial Women’s Writing; Idea of Race;
Migration, Inequality and Social Change;
The Ethics and Politics of Globalisation; and
Transnational Migration and Diaspora. Other
options are also available.
Summer term and vacation: you undertake
supervised work on a dissertation.
Assessment
You are assessed by term papers of 5,000
words, and a 20,000-word dissertation.
From Hollywood to Bollywood –
culture in a social, historical
and global context
Faculty research interests
Research interests are briefly described below.
For more detailed information, see
www.sussex.ac.uk/development
Vinita Damodaran is convenor of the MA in
Globalisation, Ethnicity and Culture, and
Lecturer in History. Her work focuses on modern
India, especially protest and nationalism,
and she is currently studying the way in which
environmental change constrains and shapes
social and cultural protest. She is author of
Broken Promises (1992) and Post-Colonial
India (2000).
Geert De Neve lectures in social anthropology.
His research focuses on Tamil Nadu, India, and is
concerned with labour relations, power, gender,
industrialisation and modernity.
Professor Saul Dubow is Professor of History.
His interests are race, colonialism and the history
of modern Africa, South African racism and the
politics of apartheid. His books include Scientific
Racism in Modern South Africa (1995).
Katy Gardner is a social anthropologist and
author of Global Migrants, Local Lives: Travel
and Transformation in Rural Bangladesh (1995),
Development, Anthropology and the Post-
Modern Challenge (1996) and Age, Narrative
and Migration: the Life Course and Life Histories
of Bengali Elders in London (2002); Editor, with
Filippo Osella, of Migration and Modernities in
South Asia (2004).
Professor Alan Lester is an historical
geographer. Interests include British colonial
discourses in the 19th century, with a particular
focus on the Cape Colony, and the geographies
of 19th-century humanitarianism. He is author
of Imperial Networks: Creating Identities in
19th-Century South Africa and Britain (2001),
and co-editor of Colonial Lives Across the British
Empire: Imperial Careering in the Long 19th
Century (2006).
Peter Luetchford is a social anthropologist with
a particular interest in coffee producers and fair
trade in Costa Rica. He is the author of Fair Trade
and a Global Commodity: Coffee in Costa Rica
(2007).
Ben Rogaly is a human geographer and a
member of the Sussex Centre for Migration
Research. His research in India and the UK
connects analysis of global and national
political economy with the lifeworlds of migrant
agricultural workers and those who recruit
and employ them.
 MA in Contemporary History
History 1 year full-time/2 years part-time

History
Sussex has a long-established reputation for
cutting-edge historical research in contemporary
history. The MA in Contemporary History is
different in scope from those available at
other universities. Its distinctiveness lies in the
emphasis on social and cultural, economic
as well as political history, and in providing
opportunities to study important aspects of the
contemporary history of Asia, Africa and north
America, as well as Britain. It aims to provide
you with the knowledge, understanding and
conceptual, intellectual and subject-specific
Essentials • History is a vibrant, ambitious and highly skills to analyse problems of importance in
Taught programmes research-active department with major the contemporary world historically, ie in their
MA degrees strengths in contemporary history, intellectual long-run context as distinct from the necessarily
Contemporary History history and early modern history. Cultural, shorter focus of the contemporary social
Early Modern History 1500-1800 social and economic history are particularly sciences. There is a strong emphasis upon
Intellectual History well represented. the comparative study of different countries
Life History Research: Oral History and Life • History is home to a number of innovative or regions. A highly distinctive feature of this
Story Documents research centres, including the Centre for programme is the training it offers in making
Modern European History War, Representation and Society; the Centre video documentaries relating to the recent past,
MSc degree for Modern European Cultural History; the as in the spring term all students are offered the
Social Research Methods (Economic and Centre for German-Jewish Studies; and option of taking the course Video Documentary
Social History) the Sussex Centre for Intellectual History. in Contemporary History. Former students have
Sussex historians also play leading roles in produced films of outstanding quality and have
Research programmes
cross-departmental Centres in Colonial and gained external acclaim for their work.
MPhil, DPhil Contemporary History
MPhil, DPhil Early Modern History Postcolonial Studies, Life History, and Early The MA in Contemporary History draws upon
MPhil, DPhil Intellectual History Modern Studies. our expertise in modern British, north American,
MPhil, DPhil Life History Research • Sussex students have access to an Asian and African history to offer a carefully
MPhil, DPhil Modern European History impressive range of archives including the constructed programme of study split into two
internationally renowned Mass Observation pathways. Each pathway through the programme
Admissions requirements
Archive, which is housed in the University is linked to a Sussex Interdisciplinary Research
For information on overseas qualifications that
Library. Centre. In this way students are integrated into
meet the admissions requirements, see pages
the research culture of the University and are
172-175
MA and MSc encouraged to attend Centre seminars and
An upper second-class undergraduate honours symposia.
Taught programmes
degree in history or another arts or social The Centre for the Study of Colonial and
Teaching methods
sciences subject Postcolonial Cultures reflects significant
MPhil and DPhil Most courses are taught in weekly small-group
interdisciplinary and cross-school interest in
A Masters degree in history or a related seminars, for which you prepare written work
the histories and cultures of colonialism, and
discipline and oral presentations. Lectures, workshops
in postcolonial studies. It organises annual
and conferences organised by the History
English language requirements conferences, a seminar series and provides
Department give you further access to the latest
IELTS 6.5, with not less than 6.5 in Writing and opportunities for more informal discussions of
historical research and debate. work in progress among its members.
6.0 in the other sections. For more information
and alternative English language requirements, Taught courses include training in appropriate The Research Centre in War, Representation
see page 174 research techniques, including the development and Society has strong links with the Imperial
of skills in using concepts and sources likely War Museum and the internationally recognised
Fees to play a part in the research project for the
See page 176-181 for information on fees Mass Observation Archive, a unique resource
dissertation. Teaching is also available, where for the study of 20th-century Britain. For further
Further information required, in languages, palaeography, statistics details, visit www.massobs.org.uk/index.html
History, Arts B, and computing. The Centre also has close research links with the
University of Sussex, You may, on certain programmes and subject Sussex Centre for Life History Research
Falmer, Brighton BN1 9QN, UK to the approval of the programme convenor, (www.sussex.ac.uk/clhr).
www.sussex.ac.uk/history write any or all of their assessment exercises in Funding
Contemporary History, Early Modern a language other than English. Please note that Successful EU applicants are advised to apply
History, Intellectual History, and Modern all teaching is in English. For further information to the AHRC (see Fees and funding on pages
European History contact the programme convenor at the address 176-186).
Dr Claire Langhamer at the address above given in Essentials.
T + 44 (0)1273 606755 Programme structure
The range of option courses may vary depending The options listed below are an example of
E c.l.langhamer@sussex.ac.uk
on demand and the availability of faculty. courses that may be available. You take four
Life History Research
Dr Margaretta Jolly, European cooperation courses during the MA.
Centre for Continuing Education, The History Department at Sussex is one of Autumn term: Historical Skills and Methods;
University of Sussex, Falmer, 27 European history departments that are Empire, Nation, State in the 20th Century; and
Brighton BN1 9RG, UK developing a joint European curriculum. War, Gender and British Society, 1914-1945.
T + 44 (0)1273 873585 Within the framework of this European pilot
E m.jolly@sussex.ac.uk project, many exchanges are possible with the Spring term: Segregated Societies: The
SOCRATES programme. American and South African South, 1860-1970;
Imperialism, Nationalism and Popular Protest
in Late Colonial India; Video Documentary in
Contemporary History; The Falklands; and
Vietnam War.
You may substitute one of these options with
an option chosen from other MA programmes,
subject to the agreement of the convenor.

115

History
Poster from the Paris Commune Collection, which documents the events of 1871 when republican Paris,
at odds with Thiers’s government for ratifying a humiliating peace treaty with Bismarck, found itself
autonomous for 73 days after the government’s retreat to Versailles
Summer term and vacation: you undertake
supervised work on the MA dissertation, which –
subject to agreement – may involve research
anywhere in Britain or another country,
depending on the topic chosen.
Assessment
Historical Skills and Methods is assessed by a
portfolio consisting of a group submission, an
individual essay and a research proposal. Video
Documentary is examined on the basis of the
documentaries produced as group projects. Each
other course is assessed by a 5,000-word term
paper, each paper to be written in the vacation
following the end of the course in question. All
students write a 20,000-word dissertation,
which is submitted towards the end of the
summer vacation.
MA in Early Modern History 1500-1800
1 year full-time/2 years part-time
This programme draws on the range of expertise
in early modern history at Sussex to offer a
carefully constructed programme of courses
from English, British, European and American
history. You take core courses on historical skills
and historiography in the autumn term; training
in early modern palaeography at the East Sussex
Record Office is also available. Spring term
courses emphasise our research strengths in
early modern England, Britain and France. The
University Library is well supplied for the early
modern period: it subscribes to Early English
Books Online, holds the Hartlib papers CD-Rom
and is home to the Travers Collection of rare
books, of value to scholars of the history of the
book and rich in examples of printing and binding
from the 15th to the 19th centuries. There are
also rich archival holdings in the local record
offices in Lewes and Chichester.
116
You also benefit from membership of the
Sussex Centre for Early Modern Studies (see
www.sussex.ac.uk/cems) which, building
upon a powerful tradition of early modern
studies, pursues interdisciplinary research and
postgraduate teaching in all areas of the early
modern period. You are therefore encouraged to
participate in the cross-disciplinary postgraduate
reading group and to attend the seminar series
for visiting speakers.
The Sussex Centre for Intellectual History (see
www.sussex.ac.uk/cih) provides for additional
intellectual exchange through its symposia and
seminars.
Funding
Successful EU applicants are advised to apply
to the AHRC (see Fees and funding on pages
176-186).
Programme structure
The options listed below are an example of
courses that may be available. You take four
options during your studies.
Autumn term: Historical Methods and
Historiography; Making and Unbreaking Britain,
1600-1800; Skills and Methods in Local and
Regional History 1520-1780: Administrative
History and Palaeography; and Intellectual
History I: Philosophical Ideas.
Spring term: Reading, Writing, Texts; Power and
Culture in Early Modern France; Intellectual
History II: Political Ideas; and Intellectual History
III: Scientific Ideas. You may substitute one of
these options with an option chosen from other
MA programmes, subject to the agreement of
the convenor. You are particularly encouraged to
select options offered by other MA programmes
associated with the Centre for Early Modern
Studies.
Summer term and vacation: you undertake
supervised work on the MA dissertation,
which – subject to agreement – may involve
research anywhere in Britain or another country,
depending on the topic chosen.
Assessment
Historical Methods and Historiography is
assessed by a portfolio consisting of an essay
and a research proposal. Each of the other
courses is assessed by a 5,000-word term
paper, each paper to be written in the vacation
following the end of the course in question. All
students write a 20,000-word dissertation,
which is submitted towards the end of the
summer vacation.
MA in Intellectual History
1 year full-time/2 years part-time
Intellectual history is one of the liveliest
and most rapidly developing subjects in
contemporary humanities in Britain. Sussex
has been one of the main contributors to the
flourishing of intellectual history and is today a
leading centre in the field, both in scholarship
and teaching. It was one of the first universities
in Britain to create a major in Intellectual History
and it remains one of the few to offer graduate
degrees specifically in this exciting discipline.
The MA in Intellectual History is central to the
Sussex programme. It aims, first of all, at giving
you the opportunity to acquire a thorough
knowledge of the interrelations between
philosophy, political thought, science and
religion in the early modern and modern period
across Britain and Europe. You study the major
transformations of the reflective and intellectual
life of both thinkers and doers whose ideas are
approached through their literary texts as well as
their practical contexts.
In addition, the MA programme’s aim is to prepare
you for more advanced study. To this end, and
to put the whole course of study into broader
perspective, you take an intensive pro-seminar in
methods and approaches to intellectual history.
This course provides methodological research
training in addition to detailed knowledge of the
major research areas of intellectual history as it is
currently practised internationally.
The MA is based in the Sussex Centre for
Intellectual History (see www.sussex.ac.uk/cih),
which arranges seminars and symposia on the
latest research and is home to significant research
projects, editorial projects (including ‘The Newton
Project’ and ‘Natural Law and Enlightenment
Classics’), and two leading academic journals
(History of Science and History of European Ideas).
Funding
Successful EU applicants are advised to apply
to the AHRC (see Fees and funding on pages
176-186).
Programme structure
Autumn term: The Theory and Practice of
Intellectual History; and Intellectual History I:
Philosophical Ideas.
Spring term: Intellectual History II: Political Ideas;
and Intellectual History III: Scientific Ideas.
Summer term and vacation: you undertake
supervised work on the MA dissertation,
which – subject to agreement – may involve
research anywhere in Britain or another country,
depending on the topic chosen.

Taking it easy? Design and material culture
are studied in their historical, social and
political context
Assessment
Each course is assessed by a 5,000-word term
paper, each paper to be written in the vacation
following the end of the course in question. All
students write a 20,000-word dissertation,
which is submitted towards the end of the
summer vacation.
MA in Life History Research: Oral History
and Life Story Documents
1 year full-time/2 years part-time
In the last three decades, life history research
has been at the forefront of the development
of qualitative research as a legitimate and
important research methodology. It has also
been part of a significant intellectual, social and
political movement in this country and abroad.
Life history research has developed in a range
of disciplines, including history, sociology,
anthropology, humanistic psychology and
education, and one of the strengths of the
approach is its multi- and interdisciplinary
nature. Though practitioners from different
disciplines have particular emphases, there
are a number of common features including:
the generation and use of life stories to explore
particular social and historical issues; a concern
for the ethical and epistemological issues
posed by the relationship between narrator and
researcher; and the ideal of empowering the
narrator either indirectly through making their
stories heard or directly through participation in
collaborative research. Alongside and connected
to academic life history research, projects based
in particular communities, institutions or social
movements have sought to make positive links
between theory and practice, between personal
experience and social life, and between ideas
and social change.
The MA gives you a thorough knowledge of issues
in the theory and practice of life history research,
and provides support for your own life history
research projects.
The University of Sussex is a leading international
centre for life history research and teaching.
It has the advantage of being able to draw
upon the Mass Observation Archive (a major
international resource, as well as the base for
an ongoing research project in autobiographical
and documentary writing), which is housed in the
University Library, and has close links with local
oral and community history projects.
Funding
Successful EU applicants are advised to apply to
the AHRC for support (see Fees and funding on
pages 176-186).
Programme structure
This MA consists of three core courses and a
fourth course chosen from an array of options.
The core courses are taught in a series of day
schools in the autumn and spring terms to
facilitate access by students living at a distance
or studying part time. Over two years, part-time
students take one course each in the autumn
and spring terms, and work on their dissertation
each summer term.
Autumn term: you take the core courses
Life History Research: Source, Context and
Interpretation; and Critical Approaches to Mass
Observation.
Spring term: you take the core course The
Theory and Practice of Oral History, and an option
from the wide range offered by history, gender
studies and related subject areas. Specific
options include Public History Placement, which
will develop vocational skills, or The Theory and
Practice of Life Writing, which will develop (auto)
biographical skills.
Summer term and vacation: you undertake
supervised work on the MA dissertation, using
life history research methods and focusing on
an agreed subject matter. Student peer support
groups and a work-in-progress day school will
also be established. Students are invited to
attend the regular Sussex Life Histories
Research Forum.
Assessment
The autumn-term courses are examined by
History
5,000-word essays. The Theory and Practice
of Oral History is examined by a 5,000-word
essay plus interview tape and transcript or
log. Public History Placement is examined by
a 5,000-word report. The Theory and Practice
of Life Writing is examined by a 5,000-word
portfolio of critical or creative writing.
The summer-term dissertation is up to
20,000 words.
MA in Modern European History
1 years full-time/2 years part-time
Sussex has a long tradition of cutting-edge
historical research in modern European history.
The MA in Modern European History draws
explicitly upon this expertise to offer a carefully
constructed programme of courses from
Spanish, German and French history.
The University Library is well supplied for the
study of Modern European History. The Mai
‘68 collection held in the Library’s Special
Collections includes printed agitprop, black
and white prints, leaflets and handouts, printed
papers and contemporaneous editions of a wide
range of magazines. The collection also includes
material relating to student unrest in Germany.
The Library also houses the Eugene W Schulkind
Paris Commune collection, the only one of its
kind in the UK, and one of the four strongest
on its subject in the world. It documents in
extraordinary detail (there are around 2,500
items) the events of 1871.
MA students are attached to the Centre for
Modern European Cultural History, which has
strong connections with European institutions
and organises conferences and seminars among
other activities. You also benefit from strong
departmental links to the Centre for German-
Jewish Studies (see www.sussex.ac.uk/cgjs/).
Established at Sussex in 1994, this Centre has
developed into a major institution for the study of
the history, culture and thought of Jews in central
Europe and for the training of a new generation
of teachers and researchers in this field. The
Centre’s archival collection, located in the
University of Sussex Library, is being developed
in accordance with these main themes. There
is a particular interest in materials documenting
the histories of German-Jewish families since
the Enlightenment, including diaries, letters,
oral testimony, survival narratives and other
biographical sources recording the history of
refugees.
Funding
Successful EU applicants are advised to apply
to the AHRC (see Fees and funding on pages
176-186).
Programme structure
The options listed below are an example of
courses that may be available. You take four
options during your studies.
Autumn term: Historical Skills and Methods; and
Empire, Nation, State in the 20th Century.
Spring term: Modern Germany: Historiographical
Problems and Perspectives; Conflict in France
from the Paris Commune to the 1960s; Critiques
of Modernity; and Video Documentary in
Contemporary History.
117
 History

You may substitute one of these options with Programme structure British migrant child Susan Miller writing a letter
an option chosen from other MA programmes, There are three main elements to the MSc to her grandparents in England while sailing into
subject to the agreement of the convenor. programme that run concurrently through the Sydney Harbour in the early 1960s (from the book
academic year: a research elective involving Ten Pound Poms: Australia’s Invisible Migrants,
Summer term and vacation: you undertake by A J Hammerton and A Thomson, 2005)
supervised reading in your individual research area
supervised work on the MA dissertation,
and the writing of a dissertation; credited courses
which – subject to agreement – may involve
in the philosophy and methodology of research;
research anywhere in Britain or another country,
depending on the topic chosen. and training in both quantitative and qualitative
research skills.
Assessment
Historical Skills and Methods is assessed by a Autumn term: you take a research elective;
portfolio consisting of a group submission, an and Philosophy of Science and Social Scientific
individual essay and a research proposal. Video Research Practice.
Documentary is examined on the basis of the Spring and summer terms: you take Methods
documentaries produced as group projects. Each of Quantitative Data Collection and Analysis;
other course is assessed by a 5,000-word term Methods of Qualitative Data Collection and
paper, each paper to be written in the vacation Analysis; and a choice of courses in research
following the end of the course in question. All methods. The research elective continues
students submit a 20,000-word dissertation, across all terms, culminating in the writing of a
which is submitted towards the end of the War begins at home: a Mass Observation publication
dissertation.
summer vacation.
Assessment
MSc in Social Research Methods
Taught course units are variously assessed,
(Economic and Social History)
including term papers of 4,000-5,000 words,
1 year full-time/2 years part-time
coursework portfolios or unseen examinations.
A Postgraduate Diploma and Certificate are
The research elective is assessed by a
also available. Please see Routes to
dissertation of 10,000 words.
postgraduate study at Sussex on pages 176-
186.
The MSc is designed to meet the most recent
ESRC requirements for social science research
training. The programme provides a rigorous
training in social research methods, an
opportunity to develop a full doctoral research
proposal and to write a supervised dissertation
(the research elective), as well as exposure to
debates and theories within the broad field of
economic and social history. It involves a mixture
of supervised reading and attendance at formal
courses, and aims to equip you with the necessary
skills to pursue research for a DPhil in the field.
Funding
This programme qualifies for ESRC support
under its 1+3 system of doctoral support. For
information on ESRC and other funding, see Fees
and funding on pages 176-186.

118
Research programmes
We invite research proposals in all aspects of
contemporary history, in British and European
history since 1500, in intellectual history, and
in life history. The History Department lays
particular emphasis on social, cultural, political
and economic history of the 19th and 20th
centuries; on early modern social, intellectual
and religious history; on life history and oral
history research; and on gender and women’s
history. For individual areas of research and
potential supervisors, see Faculty research
interests on the right.
All research is individually supervised by
members of the History Department, and a
weekly work-in-progress seminar gives a platform
for Sussex historians, visiting speakers and
research students to present their ideas and
scholarship (see Academic activities below).
Intensive language courses in the major
European languages are available.
Library and archives
The University Library is rich in contemporary
publications, periodicals and newspapers
and has a large documentary section. The
Library also subscribes to a range of electronic
resources, including Early English Books Online
(EEBO), which provides access to over 100,000
titles published between 1475 and 1700 in
facsimile form. Its Special Collections contain:
the internationally renowned Mass Observation
Archive 1937-present, on which numerous
theses and books, written at Sussex and
elsewhere, have been based, and which
has its own publications list; the important
Paris Commune Collection of books, posters,
illustrations and newspapers of 1871;
literary and political manuscripts of the 20th
century including the Rudyard Kipling papers,
Bloomsbury Group papers, the New Statesman
archive and Kingsley Martin papers; and the
History and Popularisation of Science collection
including the JG Crowther papers. For full details,
see the Special Collections website
www.sussex.ac.uk/library/speccoll
Archival sources for local history are stored at
the East Sussex County Record Office in nearby
Lewes and at the West Sussex Record Office in
Chichester; there is the Design Archive at the
neighbouring University of Brighton, and most
research students regularly use the British Library
and the Public Record Office in London.
Funding
Successful EU applicants are advised to apply
to the AHRC for support. Students who are
applying for ESRC funding (1+3 years) will take
the MSc in Social Research Methods (Economic
and Social History). For more information on
ESRC funding, see Fees and funding on pages
176-186. There are also a number of individual
bursaries and teaching assistantships offered by
the University.
Coursework
Most research students will have successfully
completed an MA with research training skills
and will therefore not be required to take any
compulsory coursework. Where it is thought
advisable, first-year research students may
otherwise be required to participate in the
Historical Skills and Methods course, or the
Historiography and Intellectual History course,
during the autumn term. Theory and Practice
of Oral History and Critical Approaches to Mass
Observation are also available for researchers
using life-history methods.
Recent thesis titles
The roots of solidarity: race, religion and the
foundations of British anti-apartheid activism,
1946-58
Young women, employment and the family in
interwar England
Exile, identity and memory: representations of
Spanish republicans in the Southwest of France
Continuity and change in an English rural
settlement: Porchester, c1500-c1750
The political thought of the Cordeliers Club
The formation of the public image of the Balkans
in Britain between 1912 and 1945
Academic activities
The History Department runs a weekly work-in-
progress seminar throughout the academic year,
to which visiting historians, research students
and faculty contribute. All postgraduate students
are encouraged to attend. Sussex history
research students have in recent years organised
a highly successful annual postgraduate
conference, ‘Fresh Perspectives’. Our graduate
students also run the well-established University
of Sussex Journal of Contemporary History, an
innovative online journal of creative and inter-
disciplinary historical research by members
of the postgraduate and early postdoctoral
community (see the perspective on page 9 for
more information).
History at Sussex has a thriving and animated
research culture, with regular seminars,
workshops and conferences on interdisciplinary
research, and specific courses on research
methods and skills. Intensive language courses
in the major European languages are also
available. Postgraduate students play an
active role within the buoyant research centres
that exist within the History Department and
throughout the University. These Centres
organise seminars and conferences among other
activities and include:
• the Centre for the Study of Colonial and
Postcolonial Cultures
(www.sussex.ac.uk/hums/cscpc);
• the Research Centre in War, Representation,
Society (www.sussex.ac.uk/cwrs);
• the Centre for Life History and Life Writing
Research (www.sussex.ac.uk/clhr);
• the Centre for German-Jewish Studies
(www.sussex.ac.uk/cgjs);
• the Sussex Centre for Intellectual History
(www.sussex.ac.uk/cih); and
• the Centre for Early Modern Studies
(www.sussex.ac.uk/cems).
Faculty research interests
History
Research interests are briefly described below.
For more detailed information, see
www.sussex.ac.uk/history
Hester Barron 20th-century British social
history with a particular interest in labour history
and the history of the working classes in the
early part of the century. Her doctoral thesis on
the miners’ lockout of 1926 is currently being
prepared for publication.
Paul Betts 20th-century Germany, and modern
European intellectual and cultural history. Joint
editor of German History. Co-Director of the
Sussex Centre for Modern European Cultural
History. Author of The Authority of Everyday
Objects: A Cultural History of West German
Industrial Design (2004). Currently completing a
book on the history of East German private life.
Peter Campbell 18th-century French political,
intellectual and cultural history. Current research
focuses on the relationship between patriot
ideology or rhetoric and the politics of the end
of the old regime. Author of The Origins of the
French Revolution (2005) and Conspiracy and
the French Revolution (2007).
Vinita Damodaran Modern India, with particular
interests in popular protest and nationalism
during the final stages of British imperial
rule. Currently studying the ways in which
environmental change constrains and shapes
social and cultural protest. Author of Nature and
the Orient; An Environmental History of South
and South East Asia (1997) and Postcolonial
India, History, Politics and Culture (2000).
Professor Saul Dubow The political and
intellectual foundations of modern South Africa,
with special reference to the politics of race,
nationalism and identity. Chair of the Board
of the Journal of Southern African Studies
and Co-Director of the Centre for Colonial and
Postcolonial Studies. Author of A Commonwealth
of Knowledge: Science, Sensibility and White
South African Identity, c 1820-2000 (2006).
Professor Carol Dyhouse 19th- and 20th-
century British social history; feminism;
gender and women’s experiences in the family,
education and the workplace. Author of No
Distinction of Sex? Women in British Universities,
1870-1939 (1995) and Students: A Gendered
History (2006).
Jim Endersby The history of science, with
particular interest in the impact of empire on
19th-century Britain, and in the reception and
influence of Darwinism. Author of A Guinea Pig’s
History of Biology: The Animals and Plants Who
Taught Us the Facts of Life (2007) and Imperial
Nature: Joseph Hooker and the Practices of
Victorian Science (2007).
119
 Ian Gazeley British history in the 20th century;
living standards and poverty; and employment
History
and unemployment. Co-Director of the Sussex
Centre for War, Representation and Society.
Author of Poverty in Britain, 1900-1965 (2003)
and co-editor of Work and Pay in 20th Century
Britain (2007). Currently working on Living
Standards in the British Isles in 1904, and
Women’s Wages during World War I.
Raphael Gross German-Jewish culture and
politics. He is currently writing a book on morality
and ethics during the Nazi era. He is the Director
of the Leo Baeck Institute in London and is
co-editor of the Leo Baeck Institute Year Book.
Author of Carl Schmitt and the Jews (2000).
Professor Knud Haakonssen The history of
early modern philosophy, with special emphasis
on moral, political, and legal thought. His main
research project is an extensive study of the
history of human rights in the early modern
period. Publications include (ed) The Cambridge
Companion to Adam Smith (2005); (ed) The
Cambridge History of 18th-Century Philosophy
(2005).
Gerry Holloway Women’s work and women’s
organisations in the 19th and 20th centuries.
Current research focuses on changing attitudes
towards women as workers since World War II.
Author of Women’s Work in Britain since 1840
(2005).
Professor Alun Howkins Rural social history
and the cultural history of rural England.
Currently working on anti-enclosure movements
and popular use of the land in England after
1850 and on the persistence of living in farm-
service in England 1850-1920. Publications
include The End of Rural England: A Social
History of the Countryside Since 1900 (2003).
Professor Robert Iliffe The history of science
and in particular The Newton Project
(www.newtonproject.ic.ac.uk/), an
international undertaking to publish a critical
scholarly edition of all of Isaac Newton’s
writings. Publications include The Cambridge
History of 18th Century Science (2003); Recent
Newtonian Research (2004) and Studies in the
History and Philosophy of Science (2004).
Claire Langhamer 20th-century British history,
specialising in gender, life histories and mass
observation. Currently working on a history of
love and commitment across the period c1930-
1970. Author of Women’s Leisure in England,
1920-1960 (2000) and recent articles on
courtship, adultery and the meanings of home.
Margaretta Jolly Co-Director of the Centre
for Life History and Life Writing Research.
Publications include Dear Laughing Motorbyke:
Letters from Women Welders of the Second
World War (1997); Encyclopedia of Life
Writing (2001); In Love and Struggle: Letters
in Contemporary Feminism (2008), exploring
feminist relationships as they have been
expressed in letters and emails since the 1970s.
James Livesey The cultural history of France
and the British Isles, especially Ireland, from
1640 to 1900, with a particular interest in the
growth of democratic values in society, the
economy and politics. At the moment he is
working on popular participation in botany in
18th-century Languedoc.
120
An illustration of Brighton from A Voyage Round Great Britain by R Ayton, published in 1814, taken from
one of the University of Sussex Library’s collections of rare books
Lucy Robinson Contemporary British history Chris Warne Modern French history,
with a particular interest in the British Left, with particular interests in youth and its
sexuality and sexual politics, counter-culture representation, the cultures of everyday life, and
and youth culture. Currently working on popular the relationship between theory and wider social
memoir and memory in the Falklands War. Author developments. Publications include ‘Hip-hop
of Gay Men and the Left in Post-war Britain: How on French television’ in M Scriven and E Roberts
the Personal got Political (2007). (eds); Group Identities on French and British
Television (2003); ‘Actuel magazine and the
Darrow Schecter 19th- and 20th-century
promotion of counter-culture in post 68 France’
Italian political theory and history. Author of
in Modern and Contemporary France 15:13
Beyond Hegemony: Towards a New Philosophy
(2007); and ‘The Youth question: generations,
of Political Legitimacy (2005) and The History
stability and social change in France since 1945’
of the Left in Europe from Marx to the Present:
in C Levy and M Roseman (eds) Three Post-war
Theoretical Perspectives (2007).
Eras in Comparison. Western Europe 1918-
Dorothy Sheridan British 20th-century social 1945-1989 (2002). He is currently completing
history; women’s history; autobiographical a book on youth in France since 1945.
writing. Archivist of the Mass Observation
Richard Whatmore 18th- and 19th-century
Archive and director of a project documenting
French and British intellectual history; Genevan
life in Britain in the 1990s. Publications include
political thought; British radicalism in the
(with Brian Street and David Bloome) Writing
1790s. Author of Republicanism and the French
Ourselves: Mass Observation and Literary
Revolution (2000). Has written numerous journal
Practices (2000).
articles including ‘Adam Smith’s contribution to
Naomi Tadmor Social and cultural history the French Revolution’ 175 (2002) and ‘Etienne
c 1500-1800, focused mainly on Britain. Dumont, the English Constitution and the French
Publications include Family and Friends in Revolution’ 50 (2007).
18th-Century England: Household, Kinship and
Christian Wiese Modern German-Jewish history
Patronage (2001). Currently completing a book
and the Director of the Centre for German-
entitled The Social Universe of the English Bible
Jewish History. Author of Challenging Colonial
on the language of social description in early
Discourse: Jewish Studies and Protestant Theory
modern biblical translations.
in Wilhelmine Germany (2005); and The Life
James Thomson Comparative economic and and Thought of Hans Jonas: Jewish Dimensions
social history – especially Catalonian history and (2007).
Spanish industrialisation; 20th-century Spain.
Author of A Distinctive Industrialization: Cotton
in Barcelona, 1728-1832 (1992), and Decline
in History: The European Experience (1999). He
has recently been researching and publishing
on technological transfer to the Catalan cotton
industry.
Nicola Verdon Economic and social history of
the British countryside in the 19th- and 20th-
centuries, with a particular focus on gender
and the workforce, the family economy and the
farm family. Author of Rural Women Workers in
19th-Century England: Gender, Work and Wages
(2002).
Human rights
Essentials
Taught programme
MA Human Rights
Research programmes
MPhil, DPhil Human Rights
Admissions requirements
For information on overseas qualifications that
meet the admissions requirements, see pages
172-175
MA
An upper second-class undergraduate
honours degree in politics, international
relations, philosophy, law, history, sociology or
anthropology
MPhil and DPhil
A Masters degree in a discipline relevant to
your chosen area of research. Applicants
should also submit an outline research
proposal indicating the nature, ambitions and
primary questions of the research project
English language requirements
IELTS 6.5, with not less than 6.5 in Writing and
6.0 in the other sections. For more information
and alternative English language requirements,
see page 174
Fees
See pages 176-181 for information on fees
Further information
Dr Nigel Eltringham,
School of Social Sciences and Cultural Studies,
University of Sussex, Falmer,
Brighton BN1 9SJ, UK
E socculgrad@sussex.ac.uk
www.sussex.ac.uk/development
Human rights protesters in Pretoria,
South Africa, 1999
• Research in human rights at Sussex goes
beyond a narrow legalistic approach and
explores how human rights are socially
embedded in wider processes of poverty,
violence, identity, globalisation and the
emergence of global forms of governance.
• The MA in Human Rights reflects this
critical perspective and is taught by leading
experts from law, international relations,
anthropology and migration studies.
• Options enable you to specialise in specific
subjects including genocide studies; the
European convention on human rights;
refugees and development; and women’s
rights.
• The MA dissertation, supervised in the
summer term and vacation, allows you to
pursue further, focused research in the
subject of your choice.
• The MA in Human Rights benefits from its
affiliation with the Justice and Violence
Research Centre, the activities of which
include regular seminars by visiting scholars
and a film series in the spring term.
Taught programme
MA in Human Rights
1 year full-time/2 years part-time
This interdisciplinary programme focuses
on human rights, one of the most globalised
political values of our time. The programme is
aimed primarily at those interested in pursuing
postgraduate research in human rights and
those involved in or contemplating professional
work within human rights agencies.
Funding
You may be eligible to apply for a Sasakawa
Scholarship (see Fees and funding on pages
176-186).
Programme structure
Autumn term: you take Liberalism, Modernity
and Globalisation; and Human Rights and the
Politics of Culture.
Spring term: you take two options from
Genocide in World Politics; Migration under
the European Convention on Human Rights;
Human Rights in International Relations;
The European Convention on Human Rights;
Refugees and Development; The Ethics and
Politics of Globalisation; Human Rights in
Europe; International Law and the Protection of
Minorities; War, State and Society; and Women
and Human Rights. (Please note that not all
options run every year.)
Summer term and vacation: you undertake
supervised work on a dissertation.
Assessment
You are assessed by term papers of 5,000 words
for each course and a 15,000-word dissertation.
Human rights
Research programme
MPhil/DPhil in Human Rights
We recruit students wishing to undertake
research in the main areas of faculty interests.
You can register for a degree in human rights or
in an appropriate academic discipline. Students
applying within most disciplines in the social
sciences are eligible to apply for one of three
ESRC Quota awards in 2009.
Faculty research interests
Research interests are briefly described below.
For more detailed information, see
www.sussex.ac.uk/development
Professor Marie-Bénédicte Dembour
Professor of Law. Researches the intersection
between law and human rights in Europe and
Africa. Publications include an edited collection
Culture and Rights (2001) and a monograph on
law and colonialism Recalling the Belgian Congo
(2001).
Nigel Eltringham Lecturer in Anthropology.
Researches violence, genocide, memory and
international criminal justice in Central Africa.
Publications include Accounting for Horror:
Post-Genocide Debates in Rwanda (2004).
Zdenek Kavan Lecturer in International
Relations. He is concerned with nationalism,
democracy and citizenship in Eastern and
Central Europe, as well as human rights and
issues of international legitimacy. Editor, with
Barbara Einhorn and Mary Kaldor, of Citizenship
and Democratic Control in Contemporary
Europe (2001).
Professor Martin Shaw Professor of
International Relations. Researches globalisation
of the state, global civil society, media and global
crises, military culture and military institutions,
sociological approaches to international
relations, historical and political approaches
to sociology. Publications include War and
genocide: Organised Killing in Modern Society
(2003) and What is Genocide?: A New Social
Theory (2007).
121

International relations
International relations
Essentials
Taught programmes
MA degrees
Global Political Economy
International Relations
War, Violence and Security
MSc degree
Comparative and Cross-Cultural Research
Methods (International Relations and Politics)
Research programmes
MPhil, DPhil International Relations
New Route DPhil International Relations
Admissions requirements
For information on overseas qualifications that
meet the admissions requirements, see pages
172-175
MA
An upper second-class undergraduate honours
degree, preferably in an arts or social sciences
subject, but other disciplines will be considered.
Relevant work experience will also be considered,
particularly in cases where candidates fall short
of the academic requirement
MSc, MPhil and New Route DPhil
An upper second-class undergraduate honours
degree in any relevant social science, but
applicants from other backgrounds may be
considered. Applicants should submit an outline
(two to three pages) of their research interests
DPhil
A Masters degree in international relations or
a related discipline, but applicants from other
backgrounds may be considered
Applications should be accompanied by a
2,000-word research outline indicating the
nature, ambition and primary questions of the
research project
English language requirements
IELTS 6.5, with not less than 6.5 in Writing and
6.0 in the other sections. For more information
and alternative English language requirements,
see page 174
Fees
See pages 176-181 for information on fees
Further information
Dr Jan Selby,
International Relations,
University of Sussex, Falmer,
Brighton, BN1 9SJ, UK
T +44 (0)1273 678892
E j.selby@sussex.ac.uk
www.sussex.ac.uk/ir
122
• Sussex offers three taught Masters degrees in
the field of international studies, as well as
MPhil and DPhil advanced research degrees.
• The hallmark of the International Relations
Department is the diversity and distinctiveness
of its courses and degree programmes.
• Research and teaching strengths include
international history, theory, global political
economy; globalisation and social change;
conflict and security studies, development,
Middle East, and imperialism.
Taught programmes
MA in Global Political Economy
1 year full-time/2 years part-time
This MA is concerned with the broader issues
surrounding transformations in the world
economy and their effects on state and society.
Like the MA in International Relations, it is
rooted in a progressive, reflexive tradition. The
degree offers a specialised introduction to, and
preparation for, possible advanced research in
the rapidly developing field of global political
economy.
We examine the role played by states, business
and international organisations in the generation
of wealth and its distribution on a global scale.
The programme centres on three related themes:
• the globalisation of the state, especially
structures of political authority, the
deployment and threat of violence, and new
forms of political-economic regulation;
• the examination of the shift from a national
to a transnational and, ultimately, a global
socio-economic framework, with particular
reference to global finance, production and
trade, and civil society and international
institutions;
• analysing the pattern and direction of
development trajectories, with specific
reference to new forms of political economy
that will enable sustainable development.
The programme includes the traditional
international political economy focus upon
states and firms, but goes beyond this to
other dimensions of social practice, such as
gender, security and environmental change,
seen as central to the functioning of the global
political economy.
Programme structure
Autumn term: you take two courses:
Contemporary Theories in Global Political
Economy; and Global Political Economy.
Spring term: you take two options from the list
of spring-term options offered on all three MA
programmes (see opposite page).
Summer term and vacation: you undertake work
on the MA dissertation, which is supervised
during the summer term by a member of faculty.
Assessment
The Global Political Economy and Contemporary
Theories courses are assessed by unseen
examinations. Each spring term option is
examined by a term paper (maximum 5,000
words). You also submit a dissertation of 20,000
words.
MA in International Relations
1 year full-time/2 years part-time
The distinctiveness of the Sussex MA in
International Relations lies in its combination of
coverage of mainstream debates with a variety
of critical approaches drawn from history, social
theory and political economy. This combination
is reflected in the core courses, where the
specialised study of international theory is
paralleled by the interdisciplinary Foundations of
World Politics. It is further reflected in the wide
range of spring-term options, which embody a
broader conception of the field than is found in
most international relations programmes.
The MA is intended both for those who wish to
deepen their understanding of international
relations acquired in a first degree, and for those
who may wish to orient their future academic or
other research work to the subject.
Funding
You may be eligible to apply for a Sasakawa
Scholarship (see Fees and funding on pages
176-186).
Programme structure
Autumn term: you take two courses:
Foundations of World Politics; and International
Relations Theory.
Spring term: you take two options from the list
of spring-term options offered on all
MA programmes (see page 123).
Summer term and vacation: you undertake work
on the MA dissertation, which is supervised
during the summer term by a member of faculty.
Assessment
Foundations of World Politics is assessed
by a term paper (maximum 5,000 words).
International Relations Theory is assessed by
an unseen examination. Assessment of spring-
term options is by term paper (maximum 5,000
words). You also submit a dissertation of 20,000
words.
MA in War, Violence and Security
1 year full-time/2 years part-time
Since the end of the Cold War, issues of war,
violence and security have arguably become
more complex and contradictory than ever
before. The late 20th and early 21st centuries
have been scarred by war, violence and insecurity
including, but not confined to: genocidal ethnic
nationalisms in Rwanda, Bosnia and Darfur;
the emergence of global networks of terror;
a new western way of war epitomised by US
operations in both Afghanistan and Iraq; and
the intensification of health, environmental and
poverty insecurities associated, for instance,
with the AIDS pandemic and water shortages.
The diversity of forms of violence, insecurity and
war in the 21st century makes the study of world
politics more multi-layered and ethically charged
than ever.
This MA explores the major theoretical and policy
issues posed by war, violence and (in)security,

International relations
with a specific focus on three areas. First the
question of war and its relationship to social,
economic and political change, and systems
of power/ knowledge. Second, contemporary
manifestations of wider forms of political violence
such as ethnic violence, genocide and terror.
Finally, the implications of novel security issues
such as the environment and disease for the
nature, meaning and practice of security today.
In addition this programme aims to explore
critically how war, violence and insecurity impact
on broader interdisciplinary questions of justice,
equality, peace and freedom.
Programme structure
Autumn term: you take the two courses War,
Violence and Society; and Security: Concepts
and Theories.
Spring term: you take two options from the
list of spring term options offered on all three
MA programmes (see below).
Summer term and vacation: you undertake work
on the MA dissertation, which is supervised
during the summer term by a member of faculty.
Assessment
Security: Concepts and Theories is examined
by a term paper (maximum 5,000 words). War,
Violence and Society is examined by an unseen
paper. Assessment of the spring-term options
is by term papers (maximum 5,000 words). You
also submit a dissertation of 20,000 words. MSc in Comparative and Cross-Cultural Summer term: you choose from a selection of
Research Methods courses in cross-cultural and comparative data
Optional courses common to all MA (International Relations and Politics) collection and analysis. The research elective
programmes 1 year full-time/2 years part-time continues across all terms, culminating in the
This list of options is available to students on A Postgraduate Diploma and Certificate are writing of a dissertation.
all three MA programmes, and reflects faculty also available. See Routes to postgraduate study
expertise in international relations; global Assessment
at Sussex on pages 14-15.
political economy; and war, violence and security. Taught course units are variously assessed by
Please note that not all of these options will The MSc is designed to meet the most recent term papers of 3,000-5,000 words or equivalent
necessarily be available in any given year, since ESRC requirements for social science research coursework portfolios. The research elective is
the MA options are run according to demand. training. The programme provides a rigorous assessed by a dissertation of 10,000 words.
You may be allowed to take your second option training in social research methods, an
from within other MA programmes at Sussex: opportunity to develop a full doctoral research
proposal and to write a supervised dissertation Research programmes
for example, those in social and political
thought, contemporary European studies, or (the research elective), as well as exposure Advanced research for MPhil or DPhil degrees
development studies. to debates and theories within the broad field can be undertaken in international relations.
of international relations. It involves a mixture Strengths in research supervision at Sussex
Capitalism and Geopolitics of supervised reading and attendance at include international theory (especially critical
East Asia and the International Political Economy formal courses, and aims to equip you with the theory, Marxism and continental thought);
East Central Europe Since 1945 necessary skills to pursue research for a DPhil in history and development of the international
Ethnic Nationalism, Identity and Violence the field. system, including emergence of the state
Gender and International Relations
Funding system, globalisation and imperialism; global
Genocide in World Politics
This programme qualifies for ESRC support political economy, including the study of finance,
Global Politics of Disease
under its 1+3 system of doctoral support. For international economic organisations, and
Globalisation and Governance
information on ESRC and other funding, see Fees transnational corporations; contemporary war
Historical Sociology of Geopolitics
and funding on pages 176-186. and peace studies, including humanitarian
Human Rights in International Relations
intervention, the politics of genocide; resource
International Law in World History Programme structure conflicts and political Islam; environment
International Relations in World Politics There are three main elements to the MSc and development studies; European politics;
International Relations of Global programme that run concurrently through the North African, Middle Eastern and South Asian
Environmental Change academic year: a research elective involving international relations and politics; nationalism;
Issues in International Security supervised reading in your individual research and human rights.
Modernity and International Relations area and the writing of a dissertation; credited
Peace and Globalisation courses in the philosophy and methodology of International relations faculty also supervise
Political Economy of Global Finance research; and training in both quantitative and doctoral research in the following subject areas:
Religions, Cultures and Civilisations qualitative research skills. social and political thought, contemporary
The Ethics and Politics of Globalisation European studies, development studies, gender
The International Relations of the EU Autumn term: you take a research elective, studies, science and technology policy and
The Middle East in Global Order Philosophy of Science and Social Science management, and media and film studies. The
The Political Economy of Development Research Practice, and Research Design in a opportunity exists for joint supervision across
The Politics of Global Civil Society Cross-Cultural Context. disciplines.
The State in the Era of Globalisation Spring term: you take courses in quantitative and
qualitative data collection and analysis.

123
 Over recent years, exciting research has been A new age of intervention: sovereignty Fabio Petito Religion and international
under question relations; political Islam; dialogue of civilisations;
International relations

conducted by Sussex research students in a

stimulating environment. Our student cohort and
faculty aim to provide a welcoming and supportive
environment to new research students.
Funding
The Department has full 1+3 and +3
recognition from the ESRC, including access to
three interdisciplinary Quota awards in 2009.
We will actively help prospective and registered
students in their search for, and applications to,
funding bodies. When the opportunities arise,
we will bring your attention to internal funding
schemes, such as bursaries and teaching
assistantships. Suitably advanced research
students – usually second year onwards – may
also be offered paid teaching (and teacher
training) opportunities across the academic
year. For details of funding opportunities,
contact Jan Selby at the address listed
in Essentials.
Coursework
There are three modes of entry for research
students. First is traditional entry to an MPhil or
DPhil. Second is the MSc plus DPhil pathway,
which is the 1+3 route required by the ESRC
for their studentship support. Third is the New
Route DPhil offering an integrated four-year
programme of taught coursework in research
methods and professional skills and supervised
doctoral research. All new research students will
be required to participate in research training
courses and to take other courses that may be
recommended by their research supervisor.
Exemption from research training courses can
be granted to those who have already taken
such courses at postgraduate level. Students
can also qualify for interim awards, such as
the Postgraduate Diploma or Certificate in
Comparative and Cross-Cultural Research
Methods, for any research training courses taken
concurrently with their research. See Routes to
postgraduate study at Sussex on pages 14-15.
Recent thesis titles
Predicaments of transnationalised passive
revolutions: transformation of the Russian
nomenklatura in the neoliberal era
Revisionism and modernisation in the post-war
British Labour Party
The role of the British state in the re-emergence
of global capital
Global enclosures: a critical analysis of
environmental governance, trade and social
movements
Assessing the effectiveness of international
environmental agreements: an analysis of the
factors determining the success of the MAP
and the CLRTAP
Faculty research interests
Research interests are briefly described below.
For more detailed information, see
www.sussex.ac.uk/ir
Andreas Antoniades International and
comparative political economy; globalisation;
hegemony; discourse and power/knowledge
in world politics and economics; everyday
life; Greece; and Ireland. Author of Producing
Globalisation (forthcoming).
Martin Coward Ethnic conflict, genocide,
urban destruction; the dissolution of Yugoslavia;
discourses of security, fear and threat in
international relations; identity and community;
critical theories of international relations;
and continental political philosophy. Author
of Urbicide: The Politics of Urban Destruction
(forthcoming).
Stefan Elbe International security; the
global politics of disease; human security;
securitisation theory; HIV/AIDS and international
security; biopolitics, risk and security; the
idea of Europe; Nietzsche. Author of Strategic
Implications of HIV/AIDS (2003) and Europe: A
Nietzschean Perspective (2003).
Kevin Gray East Asia and the international
political economy; labour and globalisation; the
politics of Korea and greater China; international
migration; and critical theories of international
political economy. Author of Korean Workers and
Neoliberal Globalization (2007).
Beate Jahn Classical and contemporary political
and international theory; ethics, gender, culture;
and international law and international history.
Author of Politik und Moral (1993), The Cultural
Construction of International Relations (2000)
and Classical Theory in International Relations
(2006).
Zdenek Kavan Nationalism, democracy and
citizenship in Eastern and Central Europe; post-
communism; human rights, and justice and
international legitimacy. Editor, with Barbara
Einhorn and Mary Kaldor, of Citizenship and
Democratic Control in Contemporary
Europe (2001).
international political theory; the international
politics of the Mediterranean; and Italian foreign
policy. Co-editor of Religion in International
Relations (2003) and The International Political
Thought of Carl Schmitt (2007).
Professor Kees van der Pijl Transnational
classes; global political economy; and
international theory. Publications include
Transnational Classes and International
Relations (1998), Global Rivalries (2006) and
Nomads, Empires, States (2007).
Justin Rosenberg Theories of international
relations and international political economy;
social theories of modernity, especially Marx
and Weber; and historical development of the
international system. Author of The Follies of
Globalisation Theory (2000).
Jan Selby The political economy of peace
processes; resource politics, especially water
and oil; the Israeli-Palestinian conflict; India-
Pakistan; and theories of international relations
and global political economy. Author of Water,
Power and Politics in the Middle East (2003) and
The Global Politics of Oil (forthcoming).
Professor Martin Shaw Globalisation of the
state; global civil society; military culture; and
war, genocide and global change. Author of
Theory of the Global State (2000), War and
Genocide (2003), The New Western Way of War
(2005) and What is Genocide? (2007).
Anna Stavrianakis NGOs and global civil
society; military globalisation and the arms
trade; critical theories of international relations;
and critical security studies. Publications
include ‘(Big) business as usual: sustainable
development, NGOs and UK arms export policy’,
in Conflict, Security and Development (2005).
Benno Teschke Marxism; historical sociology;
critical theory and dialectic; international
political thought; international theory; and the
development of the European state system.
Author of The Myth of 1648 (2003).

Global responsibility and climate change:
ethics, uncertainty and international relations
Third-world solidarity in global politics:
the non-aligned movement and the Group of
77 in the United Nations General Assembly
Feminism, social movements and the
globalisation of democracy
An archaeology of post-structural intent in
international relations
Political economy of the artificial: towards an
alternative paradigm of business organisation
Globalisation, social exclusion and the discursive
localisation of poverty
Samuel Knafo Global finance; monetary
policy; international political economy;
imperialism; historical sociology; Marxism and
poststructuralism. Publications include, ‘The
gold standard and the origins of the modern
international system’, in Review of International
Political Economy (2006).
Kamran Matin Politics of Iran; political Islam;
international relations theory, and international
politics of revolution. Publications include
‘Uneven and combined development in world
history’, in European Journal of International
Relations (2007).
Louiza Odysseos Critical and poststructuralist
international theory; global ethics; subjectivity
and continental philosophy; gender studies;
Martin Heidegger, Emmanuel Levinas, and Carl
Schmitt. Author of The Subject of Coexistence
(2007).

124

Law
Essentials
Taught programmes
LLM degrees
European Law
Family, Responsibility and the Law
International Criminal Law
International Law: Rights and Responsibilities
International Trade Law
Law and International Security
Master of Laws
MSc degree
Social Research Methods (Legal Studies)
Common Professional Examination
CPE/Graduate Diploma in Law
Research programmes
MPhil, DPhil Law Studies
New Route DPhil Legal Studies
Admissions requirements
For information on overseas qualifications that
meet the admissions requirements, see pages
172-175
LLM
An upper second-class undergraduate honours
degree in law or a relevant subject
MSc
An upper second-class undergraduate honours
degree in law, but applicants from other
backgrounds may be considered. You are
also welcome to apply if you hold a Masters
qualification that did not include research training
CPE
A second-class undergraduate honours
degree. Applications are made through:
Central Applications Board, PO Box 84,
Guildford, Surrey, GU31 1YX, UK
T +44 (0)1483 451080
www.lawcabs.ac.uk
The deadline for applications is normally
1 February, although late applications will be
considered subject to the availability of places
MPhil, DPhil and New Route DPhil
An upper second-class undergraduate
honours degree in law or a relevant subject
such as politics, economics or history, and a
Masters degree in law or a related subject. For
information on overseas qualifications that
meet the admissions requirements, see pages
172-175
English language requirements
IELTS 6.5, with not less than 6.5 in Writing and
6.0 in the other sections. For more information
and alternative English language requirements,
see page 174
Fees
See pages 176-181 for information on fees
Further information
MPhil, DPhil, LLM, MSc
The Postgraduate Coordinator,
The Sussex Law School, University of Sussex,
Falmer, Brighton, BN1 9QQ, UK
T +44 (0)1273 877888
F +44 (0)1273 877534
E si-admissions@sussex.ac.uk
www.sussex.ac.uk/law/postgrad
CPE
Dr Paul Omar, The Sussex Law School, Falmer,
University of Sussex, Brighton BN1 9QQ, UK
T +44 (0)1273 877061
F +44 (0)1273 877534
E paulo@sussex.ac.uk
• Law at Sussex offers specialist, research-led
programmes in European, international, child
and family, and international criminal law.
• Our interdisciplinary programmes are
intellectually rigorous and explore law in
its political, social, economic and cultural
context, engaging with important issues of
contemporary concern.
• We have a strong internationalist outlook
with an emphasis on research and the
practical significance of study.
• Our programmes are taught by enthusiastic,
expert faculty, committed to research and
teaching excellence.
• Law at Sussex attracts graduates from a
wide range of academic and professional
backgrounds and equips them with the
knowledge and skills for successful careers
in their chosen fields.
• We offer a dynamic research environment for
faculty and graduate students and a thriving
law community with students from around
the world.
• Local firms of solicitors play a part in the
life of the School sponsoring a number of
its activities and employing a number of
students on formal training contracts as
well as less formal assignments. Partners
in these firms judge part of the student
mooting, negotiation and client interviewing
competitions.
•We have regular visits to local and London
courts, as well as courts in France and the
War Crimes Tribunal at The Hague.
Taught programmes
Changes to the autumn-term LLM courses are
planned, for details see www.sussex.ac.uk/law
LLM European Law
1 year full-time/2 years part-time
The aim of this programme is to develop an
advanced level of understanding of the subject
of European law its broadest sense, that is,
including the law of the European Union (EU),
the European Convention on Human Rights
and comparative European legal studies. The
programme examines issues that highlight the
contemporary and dynamic features of European
law, such as constitutional law, human rights and
the single market, while also focusing on new
and controversial aspects such as EU citizenship,
migration and asylum, healthcare law, European
criminal law, security in Europe, competition law
and access to public services. As a result, you
Law
will achieve a deeper understanding of issues of
European law and their place in the process of
European legal, social, political and economic
integration.
Funding
See Fees and funding on pages 176-186.
Programme structure
Autumn term: two core courses comprising
Contemporary Issues in European Law; and
Theory and Research in European Law.
Spring term: two options, one of which must be
selected from Law and Citizenship of the EU;
Migration under the European Convention on
Human Rights; Freedom, Security and Justice in
the EU; European Environmental Law; European
External Relations; European Comparative Law;
European Health Care Law; EU Single Market
Law; International Law and the Protection of
Minorities; International and Comparative
Corporate Insolvency Law; and International and
Comparative Company Law.
The range of options available in any one year
may vary. One option may be selected from the
full array offered within the Sussex Law School,
see the full list of options under the Master of
Laws (LLM) on page 126.
Alternatively, full-time students may spend the
spring term at another European university under
the SOCRATES exchange programme. In the host
university, you will follow courses on different
aspects of European law taught in English.
Summer term and vacation: supervised research
training and work on the LLM dissertation.
You will also have the opportunity to participate
in a study visit to a number of European
institutions. The aim of this visit is to enable you
to gain first-hand experience of the European
legal and political institutions and to enhance
your understanding of the role of the institutions
in the process of European legal integration.
Assessment
The courses are assessed by a combination of
coursework, examinations, 4,000-5,000-word
essays and a dissertation of 20,000 words.
LLM Family, Responsibility and the Law
1 year full-time/2 years part-time
This programme explores the idea of
responsibility in the context of family regulation.
It considers the socially important relationships
that adults form between themselves and their
children, and reflects on the place of state
intervention in those relationships. These
reflections take place against the background
of the increasing importance of the discourse
of ‘rights’ in social and legal policy. The degree
programme will require you to think critically
about the capacity of the state to impose
responsibilities on family members in an era of
family and individual rights. It will also enable
you to analyse circumstances in which the state
takes on family responsibility.
Funding
See Fees and funding on pages 176-186.
Programme structure
Autumn term: the two core courses Responsibility,
Rights and the Family; and Theory and Research
in Family and Child Law.
125
 Spring term: two options, one of which must
be selected from the following: Childhood and
Law
the Law; Families, Healthcare and the Law;
Women and Human Rights; Regulation of Adult
Relationships; Parenthood and the Law; and
Gender, Sexuality and the Law.
The range of options available in any one year
may vary. One option may be selected from the
full array offered within the Sussex Law School,
see the full list of options under the Master of
Laws (LLM) (below right).
Summer term and vacation: supervised work on
the LLM dissertation.
Assessment
The courses are assessed by a combination
of coursework, examinations, essays (4,000-
5,000 words) and a 20,000-word dissertation.
LLM International Criminal Law
1 year full-time/2 years part-time
This programme was the first of its kind in the
UK, specialising in the rapidly developing area
of international criminal law and practice.
It remains one of the most highly respected
programmes of its kind and is the leading
Masters-level course in the UK that combines
the study of international criminal law with
comparative criminal justice. This provides you
with unique insights into both international and
national systems of criminal justice. As a result,
our graduates have found work in international
organisations, including the key international
criminal tribunals, as well as within domestic
criminal justice systems and NGOs. During
the programme, you have the opportunity to
experience the work of the international courts at
the Hague at first hand on our annual study visit.
Funding
You may be eligible to apply for a Sasakawa
Scholarship (see Fees and funding on pages
176-186).
Programme structure
Autumn term: you take The Nature and
Institutions of International Criminal Law,
and Theory and Research in International
Criminal Law.
Spring term: two options, one of which must
be selected from Comparative Criminal
Justice Systems; European Convention on
Human Rights; European Environmental
Law; International Crimes; International
Environmental Law; International and
Transnational Offending; Legal Regulation of
Armed Conflict; and Women and Human Rights.
The range of options available in any one year
may vary. One option may be selected from the
full array offered within the Sussex Law School,
see the full list of options under the Master of
Laws (LLM) right.
Summer term and vacation: supervised work on
the LLM dissertation.
Assessment
Courses are assessed by a combination of
coursework, unseen examinations, essays
(4,000-5,000 words) and a 20,000-word
dissertation.
LLM International Law: Rights and
Responsibilities
1 year full-time/2 years part-time
This programme offers a unique and challenging
insight into issues of international law. In the
context of world social, political and economic
relations, the study of international law ranges
from traditional topics, such as the use of
force and state sovereignty, to contemporary
challenges posed by environmental degradation,
globalisation, international terrorism, armed
conflict, and human migration. This programme
offers a critical and intellectual consideration
126
of international law, while exploring many of the
issues responsible for placing the international
legal system at the forefront of both global and
national concern.
Funding
See Fees and funding on pages 176-186.
Programme structure
Autumn term: two core courses comprising
International Law: Rights and Responsibilities;
and Theory and Research in International Law.
Spring term: two options, one of which
must be selected from Human Rights of
Women; International Crimes; International
Environmental Law; International Law and
the Protection of Minorities; International and
Transnational Offending; Legal Regulation of
Armed Conflict; and Migration and the ECHR. The
range of options available in any one year may
vary. One option may be selected from the full
array offered within the Sussex Law School, see
the full list of options under the Master of Laws
(LLM) (below right).
Summer term and vacation: supervised research
training and work on LLM dissertation.
Assessment
Courses are assessed by a combination of
coursework, examinations, essays (4,000-
5,000 words) and a 20,000-word dissertation.
LLM International Trade Law
1 year full-time/2 years part-time
Economies in today’s world are increasingly
interconnected, posing new legal challenges in
areas such as the regulation of e-commerce,
standards of corporate governance and the
enforcement of trade and competition rules.
This programme takes you to the heart of both
the public and private law dimensions of trade
regulation.
It offers an exciting balance between the rules
and institutions governing the regulation of
trading conduct by states (such as the World
Trade Organization) and the rules that regulate the
private contracts between firms and individuals
from different countries (often referred to as
international commercial law).
Funding
See Fees and funding on pages 176-186.
Programme structure
Autumn term: you take Legal Regulation of
International Trade, and Theory and Research in
International Trade Law.
Spring term: you take two options, at least one
from the following: Carriage by Air; Carriage of
Goods by Sea; Cyberlaw; EU Competition Law;
EU Single Market; International and Comparative
Company Law; International and Comparative
Corporate Insolvency; International Environmental
Law; Law and Citizenship of the EU; and Law of
International Business Transactions. One option
may be selected from the full array offered within
the Sussex Law School; see the full list of options
under the Master of Laws (LLM) (right). The range
of options available may vary in any one year.
Summer term and vacation: supervised work on
the LLM dissertation.
Assessment
The courses are assessed by a combination of
coursework, unseen examinations, essays (4,000-
5,000 words) and a 20,000-word dissertation.
LLM Law and International Security
1 year full-time/2 years part-time
The question of security is a matter of growing
concern. Traditional threats to state security,
such as terrorism and nuclear proliferation, are
now recognised as interconnected to threats to
human security and dignity.
Many new global threats have emerged as
issues: the consequences of environmental
degradation, HIV/AIDS, and persisting inequality.
This degree contexualises and considers
traditional and newly perceived threats to
international security and asks: what is the role
of international law in fashioning understandings
of collective security and shared responsibility?
This programme is under development and
subject to validation.
Funding
See Fees and funding on pages 176-186.
Programme structure
Autumn term: two core courses comprising
Security and International Law; and Theory and
Research in International Law.
Spring term: two options from Genocide in
World Politics; Globalisation and Governance;
International Crimes; International
Environmental Law; International Law and the
Protection of Minorities; International Relations
of the EU; International and Transnational
Offending; Issues in International Security; The
Legal Regulation of Armed Conflict; The Middle
East in Global Order; Migration and Security
in Europe; Risk and Security in Energy and
Environment Policy; Terrorism and International
Law; US Foreign and Defence Policy. The range of
options available in any one year may vary.
Summer term and vacation: supervised work on
the LLM dissertation.
Assessment
Courses are assessed by a combination of
coursework, examinations, essays (4,000 to
5,000 words) and a 20,000-word dissertation.
Master of Laws (LLM)
1 year full-time/2 years part-time
This programme offers you an exciting opportunity
to tailor your LLM according to your experience,
interests and career plans. By selecting from
across the range of core courses and options
from any of our LLM programmes, you extend
your breadth and depth of knowledge of legal
principles and the social, political, economic and
cultural context in which you operate. The broad
range and adaptability of our students makes
them ideal candidates for a wide variety of legal
career options.
Funding
See Fees and funding on pages 176-186.
Programme structure
Autumn term: you take two core courses: one
course from list A and one course from list B:
List A: Contemporary Issues in European Law;
International Law: Rights and Responsibilities;
Legal Regulation of International Trade;
Responsibility, Rights and the Family; and The
Nature and Institutions of International Criminal
Law.
List B: Theory and Research in European Law;
Theory and Research in Family and Child Law;
Theory and Research in International Criminal
Law; Theory and Research in International Law;
and Theory and Research in International Trade
Law.
Spring term: two options from the following
list: Carriage of Goods by Air; Carriage of Goods
by Sea; Childhood and the Law; Comparative
Criminal Justice Systems; Cyberlaw; EU
Citizenship; European Comparative Law;
European Convention on Human Rights;
European Environmental Law; European External
Relations; European Health Care Law; EU Single
Market Law; International and Comparative
Company Law; International and Comparative
Corporate Insolvency; International and
Transnational Offending; International Crimes;
International Environmental Law; International
Law and the Protection of Minorities; Law of
International Business Transactions; Law of
the Single Market; Legal Regulation of Adult
Relationships; Legal Regulation of Armed
Conflicts; Legal Regulation of International Trade
II; Migration and the ECHR; Parenthood and the
Law; and Women and Human Rights. The range
of options available in any one year may vary.
Summer term and vacation: supervised research
training and work on LLM dissertation.
Assessment
The courses are assessed by a combination of
coursework, unseen examinations, 4,000-5,000
word essays and a dissertation of 20,000 words.
MSc in Social Research Methods
(Legal Studies)
1 year full-time/2 years part-time
A Postgraduate Diploma and Certificate are also
available. See Routes to postgraduate study at
Sussex on pages 14-15.
The MSc in Social Research Methods (Legal
Studies) provides rigorous training in social
research methods of relevance in a law context,
and an opportunity to develop a full doctoral
research proposal, as well as exposure to debates
and theories within the field of legal studies.
It involves a mix of supervised reading and
attendance at formal courses, and aims to equip
you with the necessary skills to pursue research
for a DPhil in the field.
Funding
See Fees and funding on pages 176-186.
Programme structure
There are three main elements to the MSc
programme that run concurrently through the
academic year: a research elective involving
supervised reading in your individual research
area and the writing of a dissertation; credited
courses in the philosophy and methodology of
research; and training in both quantitative and
qualitative research skills.
Autumn term: you take a research elective,
Philosophy of Science and Social Scientific
Research Practice, and Research Design in
the Social Sciences.
Spring term: you take two courses on qualitative
and quantitative methods respectively.
Summer term: you choose from a selection of
courses in data collection and analysis, including
Using Online Resources, a course designed by
the Sussex Law School. The research elective
continues across all terms, culminating in the
writing of a dissertation.
Assessment
Taught course units are variously assessed by
term papers of 3,000-4,000 words or equivalent
coursework portfolios. The research elective is
assessed by a dissertation of 10,000 words.
Common Professional Examination (CPE)/
Graduate Diploma in Law
1 year full-time
This programme enables graduates in disciplines
other than law to obtain the legal qualification for
admission to professional courses leading to Bar
Finals or Law Society Finals.
This full-time programme consists of the seven
foundation subjects of law – contract, public
(constitutional and administrative) law, criminal
law, land law, equity, law of tort, and law and
policy of the EU. CPE students are also required
to write a 4,000-word dissertation on a legal
issue of their choice. The programme begins with
a two-week induction course in mid-September
during which you receive tuition in the English
legal system.
All courses are taught by combination of lectures
and seminars delivered by Sussex Law School
faculty and assessed by a combination of
coursework essay and unseen examination.
Successful candidates will receive a Graduate
Diploma in Law from the University of Sussex.
The Diploma will satisfy all the requirements of
the Joint Academic Stage Board (formerly the
CPE Board) for completing the academic stage of
professional legal training.
Applications are made through the Central
Applications Board, see Essentials for details.
Research programmes
Research supervision in the Sussex Law School
is available in a range of areas, reflecting the
research interests of faculty members. The
School is particularly keen to receive applications
from students interested in child and family law,
healthcare law, European law, international and
comparative law, criminal law, human rights
and migration.
Current and recent research topics of students
within the School include: evaluation of the
introduction of referral orders into the youth
justice process; use of shared residence
arrangements in English and Swedish law;
regulatory competence in the EU; political
participation of women in Afghanistan;
and regulation of cultural heritage in post-
conflict societies.
Funding
EU research students may apply to the AHRC.
A limited amount of funding, which could
involve some teaching, may be available for
outstanding research students. The Sussex Law
School also participates in graduate teaching
assistantship schemes offered by the University;
and paid tutorial teaching is sometimes
available.
Coursework
There are two modes of entry for prospective
research students within the Sussex Law
School. First is traditional entry to the MPhil or
DPhil, which supports work on the student’s
project with a programme of research training
and workshops, as well as attendance at specific
courses, which may be recommended by the
supervisor, where the student takes the MSc
in Social Research Methods in the first year,
followed by three years of supervised doctoral
research. Second is the New Route DPhil offering
an integrated four-year programme of taught
coursework in research methods and professional
skills and supervised doctoral research.
Specialist facilities
The University Library is a European
Documentation Centre, and Library holdings
in the fields of European law and international
law are particularly strong. The University is a
subscriber to LEXIS, Lawtel and Westlaw, the
online data retrieval systems for law, through
which significant libraries of UK, European,
US and other international legal materials may
be accessed.
Faculty research interests
Law
The Sussex Law School has active research
groups in its primary research fields of child
and family law; European law, international law,
comparative law, criminal law and justice. These
groups meet regularly for the presentation of
work in progress, as reading groups, to host
external speakers and to plan the organisation of
research seminars, workshops and conferences.
The Research Centre for Responsibilities,
Rights and the Law, located within the Law
School, brings together researchers from
across the University to facilitate and develop
doctrinal, theoretical and empirical research into
responsibilities, rights and the law nationally,
in the European Union and internationally.
uResearch interests are briefly described below.
See also www.sussex.ac.uk/law/research
Professor Craig Barker International law and
international relations; international immunities;
and international criminal law.
Yuri Borgmann-Prebil European law, especially
constitutional law and citizenship; legal theory.
Jo Bridgeman Child and family law; healthcare
law; and feminist perspectives on law.
Linda Clarke Employment law; media law; and
equity and trusts.
Elizabeth Craig International human rights law
with a particular emphasis on education rights;
minority rights; and children’s rights.
Mark Davies Professional negligence,
regulation and conduct; education and law; and
science and law.
Professor Marie-Bénédicte Dembour Human
rights (theory and European Convention);
migration; and anthropology.
Paul Eden International law; commercial law.
Professor Jane Fortin Law relating to children;
and children’s rights.
Heather Keating Criminal law; and family law
(especially child law).
Laurence Koffman Sentencing and the penal
system; criminal law and criminal justice;
victimology; and medical law and contract law.
Craig Lind Gender and sexuality; child law; and
family regulation across cultural divides.
Professor Sue Millns European public law;
comparative law; human rights; law and gender.
Paul Omar European and international
insolvency law; French company and insolvency
law; comparative law; and Roman law.
Professor Malcolm Ross State aids, public
undertakings and public services; single market
regulation; and citizenship, culture and identity.
Charlotte Skeet Gender and human rights.
Teresa Sutton Legal history; ecclesiastical law;
and land law.
Professor Jennifer Temkin Criminal law and
criminal justice; and law of evidence.
Kenny Veitch Critical and theoretical
approaches to medical law; and globalisation,
governance, and health.
Richard Vogler Comparative criminal justice
systems; criminal procedure; criminology; and
penology.
Angela Williams Public international law with
a particular emphasis on international
environmental law.
127
 The MA programme may be of particular
Linguistics and English appeal to students with an interest in first-
Linguistics and English language

or second-language teaching and includes

practical elements covering data collection,

language handling and analysis. Among others, the

Essentials
Taught programmes
MA degrees
Applied Linguistics
English Language
Research programmes
MPhil, DPhil Linguistics
Admissions requirements
For information on overseas qualifications that
meet the admissions requirements, see pages
172-175
Either an upper second-class undergraduate
honours degree in a Linguistics and/or English
Language or a Modern Languages programme
involving a significant linguistic component, or
an upper second-class undergraduate honours
degree in any subject plus substantial work
experience (two years full time or equivalent)
in a language-related profession (eg language
teacher, language support assistant, translator)
English language requirements
IELTS 7.0, with not less than 6.5 in each section.
For more information and alternative English
language requirements, see page 174
Fees
See pages 176-181 for information on fees
Further information
Dr Melanie Green,
Department of English,
University of Sussex,
Falmer, Brighton, BN1 9QN, UK
T +44 (0)1273 877167
E m.j.green@sussex.ac.uk
www.sussex.ac.uk/linguistics
• The Department of English at Sussex is
an environment for excellence and offers
outstanding opportunities for postgraduate
study of linguistics and English language at
MA, MPhil or DPhil level.
• All programmes can be taken on a part-time
or full-time basis.
• You will work with active, enthusiastic and
dynamic researchers who are committed to
high-quality teaching and the intellectual
development of the individual.
• Research supervision is provided for a
wide range of subject areas by supervisors
committed to the development of knowledge,
understanding and scholarly excellence.
• Postgraduate programmes in linguistics and
English language attract students of different
nationalities, cultures and walks of life.
You will find yourself in a lively and dynamic
research community situated in an energetic
and cosmopolitan location.
Taught programmes
MA in Applied Linguistics
1 year full-time/2 years part-time
This MA is an innovative and exciting
programme, the primary focus of which is the
implications and applications of linguistic ideas.
The programme introduces key concepts in
linguistic theory and the application of this
theory to the understanding of the relationship
between language and society, language and
psychology and the use of language in domains
of private, public and professional discourse.
programme attracts those who are already
working in the field of language teaching
who wish to obtain a high-quality advanced
qualification in order to further their career
opportunities.
Programme structure
Autumn term: you take two courses Language
and Linguistics, and Researching Language in
Use.
Spring term: you take two courses from
Discourse and Communication Analysis;
Principles and Practice in English Language
Teaching; First Language Acquisition; and
Sociolinguistics.
Summer term and vacation: you write a 20,000-
word dissertation.
Assessment
The programme is assessed by four term papers
(one for each course) plus a dissertation of
20,000 words.
MA in English Language
1 year full-time/2 years part-time
This MA focuses on linguistic aspects of English
as a national and global language. It investigates
the structure, history and use of English, and
offers you the opportunity to specialise in
sociolinguistic or developmental approaches
to the language. Training in research methods
prepares you for a supervised independent
research project.
Core courses cover the history and structure
of English and methodologies for linguistic
research. You can then design your programme
in order to specialise in the social or
developmental/educational aspects of English
or to take a generalist approach, choosing from
options in both of these areas. The degree
culminates in a dissertation based on an original
research project, under the supervision of an
active researcher in the field.
This MA is designed to serve several types of
student. Graduates in English Language or a
related field will find the MA an ideal way to
continue and deepen their studies, which may
lead to doctoral study of the language. The MA
also offers experienced teachers of English (from
the UK or overseas) an opportunity to further
their qualifications, particularly with relevance
to the areas of English Language (including
structure, discourse, and acquisition) that are
taught on the GCSE and A level curricula.

How do children acquire language? Just one of the

questions you may explore in the course of your
postgraduate studies

128
Programme structure
Autumn term: you take two courses Structures

Linguistics and English language

of English Past and Present, and Researching
Language in Use.
Spring term: you take two courses: either
Discourse and Communication Analysis or
Principles and Practice in English Language
Teaching, and either Acquiring English or Social
Variation in the English Language.
Summer term and vacation: you write a 20,000-
word dissertation.
Assessment
The programme is assessed by four term papers
(one for each course), plus a dissertation of
20,000 words.

Research programmes
We offer research supervision over a wide range
of sub-disciplines. There is currently active
research in the following areas: descriptive
grammar and theoretical syntax, lexicology
and lexicography, phonetics and phonology,
pragmatics, and semantics.
Doctoral students in linguistics and English
language work on a variety of areas of research,
using research methods including corpus
linguistics, ethnographic methods, field
linguistics, and literary analysis. We are happy to
receive proposals for doctoral research on any
language or any variety of English.
Graduate studies in linguistic theory and language practice: from the language of literature to the
We offer supervision in the description and discourse of graffiti
analysis of any language. Recently we have
supervised work on Azeri, Tunisian Berber, The nativisation of loanwords in the Greek Faculty research interests
English, Greek, Italian, Japanese, Judeo- dialect of Cyprus, with special reference to their
Espanyol, Kenyang, Korean, Setswana, phonology and semantics Faculty research interests are briefly described
Vietnamese and Yoruba. below. For more detailed information, and for
The syntax of locative inversion and related information about other linguistics faculty, see
Funding constructions in Setswana: an approach to www.sussex.ac.uk/linguistics
UK research students may apply to the AHRC. information structure in lexical functional
For information on ESRC funding, see Fees and grammar Melanie Green Syntactic theory; comparative
funding on pages 176-186. syntax; syntactic typology; syntax-semantics
Vertical polysemy: a study in the dynamicity of interface; syntax-prosody interface; descriptive
We may offer graduate teaching assistantships, meaning linguistics of Hausa and other African languages.
covering full EU fees for up to three years and Examples of current areas of DPhil research
living expenses (non-EU students should note M Lynne Murphy The lexicon; lexical meaning;
A corpus-based study of the use of modal lexical relations (synonymy, antonymy, etc)
that the assistantship does not cover the auxiliaries by EFL learners
difference between EU and non-EU fees). and their discourse properties and acquisition;
A cross-cultural approach to personal naming: pragmatics and the semantics-pragmatics
Recent thesis titles interface; corpus linguistics; cross-cultural
Vietnamese and English first names
Adult second language acquisition in immigrant pragmatics; ethonyms and the other social-
communities: a study on Bengali-English in East Stylistic differences in speech between
group epithets; the adjective category.
London professional men and professional women
Christian Uffmann Phonological theory;
A pragmatic analysis of the language of film Tense, aspect and the lexicon: a diachronic
Optimality Theory; phonetics-phonology
scripts as a way of differentiating genres in Italian examination of time in Syriac
interface; language contact; creoles; loan word
cinema The acquisition of consonants in first language adaptation; phonetic and phonological variation
Cognitive semantics of molecular genetics: development in English; the phonology of African languages.
what language reveals about understanding, The impact of Yoruba prosody on the intonation
developing and promoting science of Nigerian English
Identity and language shift among Tunisian The semantic feature of negative evaluation in
Berbers
English personal epithets
Multiple verb constructions in Korean
The verbal morphology of 16th-century Basque
Null subjects in Kenyang
Perceptions of ethnolinguistic vitality and
language attitudes of Albanian, Egyptian and
Greek secondary school students in Greece
The acquisition and practice of working-class
literacy in the 19th-century Sussex Weald
The English it-cleft construction: a Role and
Reference Grammar analysis

129
 Management
Management
Essentials
Taught programmes
MA degree
Arts and Cultural Management (see pages
134-135)
MSc degrees
Corporate and Financial Risk Management
(see page 104)
Information Technology for E-Commerce
(see pages 63-64)
Intellectual Property and Knowledge
Management (see page 159)
International Management (see page 159)
Management and Finance (see page 105)
Technology and Innovation Management
(see page 160)
Postgraduate diploma
Information Technology for E-Commerce
(see page 65)
Research programmes
MPhil, DPhil Science and Technology
Policy Studies (see page 160)
MPhil, DPhil Technology and Innovation
Management (see page 160)
Admissions requirements
For information on admissions requirements
see the Essentials columns on the pages
indicated in the individual programme
descriptions
English language requirements
For more information, see the Essentials
column on the pages indicated in the
individual programme descriptions, and for
alternative English language requirements,
see page 174
Fees
See pages 176-181 for information on fees
Admissions and further information
MA in Arts and Cultural Management
Centre for Continuing Education, University of
Sussex, Falmer, Brighton BN1 9QQ, UK
T +44 (0)1273 877888
F +44 (0)1273 877534
E si-admissions@sussex.ac.uk
www.sussex.ac.uk/si
MSc in Intellectual Property and
Knowledge Management
MSc in International Management
MSc in Management and Finance
MSc in Technology and Innovation
Management
MPhil, DPhil in Science and Technology
Policy Studies and Technology and
Innovation Management
Teaching Office,
SPRU – Science and Technology Policy
Research, The Freeman Centre,
University of Sussex,
Falmer, Brighton BN1 9QE, UK
T +44 (0)1273 678168
E sprupgadmission@sussex.ac.uk
www.sussex.ac.uk/spru
130
MSc in Corporate and Financial Risk
Management
Dr Q Tang, Department of Mathematics,
Mantell Building, University of Sussex,
Falmer, Brighton BN1 9RF, UK
T +44 (0)1273 877457
E q.tang@sussex.ac.uk
www.sussex.ac.uk/maths
The University of Sussex offers postgraduate
study and training opportunities in
management in four fields:
• Management and finance, which offers
opportunities for students to acquire the
knowledge and skills to undertake careers in
risk management in business organisations or
in the management of finance in the private
and public sectors.
• Management in the professions and
services, which aims to support serving
managers (or those aspiring to management)
who wish to enhance their knowledge and
skills in ways that are directly relevant to their
professional area.
• Management of technology and
innovation, which enables full- and
part-time students to develop a strategic
orientation to problem solving in the process
of technological innovation in business
organisations.
• People and organisational development,
which assists senior professionals to achieve
their full potential. The MSc in People and
Organisational Development is delivered
by Roffey Park, and leads to a University of
Sussex award. See page 131 for details.
Management and finance
MSc in Corporate and Financial Risk
Management
Focusing on quantitive analysis, regulation,
implementation and management structure in
business organisations, this programme covers the
main aspects of risk management in businesses
(see page 104 for details).
MSc in Management and Finance
This programme (see page 105 for details) offers
you the opportunity to develop the managerial
and technical analytical skills required by
employers, equipping you with the essential skills
and knowledge for a successful career in the
management of finance.
Management in the professions
and services
MA in Arts and Cultural Management
This programme (see pages 134-135 for details)
is for people who wish to enhance their managerial
expertise through active learning. It is suitable
for people who are currently working in the field
or those who are seeking to use expertise from
elsewhere and who have a strong interest in arts
and cultural activity.
MSc in International Management
This degree programme (see page 159 for
details), aims to provide you with an advanced
knowledge of international management
principles, through both practical applications
and challenging theory, and to develop confident
international managers.
Management of technology
and innovation
Taught programmes
MSc in Information Technology
for E-Commerce
This programme (see pages 63-64 for more
details) provides an opportunity to combine two
kinds of MSc training: informatics training in key
areas of information technology, and training
in aspects of management that are critically
important in technology development and
innovation.
MSc in Intellectual Property and
Knowledge Management
Offering you the opportunity to gain a better
understanding of the interaction between
individuals, organisations and networks, this
programme (see page 159 for details) develops
your ability to understand and apply knowledge
assets as a key to corporate success and
economic progress.
MSc in Technology and Innovation
Management
This programme (see page 160 for details)
focuses on the management of innovation in
the corporate sector, and includes a technology
management project carried out within a business
environment.
Research degrees
Research degrees (MPhil and DPhil) are offered in
two areas: Science and Technology Policy Studies,
as well as Technology and Innovation Management.
The management-orientated research for these
degrees is supported by, and contributes to, our
world-class research concerned with the dynamics
and management of technology and innovation in
business firms. This covers three sets of issues:
• the strategy, structure and dynamics of
innovating firms
• managing innovation in complex product systems
• managing technology in high-tech industries.
Management
at Roffey Park
Essentials
Taught programme
MSc People and Organisational Development
Admission requirements
To apply for this MSc, you should be a senior
manager, organisational development professional
or developer from the private, public or voluntary
sector with several years’ experience in the field
of people and organisational development. You
should have the commitment and motivation to
undertake a Masters-level qualification in your
discipline and should be looking for an innovative
programme that links knowledge acquisition and
learning to practical application in the workplace
Applications should be made directly to Roffey
Park at the address given below
Fees
See pages 176-181 for information on fees
Admissions, English language
requirements and further information
Sheila Dale, Qualifications Registrar,
Roffey Park, Forest Road, Horsham,
West Sussex, RH12 4TD, UK
T +44 (0)1293 854045
F +44 (0)1293 851565
E sheila.dale@roffeypark.com
www.roffeypark.com/msc
People and organisational development
MSc in People and Organisational
Development
2 years part-time
This MSc, which is delivered by Roffey Park and
leads to a University of Sussex award, is recognised
as a leading European qualification in this area.
Roffey Park is one of the longest-established
executive education providers in the UK, with an
international reputation for developing innovative
and powerful learning approaches that enable
executives and professionals to achieve their full
potential at work, and in their wider lives.
Funding
Most participants are funded by their companies or
are self-funded; small bursaries may be awarded in
special cases.
Programme structure
The MSc is an innovative programme aimed at the
wide range of people now responsible for
delivering – or managing – the development of
individuals, groups and organisations. It enables
you to bring together theory, practice and your
experience, and to learn new skills to make you
more effective and increase your personal and
professional impact. As such it will help you to
maximise the performance of people in your
organisation – and to achieve your full potential.
The MSc is delivered using self-managed learning
(a process that helps you determine what you
want to learn and how you are going to learn it,
with others, in the context and framework of your
organisation’s needs) and a rigorous academic
programme. The self-managed learning approach
enables you to fit your study patterns and learning
assignments around your work and home
commitments.
The programme includes five residentials at Roffey
Park Institute, ten meetings of your learning set per
year and a final event – as well as individual study
and through-the-job learning. Although you will
determine the specific areas you want to explore,
there are four strands to the MSc syllabus, which
provide a framework for the key issues that should
be addressed. These are:
• the individual learner and performer
• the role of the people and organisational
development (OD) practitioner
• the developing and learning organisation
• the wider perspective of people and OD practices.
Past residential sessions have included work
as diverse as cross-cultural international
management; ‘self as instrument’; the role of
the OD practitioner; the future of OD; emergent
change models; panel discussions with
senior managers and journalists; developing
consultancy skills; impact and influence as a
change agent; and knowledge management.
Faculty
Management at Roffey Park
Programme Director: Andy Smith MA BA
Cert Gestalt
Qualifications Registrar: Sheila Dale
Sylvia Baumgartner MSc APMP
Sharon Brockway MSc BSc
Helena Clayton MA CertCoun GCIPD
Ashley Dowlen MSc PGDip MCIPD
Mariana Funes PhD MSc BA
Shelly Hossain MBA PGDip BA MCIPD
Chris Lake MBA DMS FCMI
David Lines PhD PGCEA DipHumPsych
Penny Lock MSc MSc BA
Steve Tarpey MA DipPM ACIB GCIPD
External examiners
Kate McArdle BSc PhD
Kiran Trehan PhD MA BA
Visiting fellows
Professor Paul Barber PhD MSc BA RNT SRN
RMN TNMS FRSA
Professor Frans Berkhout PhD FRSA
Mee Yan Cheung-Judge PhD MA BSc
Professor Robert Chia PhD FRSA: Professor of
Strategy and Organisation, University of Exeter
Professor Charles Hampden-Turner DBA
(Harvard) MBA (Harvard) BA
Brian Holdstock PhD FCMI FRSA
Peter Matthews Partner, Ernst & Young
Bob Sang BA (Hons)
Professor Ralph Stacey PhD MSc (Econ)
BComm: Professor of Management and Director
of Centre for Management and Complexity,
University of Hertfordshire
Michel Syrett Visiting Fellow, Poon Kai Institute
of Management, University of Hong Kong
Fons Trompenaars PhD: Director,
Centre for International Business Studies
Specialist facilities
Based in St Leonard’s Forest in West Sussex,
Roffey Park Institute is located in a picturesque
and peaceful forest setting, in 46 acres of
parkland grounds, in a designated Area of
Outstanding Natural Beauty. This provides an
atmosphere conducive to learning, while being
accessible to London and to Gatwick for national
and international connections.
A focus for management information, our
Learning Resource Centre is well stocked with a
full range of library, information and multimedia
services, including open/distance learning
materials, online and CD-ROM databases, video-
based training packs, books and journals, as well
as interest files on topics and countries. Our staff
can provide searches and professional advice to
help you obtain the information you require, even
when you are not physically at Roffey Park.
131
 MSc in Scientific Computation
Mathematics 1 year full-time
Mathematics

Computation is an important partner to

Essentials
Taught programmes
MSc degrees
Financial Mathematics (see pages 104-105)
Mathematics
Scientific Computation
Postgraduate diplomas
Financial Mathematics (see pages 104-105 )
Mathematics
Scientific Computation
Research programmes
MPhil, DPhil Mathematics
Admissions requirements
For information on overseas qualifications that
meet the admissions requirements, see pages
172-175
MSc and Postgraduate Diploma in
Mathematics
A first- or upper second-class undergraduate
honours degree in mathematics
MSc and Postgraduate Diploma in
Scientific Computation
A first- or second-class undergraduate
honours degree with an engineering, science,
computing or mathematics background
MPhil and DPhil
A first- or upper second-class undergraduate
honours degree in mathematics
English language requirements
IELTS 6.0, with not less than 6.0 in each section.
For more information and alternative English
language requirements, see page 174
Fees
See pages 176-181 for information on fees
Admissions and further information
Postgraduate Coordinator (Maths),
School of Science and Technology,
University of Sussex,
Falmer, Brighton, BN1 9QH, UK
T +44 (0)1273 678108
F +44 (0)1273 877873
E mathpgadmiss@sussex.ac.uk
www.sussex.ac.uk/maths
• Applied mathematics at Sussex received a
grade 5 (recognising research of national and
international excellence) in the most recent
Research Assessment Exercise (RAE).
• Applications of mathematical research
feature in many aspects of everyday life. The
Department of Mathematics houses a group of
active researchers working in different areas of
mathematics.
• Members of the Department maintain many
collaborative links with other departments both
in the UK and overseas.
• The Department fosters an intellectually
stimulating environment in which students are
encouraged to develop research interests with
the support of the faculty.
Taught programmes
MSc in Mathematics
1 year full-time
This MSc aims to provide you with a sound
general knowledge of advanced mathematics.
The programme should appeal to those seeking
a career as a user of mathematics or those
looking to prepare themselves for a higher
research degree.
The programme is broad based but concentrates
on the core areas of pure, applied and numerical
analysis, and numerical analysis for partial
differential equations. A wide choice of topics
is available for the dissertation, taken under
the supervision of a faculty member.
Optional training in generic and transferable skills
(writing, public speaking, project management
and time management) is available to all MSc
students through the Science Postgraduate
Support Group.
Additional admissions requirements
Degree subjects with substantial mathematics
content or joint mathematics degrees are also
acceptable.
Programme structure
Autumn term: you take three or more options
from Complex Analysis; Financial Mathematics;
Financial Portfolio Analysis; Measure and
Integration; Numerical Linear Algebra; and
Wavelets and Data Compression. You also
have a choice from a list of six other courses,
ranging over pure and applied mathematics and
stochastics.
Spring term: you take three or more options
from Algebraic Topology; Coding Theory;
Finite Element Methods; Functional Analysis;
Mathematical Models in Finance and Industry;
and Numerical Differential Equations. You also
have a choice from a list of other courses.
Summer term and vacation: you prepare a
dissertation under the supervision of a member
of faculty.
experimentation and theory in the advancement
of science and engineering. Numerical
simulation allows us to study complex systems
that would be too expensive, dangerous or
impossible to investigate experimentally.
Recent advances in computer algorithms allow
simulation in much greater detail and realism.
This programme aims to provide you with
a blend of computational and analytical/
mathematical tools. It should appeal to those
who have an interest in applied mathematics
and computational physics and who are looking
to move into industry, mathematical finance and
further postgraduate study within science.
The academic content includes: Finite Element
Methods; Introduction to C or Object-Oriented
Programming; Numerical Differential Equations;
Numerical Linear Algebra; as well as a variety of
mathematical and applied options.
Postgraduate diplomas
Admission requirements
Same as for the relevant Masters programme.
Funding
See Fees and funding on pages 176-186.
Programme structure
The structure is identical to that of the autumn
and spring terms of the corresponding Masters
programme.
Research programmes
Research degrees can be studied either full time
or part time.
The research degrees provide training and
experience in advanced mathematical
techniques, preparing you for a position in
business, industry, government or an academic
institution. You usually attend advanced courses,
as well as undertaking research work supervised
by a member of faculty.
The Department runs weekly seminars on
general and specialist topics, with both national
and international speakers.
Funding
The EPSRC provides a Doctoral Training
Account guaranteeing a limited number of
full studentships to UK nationals, or fees-only
studentships to EU nationals. Overseas students
may be eligible for funding from the British
Council or the UK Overseas Research Students
Awards scheme.
The Mathematics Department offers a small
number of Teaching Assistantships for DPhil
students in Mathematics. They are tenable
for three years with full-time registration, and
are intended for students with a first-class
honours degree or equivalent. Assistants are
remunerated at a rate comparable to an EPSRC
studentship in return for undergraduate teaching
duties. Training in teaching is provided.
Students from continental Europe may be eligible
for EU funding. In the second and later years of
study there are opportunities for payment for
various types of small-group teaching. A good
command of English is essential.

132
Recent thesis titles
Generalised braids and new invariants for virtual
knots
Scattering theory for isotropic elasticity
Arcs and curves over a finite field and their points
Group-sequential response-adaptive designs for
clinical trials
The Riemann-Hilbert problem in Hardy spaces
with a continuous coefficient
Combinatorial aspects of the theory of q-series
Market efficiency of horse-race betting markets
with applications to spread betting
Mathematical models of kleptoparasitism
Near maximum distance separable codes over
the field of eleven elements
Ovals and arcs in finite projective planes
Quantales and noncommutative sober spaces
The integrated density of states for periodic
elliptic pseudo-differential operators in
dimension one
Analysis of the Osher-Sole-Vese model in image
processing
Mathematical analysis and numerical solutions
of an integral equation arising from population
dynamics
Stochastic models of small populations
Involutive quantales
Numerical analysis of macroscopic critical state
models for type-II superconductivity in 3D
Specialist facilities
The Department of Mathematics has its own
reading room with current journals, and each
full-time DPhil student has shared office space
with other postgraduates.
Computing and laser printing facilities are
available to all graduate students, and there is
easy access to the powerful computing facilities
of the University and, via Information Technology
Services, to worldwide computing networks.
The Department of Mathematics has its own
computing research laboratory, containing
several powerful workstations and PCs.
Other machines are also available within
shared offices for DPhil students.
Jointly with the Department of Physics and
Astronomy, the Department recently acquired a
powerful, mid-sized computing cluster, which is
available to DPhil students.
Faculty research interests
Research in the Department focuses on the
non-mutually exclusive areas: numerical
analysis and scientific computing (Burman,
Hesse, Hintermueller, Lakkis, Madzvamuse,
Styles, Wendland), analysis and partial
differential equations (Chlebik, Giesl, Tang,
Taheri), mathematical biology (Broom, Giesl,
Kiss, Madzvamuse, Tang) and topology and
geometry (Fenn, Hirschfeld). Interests of the
research faculty working in these fields are briefly
described here; more information can be found
at www.sussex.ac.uk/maths
Optional training in generic and transferable skills (writing, public speaking, project management
and time management) is available to all students on taught mathematics programmes, through the
Science Postgraduate Support Group
Mark Broom The application of game theory
to the mathematical modelling of biological
populations, using the concept of evolutionarily
stable strategies. Models of a range of important
biological phenomena such as dominance
hierarchies, food stealing, and antipredator
vigilance have been/are being developed.
Professor Erik Burman Numerical analysis and
scientific computing with special focus on finite
element methods for complex flow problems,
such as combustion, multiphase and high
Reynolds number flows. Recent work includes
the design of efficient decoupling techniques for
multiphysics problems.
Miroslav Chlebik Geometric measure theory
with applications to calculus of variation. Non-
linear partial differential equations, existence
and regularity theory, blowup phenomena.
He also works in real analysis, combinatorial
optimisation and computational complexity.
Roger Fenn Knots, links, graphs, surfaces and
3-manifolds, and low-dimensional geometric
topology and associated algebra. Typical
examples are generalised braids and racks;
these have either had important properties
proved at Sussex or have had their early
development here.
Peter Giesl Dynamical systems, particularly
stability and basins of attraction of equilibria and
periodic orbits of ordinary differential equations
and iterations of maps. Analytical and numerical
methods. Applications to biomechanics: stability
of movements of the human muscle-skeletal
system.
Kerstin Hesse Approximation theory and
numerical analysis: numerical integration and
radial basis functions; point distributions and the
energy of point sets on the sphere.
Professor Michael Hintermüller Optimisation
subject to partial differential equations, large
scale non-linear programming and mathematical
programs with equilibrium constraints in function
space with applications in engineering science
and computational finance. Mathematical
image restoration using concepts from shape
and topology optimisation as well as level set
methods.
Mathematics
Professor James Hirschfeld The combinatorics
of finite projective spaces, combinatorial
structures, classical algebraic and projective
geometry. A recent development links the
abstract algebraic geometry of curves over finite
fields with linear codes.
Istvan Kiss Mathematical modelling of
infectious disease transmission and control. The
main focus is on understanding the implications
of population contact network properties for
disease invasion, persistence, spread, and
epidemic control strategies.
Omar Lakkis Numerical analysis and scientific
computing. Applications to materials science
and phase transition problems. Recent work is
focused on computational stochastic differential
equations with applications to controlled crystal
growth and semiconductor manufacturing.
Anotida Madzvamuse The development of
mathematical methods, efficient and reliable
numerical techniques and algorithms to model
and computationally solve problems arising in
biology and medicine. Projects include pattern
formation, mathematical modelling of bio-
membranes, tumour growth, angiogenesis, cell
deformation and striae distensae.
Vanessa Styles The analysis of systems of non-
linear partial differential equations, particularly
of free boundary problems arising in material
science. The well-posedness, existence,
uniqueness, regularity and long-time behaviour
of solutions.
Ali Taheri Calculus of variations, partial
differential equations and topology. In particular,
Sobolev spaces and mapping problems;
regularity theory for nonlinear elliptic systems;
critical point theory and topological invariants.
Qi Tang Mathematical statistical modelling of
financial, corporate and technological risks,
including modelling; analysing inference,
tracking of trend, data fitting; program design in
C and Monte-Carlo simulation of risk models.
Professor Holger Wendland Numerical
analysis and scientific computing, particularly
mesh-less methods for partial differential
equations, large-scale scattered data
approximation, and particle methods.
Applications to fluid-structure-interaction
problems and computer graphics, including the
development and analysis of efficient algorithms.
133
 Media and film studies
Media and film studies
Essentials
Taught programmes
MA degrees
Arts and Cultural Management
Digital Documentary
Digital Media
Film Studies
Gender and Media (see page 106)
Media and Cultural Studies
Postgraduate diploma
Media and Cultural Studies
MSc degree
Social Research Methods (Media and
Cultural Studies)
Research programmes
DPhil Creative/Critical Practice
MPhil, DPhil Film Studies
MPhil, DPhil Media and Cultural Studies
New Route DPhil Media and Cultural Studies
Admissions requirements
For information on overseas qualifications that
meet the admissions requirements, see pages
172-175
MA in Arts and Cultural Management
A second-class undergraduate honours
degree and/or evidence of equivalent
professional experience. Admissions tutors
will give guidance on evidence required
MA in Digital Documentary
An upper second-class undergraduate honours
degree or equivalent qualification in an
appropriate previous degree. We also welcome
applicants who do not have this academic
qualification but are able to demonstrate they
have relevant professional/creative skills and
experience in their application and who submit
one or two samples of work
MA in Digital Media
An upper second-class undergraduate honours
degree in media studies or a related field, but
we welcome applications from suitably qualified
candidates from most disciplines and from
candidates with relevant professional experience
MA in Film Studies
An upper second-class undergraduate honours
degree in film or media studies, English,
modern languages and literature or another
relevant subject
MA and Postgraduate Diploma in Media
and Cultural Studies
An upper second-class undergraduate
honours degree in a related discipline or
relevant professional experience
MSc in Social Research Methods (Media
and Cultural Studies)
An upper second-class undergraduate honours
degree in media or cultural studies or a related
field, but applicants from other backgrounds may
be considered. You are also welcome to apply
if you hold a Masters qualification that did not
include research training
MPhil, DPhil and New Route DPhil
Normally a Masters degree in a subject
relevant to your chosen area of research
134
• Media and Film at Sussex offers exceptional
opportunities for graduate study, with six
taught MA programmes and a range of
supervision for MPhil and DPhil research. It
also:
- has a thriving research culture in film and
media theory and practice, with around 45
research students working alongside faculty
each year;
- has dedicated state-of-the-art technical
facilities;
-scored 10 out of 10 for job prospects after
English language requirements graduation in the 2007 Guardian University
IELTS 6.5, with not less than 6.5 in Writing and Guide;
6.0 in the other sections. For more information
and alternative English language requirements, - is home to the Sussex Centre for Cultural
see page 174 Studies and the innovative Centre for
Research into Digital Material Culture; and
Fees
See pages 176-181 for information on fees - via the Centre for Continuing Education,
offers an MA for people working in the arts
Further information or cultural field.
MA in Arts and Cultural Management
Maeve O’Brien, • In the web-based Good University Guide
2009, as well as the Times Good University
Centre for Continuing Education,
University of Sussex, Falmer, Guide 2007, communication and media
Brighton BN1 9QQ, UK studies at Sussex is ranked in the top 10 in
T +44 (0)1273 678566 the UK.
F +44 (0)1273 877534
E m.obrien@sussex.ac.uk
www.sussex.ac.uk/cce Taught programmes
Research degrees
MA in Arts and Cultural Management
Andy Medhurst, Media and Film,
1 year full-time/2 years part-time
University of Sussex, Falmer, Brighton
Students taking this programme are based in
BN1 9SH, UK
the Centre for Continuing Education.
T +44 (0)1273 877787
E a.medhurst@sussex.ac.uk This programme provides you with a stimulating
MA in Digital Documentary environment in which to appraise current
Wilma de Jong, Media and Film, (address above) practices and principles of arts management
T +44 (0)1273 872540 while mapping effective strategies for building
a career in this dynamic field. The programme
E digidocma@sussex.ac.uk
develops your management and leadership
Lizzie Thynne, Media and Film, (address above)
skills through exploring the diversity of the arts
T +44 (0)1273 872627
E l.thynne@sussex.ac.uk and cultural sector including social, education,
MA in Digital Media regeneration and entrepreneurial settings.
Caroline Bassett, Media and Film, (address above) Arts and cultural policy and arts management
T +44 (0)1273 672574 practice are contextualised through the use of
E digimediama@sussex.ac.uk language, case studies and models chosen from
MA in Film Studies the field that demonstrate the innovative and
Frank Krutnik, Media and Film, (address above) dynamic approaches taken by those managing in
T +44 (0)1273 872769 the arts and culture sector.
E filmma@sussex.ac.uk
This programme is suitable for people currently
MA in Media and Cultural Studies
working in the arts or cultural field who wish to
MSc in Social Research Methods
enhance their managerial expertise through
(Media and Cultural Studies)
active learning, as well as those considering
Michael Bull, Media and Film, (address above)
entering the field from other management roles.
T +44 (0)1273 872512
E mediama@sussex.ac.uk
www.sussex.ac.uk/mediastudies
The tutor team actively encourage new
perspectives and contributions to current
debates and you will engage in extended original
research.
Programme structure
The programme can be taken full time over 12
months or part time over two years. There are
four taught courses and a two-term period of
independent study.
Autumn term: Mapping the Field; Ecology of Arts
and Cultural Production.
Spring term: Critical Studies of Practice: People
and Organisations; Independent Study I.
Summer term: Arts and Cultural Management:
New Directions; Independent Study II.
Full-time students take two courses per term.
Part-time students take one course per term.
Each taught course is delivered by day school
(10am to 4pm) fortnightly over 10 weeks. One
session in each course is run as a seminar day,
during which students are expected to contribute
as active learners and co-tutors through the
presentation, either individually or in groups, of
research in progress.
Assessment
You are assessed by term papers, a field research
project and a 20,000-word dissertation.
MA in Digital Documentary
1 year full-time/2 years part-time
Led by award-winning filmmakers, experienced
producers and critical theorists, this MA offers
a unique opportunity to explore the creative
practice and analysis of documentary. The
programme explores documentary in the
context of media convergence and the growth
of interactivity, and fosters a lively exchange
of ideas and skills as the basis for original
production and writing.
The programme includes:
• emphasis on project development, direction
and management;
• a 30-minute documentary project in the
summer;
• teaching on all aspects of production from
research and formulating a distinctive
approach, to budgeting, identifying markets
and distributing work.
You pursue your specific documentary interests
in the context of a broader study of media theory
and research methods, as well as through
optional placements in local and national media
organisations with which the University has links.
Guest masterclasses by industry professionals
are a regular feature of the programme.
Funding
For details, contact Katherine Scott or the
Humanities Graduate Centre:
T +44 (0)1273 678468
E k.scott@sussex.ac.uk
E humsgrad@sussex.ac.uk
Programme structure
Autumn term: you take one core course,
Documenting the Real (practical work in
documentary production alongside the study
of the history and theory of documentary). In
addition you choose one option course from
a list that may include: Theory and Practice of
Interactive Media (a course combining practical
workshops and theoretical seminars); Media
Technology and Everyday Life; Media Theory
and Research I; Gender and Representation;
Rethinking Radio; Film Studies: Theories and
Methods; and Cinema: Histories, Institutions and
Technologies.
Spring term: you take the core course Research
and Project Management for Documentary
Practice, and one option course from a list
that may include: Video Documentary in
Contemporary History; Media Audiences;
Queering Popular Culture; Space and
Representation; Promotional Culture; European
Media In Transition; Media Theory and Research
II; Approaches to Film Noir; Latin American
Cinema; and Rethinking European Cinema.
You may substitute one course from another
arts programme with the approval of the Media
Studies graduate convenor and the course tutor.
Summer: with guidance from your supervisor,
you complete a major documentary project of up
to 30 minutes on a subject of your choosing, plus
an accompanying critical essay.
If you prefer, you undertake an 18,000-word
supervised dissertation on a topic in realism and
digital documentary.
Optional placements may be arranged with
national and local media companies to form
part of your research for specific courses on the
programme.
Assessment
Assessment is by practical video/media work and
production documentation and critique. The final
assessment is a major documentary project plus
essay, or a dissertation.
MA in Digital Media
1 year full-time/2 years part-time
This MA offers you an exciting opportunity
to combine theoretical and practical work in
a degree designed to give you an excellent
working knowledge of the field of new media.
The programme locates new media within
the theoretical contexts of media and cultural
studies, while also giving you hands-on
experience in designing and developing new
media products using industry standard
equipment and authoring tools. Teaching is
through lectures, seminars and hands-on
workshops in small groups. Your longer summer
project may be theoretical, practical or based on
a work placement.
This programme is designed to offer advanced
training in new media as an area of media and
cultural studies. It is aimed at graduates who
wish to advance their study, at professionals
who wish to consider developments in the field
of digital media/new media and, while it is not
a vocational degree, it will also be of interest to
those seeking to enter the new media industry.
Funding
For details, contact the Humanities Graduate
Centre:
T +44 (0)1273 678468
E humsgrad@sussex.ac.uk
Programme structure
Autumn term: you take the two core courses
Critical Theories of Interactive Media; and Critical
Practice of Interactive Media. In addition, most
students also take Media Theory and Research I
– those with first degrees in media may opt out
of this course and take other options that may
include Feminism and Film; Inside Hollywood;
Rethinking Radio; Approaches to Film Noir; and
Cinema: Histories, Institutions and Technologies.
Spring term: you take the core course New
Developments in Digital Media. In addition
Media and film studies
you choose one option from a list that may
include Media, Technology and Everyday
Life; Science, Technology and Culture; Video
Documentary in Contemporary History; Space
and Representation; Promotional Culture; Media
Audiences; Queering Popular Culture; and
Rethinking European Cinema.
Summer term: you undertake supervised work on
a 20,000-word dissertation, produce a practical
project and accompanying 10,000-word critical
report, or undertake a work placement and
produce a report.
Assessment
Assessment is by term papers and project work
and by a dissertation or multimedia project and
report.
MA in Film Studies
1 year full-time/2 years part-time
Over the past three decades, film studies has
developed as one of the most exciting, varied
and intellectually stimulating disciplines within
higher education.
This MA:
• enables those with a background in film or
media studies to deepen and extend existing
knowledge and understanding;
• gives students with diverse intellectual
backgrounds and skills a firm grounding in the
key critical debates and advanced research
methods within the discipline;
• covers a wide range of films, theoretical
debates and social and historical contexts,
including diverse cinematic cultures – past
and present, mainstream and alternative,
Hollywood and world cinemas;
• draws upon the expertise of distinguished
faculty, including leading scholars with
international reputations;
• is an exhilarating programme for students
or educators wishing to develop a critical
awareness of film and cinema and the
scholarly discipline they have inspired; and
• serves as invaluable preparation for doctoral
study.
This MA is associated with the Centre for Visual
Fields (www.sussex.ac.uk/cvf).
Programme structure
Autumn term: you take the core courses Film
Studies: Theories and Methods; and Cinema:
Histories, Institutions and Technologies.
Spring term: you choose two from a list of options
such as Approaches to Film Noir; Feminism and
Film; Latin American Cinema; or Rethinking
European Cinema.
With the course tutor’s approval, you may also
substitute one of the above options for an option
from related MA programmes, such as those
offered by English (see pages 99-102) or Media
and Cultural Studies (see page 136).
Summer term and vacation: you undertake
supervised work on the MA dissertation,
including the development of the proposal,
methodology and critical literature to be used,
and have regular discussion about your progress
with your dissertation supervisor.
135

Media and film studies
Assessment
All courses are assessed by 5,000-word term
papers, with the exception of the autumn term
Theories and Methods core course (which
requires two papers of, respectively, 1,500 and
4,000 words). You are also required to submit a
dissertation of 18,000 words.
MA in Media and Cultural Studies
1 year full-time/2 years part-time
This MA offers you an exciting opportunity to
address questions of central importance and
urgency in contemporary society. The programme
introduces you to the key thinkers, traditions and
debates in media and cultural studies (bridging
both arts and the social sciences), and equips
you with the critical and methodological skills
to research a wide range of media (eg print and
broadcast media, cinema, the music industry,
the internet and other new technologies). You
will study the media as institutions, texts and
systems of representation, and explore their role
in the exercise of political, social and cultural
power in a variety of social and geo-political
contexts. Central concerns of the MA include the
roles played by the media in public discourse,
in the structuring of everyday life, and in the
construction of (post-)national and sexual
identities.
The MA is designed as an advanced training in
media and cultural studies. The programme is
aimed at graduates with relevant first degrees
who wish to advance their study, and also those
who wish to enter the field for the first time. It is
not a vocational degree, but may be of interest
for those hoping to pursue a career in the media
or in research.
Funding
You can apply for a competitive AHRC studentship.
Contact the Humanities Graduate Centre for
further information:
T +44 (0)1273 678468
E humsgrad@sussex.ac.uk
136
Programme structure
The MA is structured either around a two-term
core course plus one option course in each of
the first two terms or, for graduates in media
and cultural studies, there is the alternative
of taking two options per term. In the summer
term, you undertake a supervised dissertation.
The two-term core course in Media Theory
and Research offers an opportunity to study
thematic, conceptual, methodological and
institutional issues. At its centre is a concern
with communication as a process: with the
production, consumption and regulation of
social and cultural definitions, meanings and
values in modern society and in everyday life.
Though it concentrates on contemporary media
and culture, its concerns are also historical and
extend to wider social and political processes.
In the autumn and spring terms, you take either
the core course and one option, or two options,
which may include: Promotional Culture; Inside
Hollywood; Queering Popular Culture; Rethinking
Radio; Space and Representation; European
Media in Transition; Media Audiences; Media,
Technology and Everyday Life; Approaches
to Film Noir; Cinema: Histories, Institutions
and Technologies; Video Documentary
in Contemporary History; Gender and
Representation; Emotion, Representation and
Culture; Culture, Experience, History; Rethinking
European Cinema; and Latin American Cinema.
Assessment
As well as two term papers of 5,000 words each
for the core course, you write a 5,000-word term
paper for each of the options. You also write an
18,000-word dissertation.
Postgraduate Diploma in Media
and Cultural Studies
1 year full-time/2 years part-time
The Postgraduate Diploma is a taught-only
programme that consists of four courses from
the MA that are completed by Easter (or, over
two years, one course per term in the part-time
mode). It is particularly suitable for those who
wish to enhance their professional development
but who do not currently wish to pursue the
research element of the MA qualification.
MSc in Social Research Methods
(Media and Cultural Studies)
1 year full-time/2 years part-time
A Postgraduate Diploma and Certificate are
also available. See Routes to postgraduate study
at Sussex on pages 14-15.
The aim of this MSc degree is to provide you with
competence in a broad range of social scientific
methods appropriate for researching media
and cultural studies, and to allow you to pursue
specialist research for a DPhil degree in the field.
Funding
This programme qualifies for ESRC support
under their 1+3 system of doctoral support.
For information on ESRC funding, see Fees and
funding on pages 176-186.
Programme structure
There are three main elements to the MSc
programme that run concurrently through the
academic year: a research elective, involving
supervised reading on your individual research
area; credited courses in the philosophy and
methodology of research; and training in both
quantitative and qualitative research skills.
Autumn term: you take the research elective
(comprising supervised reading and seminars
in advanced analysis in cultural and media
studies); Philosophy of Science and Social
Scientific Research Practice; and Research
Design in the Social Sciences.
Spring and summer terms: in the spring term you
take Methods of Quantitative Data Collection
and Analysis; and Methods of Qualitative Data
Collection and Analysis. The research elective
continues across both terms, culminating in
the writing of a dissertation. In addition, you
select up to four courses from those on offer
in data collection and analysis (these courses
are offered primarily in the autumn term, and
between weeks one and five of the summer term).
Assessment
Taught course units are variously assessed by
term papers of 4,000-5,000 words, equivalent
coursework portfolios or practical exercises.
The research elective is assessed by a
dissertation of 18,000 words.
Research programmes
Faculty have expertise in the following areas:
digital art, documentary, working class cultures,
globalisation, new media technologies, media
audiences, popular culture, Hollywood cinema,
sound cultures and radio, media and the public
sphere, lesbian and gay studies, feminism,
advertising and consumption, identity and
cultural space, and representation. Students
interested in pursuing research in these fields
are particularly encouraged to apply.
Recent and current DPhil thesis titles
The social discourse of technoculture
Representations of motherhood in contemporary
Chinese films
Lesbian magazines of the 1980s
Net class, net culture or net generation?
Young people’s use of the internet in the
European information society
Amicus: an alternative to Hammer as a model
of British horror cinema
Posthuman bodies? Technology, body and
subject
A comparison of press coverage of contemporary
events in CNN and Al Jazeera
Funding
For information on AHRC and ESRC funding, see
Fees and funding on pages 176-186.
Coursework
All new research students will be required to
participate in the programme of research training
courses and to take other courses that may be
recommended by the supervisor of their research
(exemption from research training courses can
be granted to those who have already taken such
courses at postgraduate level). The Department
offers a range of support for research training,
including research seminar presentation days,
‘away days’ support for new skills, and the
Research in Progress seminar series. Students
can also qualify for interim awards, such as the
Postgraduate Diploma or Certificate in Social
Research Methods, for any research training
courses taken concurrently with their research.
See Routes to postgraduate study at Sussex on
pages 14-15.
There are three modes of entry for research
students. First is traditional entry to an MPhil or
DPhil. Second is the MSc plus DPhil pathway,
which is the 1+3 route required by the ESRC for
their studentship support. Third is the New Route
DPhil offering an integrated four-year programme
of taught coursework in research methods and
professional skills together with supervised
doctoral research.
Faculty research interests
Research in media and film studies at Sussex
is oriented around the multiple ways in which
cultures are experienced, represented, produced
and reproduced in societies shaped by mass
media. We work with many forms of media, with
faculty specialising in film, television, new media,
radio, and mobile media. We have a strong
commitment to interdisciplinarity and to working
across the arts and social sciences.
The Department is concerned with historical
understandings of the media, with exploring
contemporary forms and practices, and with
engaging in debates around media futures.
Through our research we ask key questions about
the politics of culture and identity, both
as they are articulated through consumption
and through taste formations, and as they are
orchestrated and represented by a range of
apparatuses, sensations, technologies and
institutions. Our work may be grouped into the
following key research areas:
• media and cultural histories (Kate Lacey,
Andy Medhurst and Janice Winship);
• popular culture and consumption (Thomas
Austin, Michael Bull, Kate Lacey, Andy
Medhurst, Sally R Munt, Sue Thornham and
Janice Winship);
• spatial theory and creative practices in digital
narrative and anti-narrative (Caroline Bassett,
Michael Bull, Mary Agnes Krell, Sally R Munt
and Martin Spinelli);
• gender and sexuality (Caroline Bassett,
Kate Lacey, Andy Medhurst, Sharif
Mowlabocus, Sally R Munt, Niall Richardson,
Sue Thornham, Lizzie Thynne and Janice
Winship);
• documentary narrative and ‘realisms’ in
photography, film and television (Thomas
Austin, Wilma De Jong, Melanie Friend and
Lizzie Thynne);
• film and cultural practices (Thomas Austin,
Rosalind Galt, Frank Krutnik, Niall Richardson,
Sue Thornham and Dolores Tierney);
• new media (Caroline Bassett, Michael Bull,
Mary Agnes Krell, Sharif Mowlabocus and
Martin Spinelli).
Individuals’ research interests are briefly
described below. For more detailed information,
see www.sussex.ac.uk/mediastudies
Thomas Austin Audiences for popular film,
screen documentary, and Hollywood cinema.
He is author of Hollywood, Hype and Audiences:
Selling and Watching Popular Film in the
1990s (2002) and Watching the World: Screen
Documentary and Audiences (2007).
Caroline Bassett New media technologies,
most recently working on narrative and new
media. Author of The Arc and the Machine
(2007). She has also published widely on new
media and gender.
Michael Bull He has worked extensively on the
nature of auditory experience and is presently
engaged in ethnographic work on the use of
mobile phones and the iPod. He also specialises
in the work of The Frankfurt School.
Wilma de Jong Wilma is an independent
producer and filmmaker. Her interests include
media and pressure groups, international public
sphere, factual television, independent film
production. Editor of Global Activism, Global
Media.
Andrew Duff Specialises in exploring reactive
and interactive multimedia, experimental digital
and analogue audio, and old and new media.
Melanie Friend Representations of conflict
and trauma, asylum detention in the UK, and
Media and film studies
post-communism in Bulgaria. She is a practising
photographer and author of No Place Like Home:
Echoes from Kosovo (2001).
Rosalind Galt Film theory, European film
histories, world cinema since 1945, aesthetics,
critical theory, gender and sexuality. Author of
The New European Cinema: Redrawing the Map
(2006).
Lee Gooding Since completing the Documentary
Directing course at the National Film School,
Lee has produced a range of programmes for a
number of organisations. He has worked on both
super 16 and 35mm film projects. His main area
of interest is in post-war European cinema and
digital editing.
Ben Highmore The culture of daily life. Author
of Everyday Life and Cultural Theory (2002);
Cityscapes: Cultural Readings in the Material and
Symbolic City (2005); and Michel de Certeau:
Analysing Culture (2006).
Dee Kilkelly For the last three years, Dee has
taught the practical and theoretical aspects to
documentary production on the Contemporary
History MA at Sussex. Outside Sussex he co-runs
APT new media, a collective that has been
responsible for art events, installations and club
nights in and around Brighton.
Mary Agnes Krell Photographic narratives,
inhabited space on the internet and in digital
media, interactive installation, the investigation
of digital semiotics, and sacred spaces in
interactive realms. Martin Spinelli Martin is best known for his
award-winning literary and experimental radio
Frank Krutnik Film noir, comedy, stardom and projects. He has published articles on radio,
film, popular culture and politics. Author of In media, and the intersection of literature and
a Lonely Street: Film Noir, Genre, Masculinity electronic technology. Research interests
(1991), and Inventing Jerry Lewis (2001), and include: the utopian promotion and practical
co-editor of Un-American Hollywood: Politics and value of new media, contemporary radio art
Film in the Blacklist Era (2007).
and sound poetry, Italian Futurism, and cultural
Kate Lacey Special interests are gender, media studies.
and the public sphere; radio history and theory. Dolores Tierney US and Latin American
She is the author of Feminine Frequencies: filmmaking. Dolores has published on gender
Gender, German Radio and the Public Sphere, issues in classical Mexican melodrama, Mexican
1923-1945 (1996). Her current work focuses on exploitation and contemporary Spanish horror
listening publics. film. Other areas of interest include the emerging
Andy Medhurst Andy has published widely use of digital media in Latin America and the
on post-war British popular culture, film and representation of race and ethnicity in Westerns.
television comedy, popular music and video, Professor Sue Thornham She has published
media representations of masculinity and male widely on feminism, film and cultural theory. She
homosexuality. He writes frequently for is the author of Feminism and Cultural Studies
Sight and Sound and The Wire, and is the author (2000), Approaches to TV Drama with Tony
of A National Joke: Popular Comedy and English
Purvis (2004), and Women, Feminism and Media
Cultural Identities (2007). (2007).
Sharif Mowlabocus Digital cultures, gender, Lizzie Thynne She recently completed Playing
sexuality and representation. a Part, a drama documentary on surrealist
Professor Sally R Munt Sally has published photographer Claude Cahun, supported by the
widely in cultural studies and cultural theory. AHRC/Jersey Arts. She has published widely on
Her research interests include identity, space Cahun and her other interests are in documentary
and narrative, culture and class, lesbian and gay theory, surrealism and independent cinema.
studies. Janice Winship Janice is the author of Inside
Maeve O’Brien Programmes Convenor for the Women’s Magazines, and has published
MA in Arts and Cultural Management in the many articles on questions of representation,
Centre for Continuing Education. Research advertising and consumption. She is currently
interests include partnership development in the writing about the rise and fall of Marks and
gallery sector; work-based learning in the arts; Spencer in British national culture.
and the governance of arts organisations.
Kate O’Riordan Digital media, sexuality, gender,
queer theory and feminism, and biotechnologies.
She is the co-editor of Queer Online: Media
Technology and Sexuality (Digital Formations)
(2007).
Niall Richardson The representations of
gender, sexuality and the body in film and
popular culture. Author of The Cinema of Derek
Jarman: Critical and Cultural Readings (2007).
137
 Medicine and
Medicine and health studies
health studies
Essentials
Taught programmes
MSc degree
Health Psychology (see page 154)
Social Research in Health and Medicine
Brighton and Sussex Medical School (BSMS)
For taught programme information, see
www.bsms.ac.uk/postgraduate/taught-
courses
Research programmes
BSMS
MD, MPhil, PhD
Admissions requirements
For information on overseas qualifications that
meet the admissions requirements, see pages
172-175
MSc in Social Research in Health and
Medicine
This MSc is open to students from a wide range of
disciplinary backgrounds in the social sciences,
humanities and medical, biological or health-
related sciences. Applicants need an upper
second-class undergraduate honours degree,
although those with considerable relevant
professional experience will be considered
BSMS
MPhil, and MPhil with potential to upgrade
to PhD
A first- or upper second-class degree in a
subject relevant to the programme of study
proposed
PhD (direct entry)
A Masters degree in a subject relevant to the
programme of study proposed
MD
Either a BM BS degree from Brighton and
Sussex Medical School; or a registrable
professional or other medical qualification; or
eligibility for full or limited registration with the
General Medical Council
English language requirements
MSc in Social Research in Health and
Medicine
IELTS 6.5, with not less than 6.5 in Writing and
6.0 in the other sections
BSMS
IELTS 7.0 in every section
For more information and alternative English
language requirements, see page 174
Fees
See pages 176-181 for information on fees
BSMS
See www.bsms.ac.uk/postgraduate/
research/research-fees-and-funding.php
for research fees; and contact the Institute of
Postgraduate Medicine for their fees, which
may vary
138
Further information and admissions
MSc in Social Research in Health and
Medicine
Professor Gillian Bendelow, Convenor,
Department of Sociology, Arts D333,
University of Sussex,
Falmer, Brighton BN1 9SN, UK
T +44 (0)1273 877558
E g.a.bendelow@sussex.ac.uk
BSMS
Taught programmes
School Administrator,
Institute of Postgraduate Medicine (IPGM),
University of Brighton, Falmer Campus,
Falmer, Brighton, BN1 9PH
T +44 (0)1273 644005
E ipgm@bsms.ac.uk
Research programmes
Dr Sarah Newbury, Postgraduate Tutor,
Medical Research Building, University of Sussex,
Falmer, Brighton BN1 9PS, UK
T +44 (0)1273 877874
E s.newbury@bsms.ac.uk
Application forms are available from
www.bsms.ac.uk/postgraduate/research/
research-applications.php or by contacting
Lisa Costick,
BSMS Research Student Administrator,
Medical Research Building, University of Sussex,
Falmer, Brighton BN1 9PS UK
T +44 (0)1273 876541
F +44 (0)1273 877884
E l.m.costick@bsms.ac.uk
The neuromuscular junction is essential for
both muscle and nerve to function. Through
work in the Brighton and Sussex Medical School
probing abnormalities in the region, therapeutic
interventions for muscle diseases could be sought
• In the field of medicine and health studies,
the University of Sussex works closely with
Brighton and Sussex Medical School (BSMS),
run jointly by the Universities of Brighton and
Sussex.
• Sussex runs the MSc in Social Research in
Health and Medicine, which:
- provides the integration of sociological
expertise and broadly based social science
research training;
- introduces a broad range of social scientific
methods appropriate for interdisciplinary
and comparative research in the health and
medicine research context; and
- combines interdisciplinary research training
with dissertation supervision from other
departments with expertise in health and
medicine research.
• Sussex graduates have gone on to careers in
policy-making; working for NGOs and medical
charities; doing research for academia and
the media; and health journalism. A research
degree from BSMS gives you a competitive
edge if you wish to enter a research career
in the NHS or pharmaceutical sectors. You
may be able to teach undergraduates while
undertaking research, as good preparation for
a career in academia.
• The excellent reputation of Sussex in research
related to medicine has been enhanced by
the opening of BSMS. Working with partners
such as the Genome Damage and Stability
Centre at Sussex, BSMS executes high-
quality research on disease identification
from its molecular basis, developing new
therapeutic interventions and driving forward
translational research to ensure basic
research is taken forward into clinical trials for
the benefit of patients and the community.
• Institute of Postgraduate Medicine (IPGM),
programmes mirror the professional demands
of practitioners, providing good preparation
towards professionally required exams and
a useful step in applying for the increasing
number of consultant posts in a number of
specialties.
• On most BSMS programmes, you will
have the opportunity to hear nationally or
internationally renowned speakers from
senior posts in the clinical setting.
• At BSMS, academic skill development is
considered as important as hands-on
learning, and students are taught to under-
take research and academic writing to a high
level, often progressing to doctoral studies.
Few in this Ethiopian community can afford shoes,
and many contract podoconiosis through the
soil. This is a debilitating disease that results
in swelling and disfiguration of the lower limbs.
BSMS are researching the genetic predisposition
towards the condition in order to find a treatment
Taught programmes
MSc in Social Research in Health and
Medicine
1 year full-time/2 years part-time
This MSc provides ESRC-recognised
postgraduate training in a broad range of
social scientific methods appropriate for
interdisciplinary and comparative research in
the health and medicine research context. The
programme incorporates methods courses
from the ESRC-recognised graduate training
programme alongside specialised courses in
health and medical research.
Funding
This programme qualifies for ESRC support
under its 1+3 system of doctoral support. For
information on ESRC and other funding, see Fees
and funding on pages 176-186.
Programme structure
Autumn term: you take two core courses The
Social Research Process in Health and Medicine
Studies; and Philosophy of Science and Social
Science Research Practice.
Spring term: you take two core courses Methods
of Quantitative Data Collection and Analysis;
and Methods of Qualitative Data Collection and
Analysis.
Summer term: you take two short courses
International Comparative Research in Health
and Medicine Studies; and Advanced Research
Ethics in Health and Medicine Studies; and
two options from Secondary Sources of Cross-
National Comparative Data; Comparative
Method; Ethnographic Methods of Data
Collection; Evidence for Policy and Practice; and
Using On-Line Resources.
You also write a supervised research dissertation.
Assessment
Taught courses are variously assessed by
3,000-5,000-word term papers or equivalent
coursework portfolios. You also submit a
10,000-word research dissertation.
BSMS
Taught postgraduate programmes cover clinical
specialities, public health and professional
development. For details, see www.bsms.ac.uk/
postgraduate/taught-courses
Research programmes
Students taking the MSc in Social Research
in Health and Medicine can go on to research
in Sociology, Anthropology, Psychology (each
of these three departments is recognised as
an ESRC outlet) or other subjects in the social
sciences where faculty have an interest in health
and medicine studies. The Centre for Research in
Health and Medicine coordinates social sciences
research this area.
BSMS research programmes range in scope
from international health to those tailored to the
health-care needs of the local community.
BSMS’s overlapping research groups and clinical
divisions provide a productive interdisciplinary
framework for research in the areas of
inflammation and infection, neuroscience,
oncology, elderly care and community medicine,
medical education and imaging sciences.
We engage in collaborative research with the
Universities of Sussex and Brighton and the
local NHS, covering both basic science and
translational research. Both Universities received
grade 5 biomedical research ratings (recognising
research of national and international excellence)
in the most recent Research Assessment
Exercise (RAE).
Sussex has one of England’s largest biological
sciences departments, while Brighton has
extensive and in-depth experience in the
education and training of health professionals.
Joint supervision between BSMS and social
sciences departments at Sussex is welcomed, as
are research proposals for the joint ESRC-MRC
Innovative Health programme.
Funding
Most of the current BSMS postgraduate students
registered for MPhil/PhD programmes are funded
by the MRC or BSMS, research councils, the
Department of Health or medical charities.
Future funding may be available through several
of NHS funding initiatives, as well as commercial
funding. Details of funding available for particular
research programmes will be advertised along
with each research project. For all projects we
have to ensure that all funding is in place before
the project starts.
Current thesis titles
Arterial stiffness and chronic kidney disease
Adverse drug events in the hospitalised elderly:
risk factors, strategies for prevention and beyond
Computational consensus approaches to the
analysis of gamma-interferon linked gene
regions
Designing a cartilage repair model: the potential
for neural crest cells
Glucocorticoid-induced osteoporosis (GIO) –
minding the care gap
Test claims about ‘risk society’ by looking at how
and why non-patients volunteer to be ‘guinea
pigs’ in clinical trials
The globalisation of pharmaceutical regulation
The impact of postgraduate health-related
education on personal development,
professional standing and practice delivery in
the UK
Specialist facilities in BSMS
BSMS’s state-of-the-art Medical Science
Research Building on the Sussex campus
provides an outstanding resource for around 50
medical scientists, with core laboratory facilities
and specialist equipment including molecular
biology facilities, tissue culture labs, advanced
microscopy equipment, and a flow cytometer.
We also have a new Clinical Imaging Sciences
Centre, providing a resource for translational
research in oncology and neuroscience. It
houses an integrated 64-slice PET-CT imaging
system and a 1.5T MR imager.
The 10-bedded Clinical Investigation and
Research Unit at the Royal Sussex County
Hospital provides bespoke facilities for detailed
physiological investigation, as well as laboratory
facilities and opportunities for qualitative
research by interview, patient-centred research
and postgraduate research training.
IPGM specialist facilities include a state-of-
the-art dissection suite and high-tech patient
simulator models. Access to these facilities
depends on your programme of study.
Faculty research interests
Medicine and health studies
The research interests of Sussex faculty with an
interest in medicine and health studies are briefly
described below, for more information see
www.sussex.ac.uk/sociology and
www.sussex.ac.uk/anthropology
Professor John Abraham Political sociology
of medicine. Author of The Therapeutic
Nightmare (1999) and Regulating Medicines in
Europe (2000).
Professor Gillian Bendelow Sociology of the
body and emotions; children, health and illness.
Author of Pain and Gender (2000), and Health,
Emotion and the Body (2008).
Courtney Davis Regulation of occupational
health and safety; corporate crime and public
health and the regulation of medicines safety.
Adam Hedgecoe Sociology of science and
technology; social sciences and bioethics; public
policy and genetic technologies. Author of The
Politics of Personalised Medicine (2004).
Maya Unnithan Reproductive health. Author
of Identity, Gender and Poverty in Rajasthan:
Experiences of a Tribalised Community (1997).
Catherine Will Medicine and health; sociology
of science and technology; social and healthcare
policy development and public participation;
organisation of clinical research.
BSMS faculty research interests are based
around five research groups briefly described
below, see www.bsms.ac.uk/research for
more information.
Infection and inflammation
Cutting across the disciplines of HIV and
sexual health, immunology and infectious and
inflammatory disease in both children and
adults, this group seeks to understand why some
patients seem more susceptible than others to
complications.
Oncology and genetics
This group includes research on such varied
topics as imaging of tumour angiogenesis
and the spread of cancer cells; developing
communication skills in working with patients
with cancer; and ethics of palliative care and
stem cell research.
Neuroscience
This research spans developmental, peripheral
and central aspects of neural function, with
areas including psychiatry, embryonic precursor
cells, neuromuscular function structure and
diseases, and imaging physics.
Elderly care and community medicine
The group uses health services research
methods to develop and evaluate new ways
of maintaining health and managing disease.
They focus on hypertension and cardiovascular
risk factors in the elderly; and health services
research and health psychology.
Medical education
Contributing to the curriculum and to staff
training, this group evaluates the outcomes of
BSMS processes such as students’ experiences
in primary and secondary care placements,
inter-professional learning and examination
processes.
139

Migration studies
Migration studies
Essentials
Taught programmes
MA degree
Migration Studies
MSc degree
Comparative and Cross-Cultural Research
Methods (Migration Studies)
Research programmes
MPhil/DPhil Migration Studies
New Route DPhil Migration Studies
Admissions requirements
For information on overseas qualifications that
meet the admissions requirements, see pages
172-175
MA
An upper second-class undergraduate
honours degree in a relevant social science or
arts discipline
MSc, MPhil and New Route DPhil
An upper second-class undergraduate honours
degree in any relevant social science, but
applicants from other backgrounds may be
considered. Applicants should submit an outline
(two to three page) of their research interests
DPhil
A Masters degree in a subject area relevant
to your research. Applicants should submit
an outline research proposal indicating the
nature, ambitions and primary questions of
the research project
English language requirements
IELTS 6.5, with not less than 6.5 in Writing and
6.0 in the other sections. For more information
and alternative English language requirements,
see page 174
Fees
See pages 176-181 for information on fees
Further information
Dr Ben Rogaly,
Migration Studies Convenor,
Sussex Centre for Migration Research,
University of Sussex, Falmer,
Brighton BN1 9SJ, UK
E migrationpgconvenor@sussex.ac.uk
www.sussex.ac.uk/migration
140
• The Sussex Centre for Migration Research
is an ideal location in which to study the
changing patterns of international and
national mobility.
• Drawing on perspectives from anthropology,
geography, law and political science, the
Centre runs the UK’s longest-established
Masters and doctoral programmes in
migration studies.
• As a major partner in the EU-funded Network
of Excellence on International Migration,
Integration and Social Cohesion in Europe
(IMISCOE) and with the DFID-funded
Development Research Centre on Migration,
Globalisation and Poverty, the Centre has
international recognition as a major centre
for migration research and training.
• Postgraduate migration studies at Sussex
attract a diverse international body of
students. Alumni have gone on to work for
international organisations such as the
International Organisation for Migration and
the UN High Commission for Refugees, as
well as for national and local NGOs and trade
unions working in solidarity with migrants
and/or refugees. Others have continued
to further academic research careers in
migration studies.
Taught programmes
MA in Migration Studies
1 year full-time/2 years part-time
This interdisciplinary programme focuses on
the widespread and diverse nature of migration
around the world. It provides a comprehensive
introduction to the emerging field of migration
studies and is aimed at those involved in or
contemplating voluntary or professional work
with migrants, refugees or ethnic minorities,
as well as those wishing to broaden their
understanding of key theories and concepts
relating to migration.
Programme structure
Autumn term: you take Theories and Typologies
of Migration; and Legal, Policy and Human Rights
Aspects of Migration.
Spring term: you take two from Migration,
Inequality and Social Change; Migration Under
the European Convention on Human Rights;
The Politics of Citizenship and Immigration;
Transnational Migration and Diaspora; and
Refugees and Development.
Summer term and vacation: you take Methods
in Migration Research and undertake supervised
work on a dissertation.
Assessment
You are assessed by term papers of 5,000
words, a case analysis on research methods, and
a 15,000-word dissertation.
MSc in Comparative and Cross-Cultural
Research Methods (Migration Studies)
1 year full-time/2 years part-time
A Postgraduate Diploma and Certificate are
also available. See Routes to postgraduate study
at Sussex on pages 14-15.
The programme is designed to meet the most
recent ESRC requirements for social science
training, and provides a rigorous training in social
research methods, an opportunity to develop
a full doctoral research proposal and to write a
supervised dissertation (the research elective),
as well as exposure to debates and theories
within the broad field of migration. It involves a
mixture of supervised reading and attendance at
formal courses, and aims to equip you with the
necessary skills to pursue research for a DPhil in
the field.
Funding
The programme qualifies for ESRC support
under its 1+3 system of doctoral support. For
information on the ESRC and other funding, see
Fees and funding on pages 176-186.
Programme structure
There are three main elements to the MSc
programme that run concurrently through the
academic year: a research elective involving
supervised reading in your individual research
area and the writing of a dissertation; credited
courses in the philosophy and methodology of
research; and training in both quantitative and
qualitative research skills.
Autumn term: you take a research elective;
Philosophy of Science and Social Scientific
Research Practice; and Research Design in a
Cross-Cultural Context.
Spring term: you take courses in quantitative and
qualitative data collection and analysis.
Summer term: you choose from a selection of
courses in cross-cultural and comparative data
collection and analysis. The research elective
continues across all terms, culminating in the
writing of a dissertation.
Assessment
Taught course units are variously assessed by
term papers of 3,000-5,000 words or equivalent
coursework portfolios. The research elective is
assessed by a dissertation of 10,000 words.
Research programmes
Research students are based in the Sussex
Centre for Migration Research. It is possible
either to study for a research degree registered
in migration studies, or to work on a research
topic that deals with migration while registered
in another academic discipline. Both disciplinary
and interdisciplinary students are welcome to
become Associates of the Sussex Centre for
Migration Research. However, places are limited,
so prospective applicants are strongly encouraged
to contact members of faculty (see opposite page)
whose interests most closely coincide with their
own.
Funding
ESRC funding is available for members of the
Sussex Centre for Migration Research who apply
through an appropriate disciplinary programme.
This includes access to three interdisciplinary
Quota awards in 2009. For information on ESRC
and other funding, see Fees and funding on
pages 176-186.
Coursework
There are three modes of entry for research
students. First is traditional entry to an MPhil or
DPhil. Second is the MSc plus DPhil pathway,
which is the 1+3 route required by the ESRC for
their studentship support. Third is the New Route
DPhil offering an integrated four-year programme
of taught coursework in research methods and
professional skills and supervised doctoral
research. All new research students are required
to participate in the programme of research
training courses and to take other courses that
may be recommended by the supervisor of their
research, although exemption from research
training courses can be granted to those who
have already taken such courses at postgraduate
level. Students can also qualify for interim
awards, such as the Postgraduate Diploma or
Certificate in Comparative and Cross-Cultural
Research Methods, for any research training
courses taken concurrently with their research.
See Routes to postgraduate study at Sussex on
pages 14-15.
Fieldwork
Many, but not all, students undertake fieldwork
for projects leading to a DPhil. Permission to
proceed to fieldwork is not normally given before
completion of the first year of research.
Recent thesis titles
Intercontinental migration of elites and
development in Ghana and Côte d’Ivoire
(development studies)
Between losing and finding oneself: the role of
Italian television in the Albanian migration to Italy
(media and film studies)
Explaining change in established migration
systems: the movement of Algerians to France
and Britain (geography)
Rural-urban labour migration: a case study
of Upper Egyptian labourers in Cairo
(migration studies)
Family formation in gendered migrations in
Southern Europe (contemporary European
studies)
Representations of diversity and cultural
participation: performances of multiculturalism in
Bologna and Barcelona (migration studies)
Recent foreign immigration and the labour
market in Athens (contemporary European
studies)
Migration in the new world order: the case of
Bangladeshi migration to Rome (geography)
The politics of identity in left-wing Bologna:
an ethnographic study of the discourses and
practices of the Italian Left in the context of
migration (contemporary European studies)
Transnational lives, plurinational subjects:
identity, migration and difference among
Moroccan women in Italy (anthropology)
Senegalese transmigrants and the construction
of immigration in Emilia-Romagna (anthropology)
Faculty research interests
Research interests are briefly described below.
For more detailed information, see
www.sussex.ac.uk/migration
Paul Basu Scotland and the Scottish diaspora;
diasporic imagination of homeland; roots
tourism; cultural trauma and collective identity;
post-conflict reconciliation in Sierra Leone.
Professor Richard Black Migration,
globalisation and development, forced migration
Migration studies
and return. Publications include special issues of
Population, Place and Space on return to West
Africa (2004), and International Migration on
return to the Balkans (2006).
Professor Rupert Brown Group processes and
intergroup relations, including social identity
processes and changes in the context of host
society-immigrant relations.
Anastasia Christou Social and cultural
geography; ethnic and migration studies, second
generation and ethnicity; transnationalism
and identity; culture and memory; gender and
feminism; home and belonging.
Professor Simon Coleman Migration and
religion. Publications include (ed with P Collins)
Religion, Identity and Change: Perspectives on
Global Transformations (2004); and (ed with J
Eade) Reframing Pilgrimage: Cultures in Motion,
(2004).
Michael Collyer Forced and irregular forms of
migration; Saharan transit migration in Morocco;
internal displacement in Sri Lanka; refugee and
asylum issues in Europe.
Professor Jane Cowan Greece; southern
Balkans; nationalism, memory and identity;
conceptualising and administering ‘difference’
in Balkan contexts.
Professor Marie-Bénédicte Dembour Law
and human rights. Publications include Who The MA in Migration Studies looks beyond
Believes in Human Rights? Reflections on the public stereotypes on issues such as the
European Convention (2006). former Red Cross reception centre at
Sangatte in northern France
Geert de Neve South India labour relations and
organisation; industrialisation. Mark Leopold Violence, conflict and
Professor Barbara Einhorn Gender and identity peacemaking; northern Uganda and southern
in German-Jewish women’s life stories; gender Sudan; and refugees and IDPs.
and citizenship. Julie Litchfield Poverty, migration and
Anne-Meike Fechter Transnationalism and development.
migration; south east Asia; gender, race Filippo Osella Kerala south India – migration
and globalisation; masculinity; consumption.
and ethnicity in the context of global political
Publications include (with C Osella) Social
and economic inequalities. Publications include
Mobility in Kerala (2000); and (with C Osella)
Transnational Lives: Expatriates in Indonesia
(2007). Men and Masculinities in South India (2007).
Barry Reilly Econometrics applied to migration.
Katy Gardner Bangladesh; Islam, migration,
diaspora, development. Publications include Ben Rogaly ‘Race’, immigration and class
Age, Narrative and Migration: The Life Course relations in the UK; temporary migration for work
and Life Histories Amongst Bengali Elders in in rural areas in the UK and India; agricultural
London (2002). workers; employment relations; migration,
Jamie Goodwin-White Geographic contexts inequality and social change.
of social and economic inequality; immigrant Professor Shamit Saggar Migration,
integration in host societies; racially structured electoral behaviour, party politics, ethnic
local labour and housing markets; immigration pluralism, social capital, social exclusion,
and the social mobility of the second generation. religious extremism, labour markets, and
regulatory policy. Publications include Race
James Hampshire Politics of citizenship and
and Representation (2000).
immigration; racism and immigration policy-
Professor Ronald Skeldon Population
making; state and nation-building. Publications
migration in the developing world, especially
include Citizenship and Belonging: Immigration
Asia. Publications include Migration and
and the Politics of Demographic Governance in
Post-war Britain (2005). Development: A Global Perspective (1997).
Maya Unnithan Migration, gender, reproduction
Professor Russell King International migration
and development in the Mediterranean and and health.
the Balkans. Publications include (with N Mai Katie Walsh Social and cultural geographies of
and S Schwanders-Sievers) The New Albanian migration; British expatriate identities in Dubai
Migration (2005). and the wider Gulf region, including domesticity,
intimacy, sexuality, and whiteness.
Alana Lentin Race, racism and anti-racism;
social movements and migrant collective action. Professor Ann Whitehead Africa south of the
Publications include (ed with R Lentin) Racism Sahara, western Europe, especially Britain:
and Anti-Racism in Europe (2004), (ed with G gender relations and social transformation;
Titley) Race and State (2006), The Politics of economic anthropology; family, kinship and
Diversity in Europe (2008), Racism: a Beginner’s marriage; epistemology and methodology; race,
Guide (2008). gender and difference.
141
 Music
Music
Essentials
Taught programmes
MA degrees
Music
Opera and Music Theatre
Research programmes
MPhil, DPhil Musical Composition
MPhil, DPhil Music
MPhil, DPhil Music Theatre
Admissions requirements
For information on overseas qualifications that
meet the admissions requirements, see pages
172-175
MA in Music
An upper second-class undergraduate honours
degree in music. For joint degrees including
music, the mark for the music part of the degree
must itself be at least an upper second class. If
you wish to take options in Composition, Studio
Composition, or Composing for Film and Media,
please provide examples of your work with your
application
MA in Opera and Music Theatre
An upper second-class undergraduate honours
degree in music, theatre, drama or performance,
or equivalent professional experience
MPhil and DPhil
Normally a Masters degree or equivalent
professional experience in a subject related
to your chosen area of research. Applicants
wishing to take the Composition option must
produce evidence of compositional ability
English language requirements
IELTS 6.5, with not less than 6.5 in Writing and
6.0 in the other sections. For more information
and alternative English language requirements,
see page 174
Fees
See pages 176-181 for information on fees
Further information
Terry Bryan, Music Coordinator,
University of Sussex, Falmer,
Brighton BN1 9RQ, UK
T +44 (0)1273 872621
F +44 (0)1273 623246
E music@sussex.ac.uk
www.sussex.ac.uk/music
Stravinsky’s off-the-cuff visual representation of
music history moves beyond textural iconography
to evoke aesthetics and critical musicology – two
central concerns of the postgraduate programme
142
• Music at Sussex was rated excellent in the
most recent assessment of teaching quality
and achieved a grade 5 (recognising research
of national and international excellence)
in the most recent Research Assessment
Exercise (RAE).
• The Music Department is a major
international centre for the study of
contemporary music, contemporary musical
thinking and music theatre, offering a unique
range of interrelated research disciplines.
• We offer dedicated pathways in opera
and music theatre, analysis and general
musicology, and composition, allowing you
to tailor your degree to your strengths and
interests.
• Our electronic studios are equipped with
state-of-the-art digital and analogue facilities,
and we maintain a substantial library of
scores, CDs, records, DVDs and videos,
with private listening facilities. These are
in addition to the collections in the main
University Library.
Specialist pathways
There are various pathways for you to choose
from depending on your intended specialist
subject areas and artistic practices.
For the MA in Opera and Music Theatre you will
take Musical Multimedia I; and Introduction
to Practical Skills in the autumn term, Musical
Multimedia II and Practical Research Skills in the
spring term, and the Performance Project and
written Critical Appraisal in the summer term
and vacation. The Musical Multimedia I and II
courses are also available to students on the MA
in Music, but the MA Opera and Music Theatre
practical courses are only available to students
on the MA in Opera and Music Theatre.
For the Analysis and the General Musicology
pathways you will take Music and Critical Thought
I in the autumn term, Music and Critical Thought
II in the spring term, and undertake a dissertation
in the summer term and vacation.
For the Composition pathway you will take
Composition I in the autumn term, Composition
II in the spring term, and undertake a portfolio of
compositions in the summer term and vacation.
For the Studio Composition pathway you will take
Studio Composition I in the autumn term, Studio
Composition II in the spring term, and undertake
a portfolio of studio compositions in the summer
term and vacation.
For the Film Music Composition pathway you
will take Composing for Film and Media I in the
autumn term, Composing for Film and Media II in
the spring term, and undertake a portfolio of film
compositions in the summer term and vacation.
Taught programmes
MA in Music
1 year full-time/2 years part-time
Additional admissions requirements
Applicants wishing to take the Composition,
Studio Composition or Composing for Film
and Media options must produce evidence of
compositional ability as appropriate (for example
scores, CDs, DVDs, etc).
Programme structure
Autumn term: you choose two from the following
options: Musical Multimedia I; Music and Critical
Thought I; Composition I; Studio Composition I;
and Composing for Film and Media I.
Spring term: you choose two from the following
options: Musical Multimedia II; Music and Critical
Thought II; Composition II; Studio Composition II;
and Composing for Film and Media II.
You must indicate on your application form which
options you wish to take. If you are selecting
Composition, Studio Composition or Composing
for Film and Media please enclose samples of
your work with the application.
Summer term and vacation: you write a
dissertation or put together a portfolio of
compositions. Your choice of project will stem
from your specialist subject area or musical
practices, as defined by your chosen pathway.
Full-time students choose two options in each of
the autumn and spring terms. Part-time students
choose one option in each of the autumn and
spring terms. Please note: Composition is usually
considered to run across both terms.
Assessment
Assessment of taught courses is by term papers
in the autumn and spring terms (or by the
submission of a composition, or a substantial
part of one). Assessment of summer-term work
is by a dissertation of 20,000 words or a portfolio
of compositions (eg scores, CDs, DVDs, etc).
MA in Opera and Music Theatre
1 year full-time/2 years part-time
During the past 50 years the parameters of
music-based theatre have expanded enormously.
This MA is the first degree programme in the
UK to reflect these changes, offering advanced
practice and theory in opera and music theatre.
This programme allows composers, musicians,
performers, directors, writers and other artists
working in music-based theatre or multimedia
performance the opportunity to test, develop and
refine their skills within a context of lively creative
and intellectual enquiry. The programme entails
both collaborative and individual practice-based
work; alongside the taught components you will
undertake an individual creative project with a
final performance outcome.
The programme is part of a unique collaboration
between the Music Department at the University
of Sussex and Glyndebourne Opera, just
seven miles from the campus, and will offer
opportunities for engagement with the artistic
and professional activities, expertise and facilities
of a major international opera company. This MA
is associated with the Centre for Research in
Opera and Music Theatre
(www.sussex.ac.uk/cromt).
Programme structure
Autumn term: you take Introduction to Practical
Skills; and Musical Multimedia I.
Spring term: you take Practical Research Skills;
and Musical Multimedia II.
Summer term and vacation: you take
Performance Project; and Performance
Documentation and Critical Appraisal.
History-theory approach
For people interested in the academic study of
opera or music theatre, or for people who are
considering careers in professional dramaturgy
or criticism, it is also possible to take a history-
theory approach within the programme. Students
undertaking the programme in this mode will
take other MA course options instead of the
practical components of the programme.
Research programmes
The main fields in which research supervision is
available are related to issues in 18th-, 19th-,
20th- and 21st-century music (as indicated
by the faculty interests), but we also welcome
applications from students who wish to explore
other areas that cross traditional boundaries.
There is provision for suitably qualified
candidates to read for the degrees of MPhil and
DPhil by composition.
Funding
EU candidates are eligible to apply to the AHRC.
Limited funds to offset research expenses
are available directly from the University of
Sussex. Please contact Terry Bryan, the Music
Coordinator, for more details (see Essentials).
Some opportunities for undergraduate teaching
in music arise from time to time.
Recent thesis titles
Expressionism in B A Zimmermann’s Die Soldaten
French musical aesthetics from Wagner to the
Ballet-Russes
The secret harmony of Richard Wagner
The subjects of music: a theoretical and analytical
enquiry into the construction of subjectivity in the
musical structuring of time
Temporality in post-tonal music
T S Eliot: the invisible Wagnerite
Specialist facilities
The electronic studio offers a wide range of
analogue and digital facilities, including multi-
track recording and audio editing, sampling and
MIDI sequencing, and sound synthesis software.
As part of a major investment programme,
the studio has been enhanced to include the
following state-of-the-art facilities for electronic,
computer and film music applications:
• Mac suite (10 independent networked
Apple Macs supporting the studio): Apple
Mac G5 workstations each equipped with:
CD/DVD-R, MIDI keyboard, Edirol SD20
sound module and Behringer UB1002 mixer,
running Logic Pro 8 (including EXS24, ES2,
etc), Peak, Max/MSP/Jitter, IRCAM Forum
software packages, SuperCollider, Sibelius
4. Two workstations also run the professional
post-production suite Final Cut Studio, which
comprises Final Cut Pro 5, Soundtrack Pro,
Motion 2 and DVD Studio Pro 4 with Dolby
Digital Professional encoder, A3 printer and
scanner.
• Control room: top specification Mac G5
running Pro-Tools system and digital control
surface, Mackie 48 channel analogue desk,
x2 Mackie active studio monitors, microphone
pre-amps (eg Focusrite Red 1), various
outboard compressors (eg Drawmer 1960)
and effects units (Lexicon, Fireworx, etc), Logic
Pro 8 (including EXS24, ES2, etc), Peak, Max/
MSP/Jitter, IRCAM forum software packages,
SuperCollider, Sibelius 4. The Control room has
hardwired connections to two live rooms.
Music
• Studio live room 1: live room 1 is equipped
with a self-contained 8-channel sound
diffusion system including x8 Genelec monitors
and subwoofer, a MOTU 828 Mk2 interface,
Auxpander matrix mixer, Saitek Cyborg Evo
Wireless Joystick, Mackie mixing desk and
a new Mac Pro computer, running Logic Pro
8 (including EXS24, ES2, etc), Peak, Max/
MSP/Jitter, IRCAM forum software packages,
SuperCollider, Sibelius 4.
• Studio live room 2: live room 2 is equipped
with a Mac G5 system with similar specification
to those in the Mac suite (software as above),
Mackie 24 channel analogue desk, x2 Mackie
studio monitors, MOTU 828 Mk2 interface,
various outboard compressors (eg Behringer),
effects units and sound modules (eg Emu
Proteus and Yamaha TX802), analogue
modular synthesizer (eg Doepfer system).
The Music Department has its own substantial
library of records, CDs, videos and scores (mainly
devoted to 19th- and 20th-century music).
Academic activities
We organise regular research seminars to
which external speakers are often invited, and
Sussex faculty and postgraduate students also
present their own papers. Recent research
seminar series themes have included ‘The Image from a performance of Hearing Voices, a multi-
Voice in Modernity’ and ‘The Future of Musical media music theatre piece created by the Centre for
Hermeneutics’. Our termly composers’ concerts Research in Opera and Music Theatre, presented in
given by the University of Sussex 21st Century July 2007. The Music Department is involved in a wide
Ensemble provide an ideal opportunity for range of creative research projects
graduate students to hear their works performed.
Our professional ensemble-in-residence, the Opera and music theatre
new music group Tacet, is also available for Under the Centre for Research in Opera
workshop and concert performances of pieces and Music Theatre (CROMT), this research
by graduate composers as well as a number of group focuses on issues of music theatre (eg
external professional musicians, and ensembles theories and practices of opera, music drama,
are regularly invited to give concerts, workshops contemporary music theatre and related
multimedia forms). The group’s activities result in
and master classes. These have recently
both critical thinking about, and practice-based
included flautist Roland Sutherland, pianists
research in, opera and music theatre, often in
Richard Casey, Philip Thomas and Andrew collaboration with partner institutions in the
Zolinsky, EXAUDI, Orkest De Ereprijs, [rout] and Sussex region (eg Glyndebourne Opera) and
members of the London Sinfonietta. elsewhere in the UK and Europe.
Professor Martin Butler 20th-century
Faculty research interests compositional techniques; improvisation and
performance skills; popular music of Europe
Research is organised around three well and America; opera composition; and American
defined research groups: Critical Musicology; music theatre.
Composition; and Music Theatre.
Sam Hayden 20th-century compositional
Much of our research is highly interdisciplinary, techniques, contemporary music; electronic,
involving collaboration between these areas electro-acoustic and computer music,
as well as with other subject areas at Sussex improvisation; Co-Director of ensemble [rout].
(in particular philosophy, English, media and Björn Heile Music and literary theory; music
film, and art history). Our research groups are and cultural studies; Mauricio Kagel; aesthetics;
well funded from a variety of sources and have experimental music theatre; 20th-century opera.
specialist facilities/resources.
Ed Hughes 20th-century compositional
Critical musicology techniques; experimental and avant-garde film
This group is interested in the analysis, music; and opera and film.
sociology and aesthetics of 20th-century and
contemporary music, although its work often Nicholas McKay Music theory; analysis;
linguistics and semiotics of music; 20th-century
focuses on more wide-ranging historical periods.
music; Stravinsky; and aesthetics.
Composition
Nicholas Till Director of CROMT. Research and
This group engages in research through practical
artistic practice in contemporary opera and
composition in acoustic, electro-acoustic,
music theatre; director of experimental music
electronic/computer and film music media.
theatre company Post-Operative Productions;
Its works are regularly performed and produced
music and critical theory; art and technology;
at a variety of prestigious international venues
modernism/postmodernism; and Mozart.
from major opera houses and concert platforms
to state-of-the-art electronic venues such as
IRCAM, contemporary music festivals and
international film festivals.
143
 Neuroscience
Neuroscience
Essentials
Taught programmes
MSc degree
Cellular and Molecular Neuroscience
Postgraduate diploma
Cellular and Molecular Neuroscience
Research programmes
MPhil, DPhil Neuroscience
Admissions requirements
For information on overseas qualifications that
meet the admissions requirements, see pages
172-175
MSc and postgraduate diploma
An upper second-class undergraduate honours
degree in a suitable subject (from the biological
or biomedical sciences) or candidates with
relevant professional experience, all with a good
interest in neuroscience
MPhil and DPhil
A first- or upper second-class undergraduate
honours degree in a subject relevant to your
chosen area of research
English language requirements
IELTS 6.5 overall. For more information
and alternative English language requirements,
see page 174
Fees
See pages 176-181 for information on fees
Further information and admissions
Karen White, Graduate Centre Coordinator,
School of Life Sciences,
John Maynard Smith Building,
University of Sussex, Brighton BN1 9QG, UK
T +44 (0)1273 872774
E pglifesci@sussex.ac.uk
144
• Sussex has a very active and internationally
recognised neuroscience group.
• Research in the Sussex Centre for
Neuroscience is aimed at determining how
the nervous system acquires, processes,
stores and uses information required in
the generation and execution of adaptive
behaviour.
• We provide an exciting and excellent study
environment for students in an area that
demands multidisciplinary training.
• Areas of particular strength include hearing,
vision, learning and memory formation, neural
circuit analysis, animal navigation and CNS
evolution.
• Links with the Centre for Computational
Neuroscience and Robotics (CCNR) provide
opportunities for neuroscientists and
computer scientists to collaborate.
• A very wide range of state-of-the-art
molecular, cellular, electrophysiological and
brain imaging (PET and MRI) technologies is
available.
• In addition, the Sussex Centre for Advanced
Microscopy provides confocal, 2-photon, and
CCD microscopy and cryo- and scanning-
electron microscopy.
By studying the remarkable ability of ants to learn
food locations, we can understand how the brain
uses visual spatial memory for navigation. Below,
individually colour-coded ants that have succeeded
in finding food are shown feeding on a sugar solution
Taught programmes
MSc in Cellular and Molecular Neuroscience
1 year full-time
This MSc programme comprises four key
courses, teaching both practical techniques
and experimental approaches, as well as the
theoretical background to active areas of
progress in cellular and molecular neuroscience.
A large part of the degree is devoted to a
research project, undertaken in one of the active
research groups in neuroscience (or through an
industrial placement).
Programme structure
Autumn term: Advanced Techniques in Cellular
and Molecular Neuroscience (largely lab based);
and Transmission and Transduction.
Spring term and vacation: Plasticity –
Development and Learning (which includes
a very interactive journal club); and Sensory
Systems and Receptors. You will also start your
research project.
Summer term and vacation: you continue your
research project.
Assessment
You are assessed by essays, presentations,
laboratory reports, examinations and a project
dissertation.
Postgraduate Diploma in Cellular and
Molecular Neuroscience
2 terms full-time
The structure of the Postgraduate Diploma is the
same as the MSc of the same name but Diploma
students do not take the research project. The
Postgraduate Diploma is therefore taken over the
autumn and spring terms only.
Research programmes
Projects falling within the range of faculty
research interests (see opposite page) can be
considered.
Funding
For DPhil research degrees, studentships
are awarded by the Research Councils, as
well as special studentships earmarked for
specific projects. EU and UK students are
eligible for these. Additional studentships from
the Wellcome Trust, and Graduate Teaching
Assistantship bursaries from Sussex may be
available for DPhil research students.
As part of a structured postgraduate training
programme, opportunities to demonstrate and
to tutor undergraduates are available to suitably
qualified graduate students.
Recent thesis titles
Using neural networks for the adaptive control of
movements: an investigation into the problem of
interference in distributed feedforward networks
Evolving dymanical system models of path
integration
The effects of acute and chronic ethanol exposure
on the behaviour and gene expression of
Drosophila melanogaster
The role of eye movements in learning to drive
The molecular basis of long-term memory
formation
Does Sepia officinalis rely on 3-dimensional cue
to camouflage
Development of the giant fibre system of
Drosophila melanogaster
Use of inner ear-specific promoters to ectopically
express Math 1 in vivo in the developing mouse
cochlea
Functional maturation of mouse cochlea
inner hair cells
Preferences, learning and memory of colours
and patterns in birds: the evolution and design of
aposematic signals
An in vitro eletrophysiological analysis of
associative long-term memory
The expression of an acetylcholine binding
protein in the snail Lymnaea stagnalis
Related research centres
Centre for Computational Neuroscience and
Robotics (CCNR)
The cross-discipline synergy between computer
science and neuroscience holds the key to future
developments in robotics and artificial intelligence.
It will lead to a better understanding of how the
brain works and promises biomedical advances
of enormous benefit. The CCNR links physical
and biological sciences and places Sussex in a
powerful position at the forefront of an emerging
and increasingly important interdisciplinary field.
See www.informatics.sussex.ac.uk/ccnr for
more information.
Centre for the Study of Evolution (CSE)
This cross-disciplinary research centre aims to
develop and utilise evolutionary ideas. Members
include biologists, biochemists, mathematicians
and computer scientists. The CSE builds upon
the ethos and distinguished contributions of the
late Professor John Maynard Smith, who founded
the biology school at the University of Sussex in
1961. For more information, see
www.lifesci.sussex.ac.uk/CSE
Sussex Centre for Advanced Microscopy
This Centre provides state-of-the-art facilities
for confocal, 2-photon, and time-lapse video
microscopy and cryo- and scanning electron
microscopy. For more information, see
www.lifesci.sussex.ac.uk/scam/index.php
Sussex Centre for Research into Alcohol and
Alcoholism and Drug Addiction
This Centre was established to bring together
campus-wide expertise on the subject of
addiction. Three of our researchers have recently
been awarded a grant for nearly half a million
pounds from the BBSRC, to identify genes
activated in the brain after alcohol exposure
and to study how these genes may contribute
to alcohol-induced behaviour.
Faculty research interests
Individuals’ research interests are briefly
described below. For more detailed information,
see www.sussex.ac.uk/biology
Richard Andrew Lateralised brain functions.
Examining the nature of brain, and behavioural
lateralisation in fish and birds by using patterns
of eye use when viewing a variety of interesting
objects, and by studying the effects of factors
acting on early development.
Jonathan Bacon Foraging behaviour of Pharaoh’s
ants. We are investigating how Pharaoh’s ants
Neuroscience
explore new space. Emergent complex behaviour
of the colony is derived from relatively simple rules
of ant/ant interaction – observed behaviourally
in real populations and modelled in virtual ant
populations in silico. Projects are co-supervised by
David Waxman.
Paul Benjamin Learning and memory circuits.
Synaptic and non-synaptic mechanisms
involved in associative learning in the snail brain.
Mechanisms of plasticity involved in appetitive
classical conditioning are being investigated by
the integration of electrophysiological, molecular
biological, pharmacological and computational
modelling techniques.
Tom Collett Navigation. Analysis of mechanisms
underlying insect navigation and visual learning,
using behavioural techniques.
Jane Davies Genes and alcohol. Using
microarrays, we and our collaborators have
identified a large number of genes in Drosophila
and mice that are regulated in response to alcohol.
Those genes that are regulated in both species are
likely to be fundamental for the development of
alcohol dependence.
Paul Graham Insect and robot navigation.
Interest in navigation and visual learning in insects,
particularly how insects use visual landmarks to
guide their foraging routes. At Sussex, we use
behavioural studies, simulations and robots to
investigate models of visually guided navigation.
The electrical activity in neural networks can be
George Kemenes Long-term memory formation. analysed using microelectrodes placed inside the
Focus on the evolutionarily conserved cellular individually identified neurons that comprise the
and molecular mechanisms of long-term memory network. This work provides insight into how the
brain generates the complex patterns of activity
formation, including the activation of the cAMP-
that underlie adaptive behaviour
PKA and CaMKII second messenger cascades
and the transcription factor CREB; invertebrate
(snail) model of learning and memory, employing biology, electrophysiology, pharmacology and
a combination of techniques to understand the computational modelling, to understand the
mechanisms of memory (dys)function. precise roles of nitric oxide in learning, memory
and behaviour.
Sergei Korneev Regulation of gene expression in
the brain. One of the most intriguing developments Daniel Osorio Visual ecology, colour and
in contemporary biology is the discovery of biological signalling. Behavioural experiments
widespread occurrences of so-called natural using fish (guppies and/or zebrafish) or poultry
antisense RNAs (NATs) in eukaryotes. The major chicks to study visual perception and learning in
focus of my research is NATs that are expressed relation to natural foraging. Also, measurement
in the CNS and involved in the regulation of the of colour and light in natural scenes, especially in
production of important signalling molecules. relation to function of colour vision and colour in
biological signals.
Corné Kros Physiology of inner ear sensory hair
cells. We use patch-clamp electrophysiology Guy Richardson Cellular and molecular basis
and calcium imaging to understand how hair of hearing and deafness. Research emphasis is
cells turn sound into electrical signals that the on understanding the mechanisms of mechano-
brain can interpret. We also study how these transduction in sensory hair cells, how the
extracellular matrices of the inner ear influence
cells develop and what goes wrong when
frequency tuning in the cochlea, and how the
important molecules that contribute to functional
sensory hair cells of the inner ear develop.
development are mutated.
Michael Land Human eye movements. My Ian Russell Biological basis of hearing and
work has been concerned with the relationship deafness. We use electrophysiological, micro-
between where we look and what we are doing. mechanical, and mathematical modelling
This involves simultaneous monitoring of eye techniques to study normal and genetically
modified cochleae to investigate the cellular
movements and actions. Recent work has been
and molecular basis of hearing and deafness
on the differing roles of head and eye movements
in mammals, including bats. We also study
Mark Maconochie Inner ear development. mechanotransduction, acoustic interaction, and
Focus on understanding the molecular basis of sex and species recognition by mosquitoes.
how the mammalian inner ear is generated from
Kevin Staras Neurotransmission at central
a small patch of ectoderm during development.
synapses. Synaptic transmission is critically
Use of transgenic approaches to understand the
dependent on the availability of functional
function and control of individual genes, and how
vesicles at the presynaptic terminal. Using novel
they may interact to subdivide the inner ear into
different functional compartments during early imaging, electrophysiological and ultrastructural
vertebrate embryology. approaches directed at individual hippocampal
terminals, my work is examining the activity-
Michael O’Shea Novel chemical signalling dependent remodelling of vesicle pools as a basis
mechanisms. My aim is to apply a wide for synaptic regulation and plasticity.
variety of techniques, including molecular
145
 Philosophy Taught programmes
Philosophy

MA in Literature and Philosophy

Essentials
Taught programmes
MA degrees
Literature and Philosophy (see page 100)
Philosophy
Philosophy of Cognitive Science (see pages
64-65)
Social and Political Thought (see page 162)
Postgraduate diploma
Philosophy
Research programmes
MPhil, DPhil Philosophy
Admissions requirements
For information on overseas qualifications that
meet the admissions requirements, see pages
172-175
An upper second-class undergraduate
honours degree in philosophy, but related
disciplines may also be considered
English language requirements
IELTS 6.5, with not less than 6.5 in Writing and
6.0 in the other sections. For more information
and alternative English language requirements,
see page 174
Fees
See pages 176-181 for information on fees
Further information
Gordon Finlayson,
Philosophy Postgraduate Convenor,
University of Sussex, Falmer,
Brighton BN1 9QN, UK
T +44 1273 876629 or +44 1273 877378
F +44 (0)1273 625972
E j.g.finlayson@sussex.ac.uk
www.sussex.ac.uk/philosophy
Research supervision for MPhil and DPhil degrees
can be offered in a variety of subjects including
analytic philosophy, and social and political
philosophy
• Philosophy at Sussex received a grade 5
(recognising research of national and
international excellence) in the most recent
Research Assessment Exercise (RAE).
• The Department is notable for encouraging
a wide range of approaches to philosophical
issues, allowing students to specialise in
either the analytic or continental traditions, or
to combine both.
• Our faculty have a wide variety of research
interests, with particular strengths in
aesthetics, philosophy of language,
philosophy of mind, ancient philosophy,
Indian philosophy and German Idealism, as
well as social and political philosophy.
Academic activities
Graduate students attend regular reading and
work-in-progress seminars, giving them the
opportunity to discuss their own ideas and work
with peers and faculty. There is also a weekly
Philosophy Society meeting, attended by
under­graduates, graduates and faculty, at which
philosophers from Sussex and other institutions
present papers.
1 year full-time/2 years part-time
This programme is taught jointly by members of
the Philosophy and English Departments. See
page 100 for details.
MA in Philosophy
1 year full-time/2 years part-time
The MA in Philosophy offers an advanced general
grounding in the subject, which forms a good
basis for further research. It includes courses in
both the analytic and continental traditions of
philosophy, reflecting the wide range of interests
within the Philosophy Department. Students
may decide to concentrate on just one of these
traditions, or to take courses from both of them.
There are particularly strong links between the
MA programmes in Philosophy of Cognitive
Science, Literature, Critical Theory, and Social
and Political Thought, and students from each
of these programmes often take courses
offered by the others. Reading and work-in-
progress seminars, which bring together all
philosophy graduate students, provide a forum
for discussion encompassing the entire range of
philosophical topics studied at Sussex.
Funding
EU applicants are eligible to apply to the AHRC
for studentships (see Fees and funding on pages
176-186).
Programme structure
Autumn term: you take Philosophical Topics; and
either Mind and Reality; or Phenomenology.
Spring term: you take two courses from the
following list: Language and Truth; Philosophy
Special Subject; Political and Legal Philosophy;
and Texts in the History of Philosophy.
The Philosophy Special Subject course allows
you to work at an advanced level on a topic
close to a tutor’s research interests. Topics
likely to be on offer include philosophical logic;
epistemology; metaphysics; philosophy of mind;
philosophy of language; Adorno; Wittgenstein;
Kant; Husserl; Heidegger; Hegel; and Marx.
Students may substitute courses from other
MAs. Courses that may be of particular interest
include Philosophy of Film (MA in Literature
and Philosophy); Emotion and Consciousness;
Philosophy of Cognitive Science I and II (MA in
Philosophy of Cognitive Science); Contemporary
Philosophy of Religion (MA in Literature and
Philosophy); Hegel; Marx; The Frankfurt School
and Critical Theory (MA in Social and Political
Thought); Derrida; and Deconstruction and
Creative Writing (MA in Critical Theory).
Summer term: you undertake supervised work
on the MA dissertation.
Assessment
Taught courses are assessed by term papers
of 5,000 words. At the end of the year you also
submit a dissertation of up to 15,000 words.
MA in Philosophy of Cognitive Science
1 year full-time/2 years part-time
This programme is taught jointly by members of
the Philosophy and Informatics Departments.
See pages 64-65 for details.
MA in Social and Political Thought
1 year full-time/2 years part-time
This programme is taught jointly by members
of the Philosophy, Sociology and Politics
Departments. See page 162 for details.

146
Postgraduate Diploma in Philosophy
2 terms (autumn and spring) full-time/
4 terms (autumn and spring) part-time
The Postgraduate Diploma in Philosophy is aimed
at students with some background in philosophy
who wish to pursue their interests without
writing a dissertation. Students performing
exceptionally well on the courses will be offered
the opportunity to transfer directly into the MA in
Philosophy at the start of the summer term.
Programme structure
Students take the same number of courses
from the same range as the MA students
(see page 146 for list of options), but there is no
dissertation component.
Assessment
Each of the courses taken (four in total) will be
examined by a 5,000-word term paper.
Research programmes
Research supervision for MPhil and DPhil
degrees can be offered in a variety of subjects
in analytical philosophy, continental philosophy
and the history of philosophy, including:
aesthetics, Aristotle, connectionism, early
modern philosophy, epistemology, Davidson,
Hegel, Heidegger, Husserl, Kant, Kripke, Levinas,
Marx, metaphysics, moral philosophy, Nietzsche,
philosophy of artificial intelligence and cognitive
science, philosophical logic, philosophy of
language, philosophy of mind, philosophy
of religion, Plato, Quine, political and legal
philosophy, Spinoza, and Wittgenstein.
Funding
Our students are regularly successful in
attracting funding from the AHRC, for which all
EU research students may apply.
Recent thesis topics
Ancient scepticism and Cartesian doubt
Defending contingent identity
Hegel’s theory of subjectivity
Emotion, cognition and dynamics: a valenced
reappraisal
Language and meaning in Heidegger’s
fundamental ontology
From representations to practice: a critique
of naturalised reason
Nietzsche and the fate of art
Intentionality, error and misrepresentation
Ethics and politics in Levinas and Derrida
Perfectionism and liberalism
Marx’s philosophy of law
Merleau-Ponty and the sensible
Ethics and religion in Plato
Adorno and Kant
Definite descriptions
Wittgenstein’s theory of the proposition
Faculty research interests
Research interests are briefly described below.
For more detailed information, see
www.sussex.ac.uk/philosophy
Lucy Allais Kant; transcendental idealism;
non-conceptual content; and the notion of
forgiveness. Publications include: ‘Kant’s
Transcendental Idealism and Contemporary Anti-
Realism’ in International Journal of Philosophical
Studies (2004); and ‘Kant’s Idealism and the
Secondary Quality Analogy’ in Journal of the
History of Philosophy (2006).
Professor Margaret Boden Philosophy
of psychology; and artificial intelligence.
Philosophy
Publications include: ‘The Philosophy of
Cognitive Science’ in A O’Hear (ed) Philosophy
at the New Millennium (2001); and ‘Life and
Cognition’ in J Branquinho (ed) The Foundations
of Cognitive Science (2001).
Andrew Chitty Political and legal philosophy;
Hegel; German Idealism; and Marx. Publications
include: ‘Social and Physical Form: Ilyenkov
on the Ideal and Marx on the Value-Form’ in
V Oittinen (ed) Evald Ilyenkov’s Philosophy
Revisited (2000); and ‘The Essence of the State
in the Marx of 1842’ in Douglas Moggach (ed)
The New Hegelians (2006).
Ron Chrisley Philosophy of cognitive science;
artificial intelligence; mind; consciousness;
representation and computation; and
philosophical logic, especially non-conceptual
content. Publications include: ‘Singular terms
and reference: Evans and “Julius”’ in The
Electronic Journal of Analytic Philosophy (1999);
Artificial Intelligence: Critical Concepts (2000);
‘Embodied Artificial Intelligence’ in Artificial
Intelligence (2003).
Paul Davies Kant; phenomenology; aesthetics;
philosophy and literature; and 19th- and 20th-
century European philosophy. Publications
include: ‘Three Remarks on Levinas and Kant’
in S Critchley and R Bernasconi (eds) The
Cambridge Companion to Levinas (2002) and
‘This Contradiction’ in R Rand (ed) Futures of
Jacques Derrida (2002).
Aristotle
Katerina Deligiorgi Kant; Hegel; moral
philosophy and its history; the relation between Sarah Sawyer Epistemology; philosophy of
ethics and literature; and contemporary mind; metaphysics; and philosophy of language.
aesthetics. Publications include: Kant and the Publications include: ‘Externalism, Apriority
Culture of Enlightenment (2005); Hegel: New and Transmission of Warrant’ in Tomas Marran
Directions (2006); ‘Grace as Guide to Morals? (ed) What Determines Content? (2006); and
Schiller’s Aesthetic Turn in Ethics’ in History of ‘There is no viable notion of narrow content’ in
Philosophy Quarterly (2006); and ‘Literature B McLaughlin and J Cohen (eds) Contemporary
and Moral Vision: Autonomism Reconsidered’ in
Debates in Philosophy of Mind (2007).
Philosophical Inquiry (2007).
Tanja Staehler Contemporary European
Gordon Finlayson German Idealism; 20th-
philosophy (especially Husserl, Heidegger,
century German philosophy; the Frankfurt
Merleau-Ponty, Levinas); German Idealism;
School; Adorno; Horkheimer; and Habermas.
ancient philosophy (especially Plato); and
Publications include: ‘Adorno on the Ineffable
and the Ethical’ in European Journal of continental aesthetics. Publications include:
‘The Historicity of Philosophy and the Role of
Philosophy (2002); ‘The Theory of Ideology and
Skepticism’ in David A Duquette (ed) Hegel’s
the Ideology of Theory: Habermas contra Adorno’
History of Philosophy. New Interpretations (2002);
in Historical Materialism (2003); and Habermas:
A Very Short Introduction (2005). and ‘Does Hegel Privilege Speech Over Writing?
A Critique of Jacques Derrida’ in International
Professor Jonardon Ganeri Indian Philosophy; Journal in Philosophical Studies (2003).
epistemology; metaphysics; philosophy of
language; and ethics. Publications include Kathleen Stock The nature of imagination;
Philosophy in Classical India: The Proper Work philosophical questions raised by fiction;
philosophy of music; aesthetics; and philosophy
of Reason (2001); and The Concealed Art of the
of film. Publications include ‘The Tower of
Soul: Theories of Self and Practices of Truth in
Indian Ethics and Epistemology (2007). Goldbach and Other Impossible Tales’ in
M Kieran and D Lopes (eds) Imagination,
Michael Morris Philosophy of language; Philosophy and the Arts (2003); and ‘Historical
metaphysics; aesthetics; Wittgenstein; and Definitions of Art’ in S Davies and A Sukla (eds)
Plato. Publications include: ‘Realism beyond Art and Essence (2003).
Correspondence’ in H Beebee and J Dodd
(eds) Truthmakers: the Contemporary Debate
(2005); and Introduction to Philosophy of
Language (2006).
Murali Ramachandran Philosophical
logic; metaphysics; philosophy of language;
and epistemology. Publications include:
‘Indeterministic Causation and Varieties of
Chance-Raising’ in P Dowe and P Noordhof
(eds) Cause and Chance (2003); and ‘A
Counterfactual Analysis of Indeterministic
Causation’ in J Collins, V Hall and LA Paul (eds)
Causation and Counterfactuals (2004).
147
 Physics
Physics
Essentials
Taught programmes
MSc degrees
Physics
Scientific Computation (see page 132)
Theoretical Particle Physics
Research programmes
MPhil, DPhil Physics
Admissions requirements
For information on overseas qualifications that
meet the admissions requirements, see pages
172-175
MSc in Physics
A first- or second-class undergraduate
honours degree in a physics-based subject
(including mathematics and engineering
degrees with significant physics content)
MSc in Theoretical Particle Physics
A first- or upper second-class undergraduate
honours degree in a physics- or mathematics-
based subject
MPhil and DPhil
A first- or upper second-class undergraduate
honours degree in physics. Applications
are also encouraged from students of other
disciplines, for example mathematical physics,
chemical physics or materials science
English language requirements
IELTS 6.0, with not less than 6.0 in each section.
For more information and alternative English
language requirements, see page 174
Fees
See pages 176-181 for information on fees
Admissions and further information
Postgraduate Coordinator,
School of Science and Technology,
University of Sussex,
Falmer, Brighton BN1 9QJ, UK
T +44 (0)1273 678940
F+44 (0)1273 877873
E physpgadmiss@sussex.ac.uk
www.sussex.ac.uk/physics
148
• Physics at Sussex received a grade 5
(recognising research of national and
international excellence) in the most recent
Research Assessment Exercise (RAE).
• Sussex tops the latest UK rankings for having
the highest citation rate in physics (Thomson
Scientific, 2001-05).
• The Department is one of six in the South
East of England to receive a joint award
of £12.5 million, for the academic years
2008-13, to enhance collaboration in
graduate teaching and research.
• Physics research at Sussex has a truly
international character, with collaborative
programmes in Europe, North America
and Japan. We make use of national and
international particle physics laboratories.
• Our high profile attracts many visitors and
postdoctoral researchers. We have an
extensive programme of research seminars
by both internal and external speakers.
• Current research interests in the Department
include quantum information and technology,
quantum optics and cold atom physics,
experimental particle physics involving
neutrons and neutrinos, and theoretical
particle physics beyond the standard model.
There are close links with the Astronomy
Centre in the area of particle cosmology.
Taught programmes
MSc in Physics
1 year full-time/2 years part-time
This MSc programme allows you to specialise in
any of the research areas described in Faculty
research interests.
Additional admissions requirements
Those requesting experimental projects must
have laboratory experience, and evidence must
be supplied, usually in the form of a reference, of
competence in the laboratory.
Programme structure (full-time)
Your time is split equally between taught
courses and a research project. You have a
supervisor who oversees your work in general
and is responsible for the supervision of your
project. Supervisors and topics are allocated
in consultation with you, early in the autumn
term. Projects may be experimental (lab based),
theoretical, or involve computer modelling,
simulation and/or data reduction.
At least two courses must contain an
examination component that is assessed during
the summer term. Not all courses run every year.
Autumn term: Atom-Light Interactions; Atomic
Structure and Angular Momentum; Condensed
State Physics I; Cosmology; Data Analysis
Techniques; Further Quantum Mechanics;
General Relativity; Nuclear and Particle
Physics I; Quantum Mechanical Models of
Solids; Relativistic Quantum Fields I; and Stellar
Structure.
Spring term: Advanced Particle Physics;
Condensed State Physics II; Computer
Simulations in Physics; Early Universe; Galactic
Structure; Introduction to C; Nanomagnetism;
Nuclear and Particle Physics II; Quantum Optics
and Applied Quantum Field Theory; Relativistic
Quantum Fields II; Symmetry, Geometry and
Topology; Computer Simulations in Physics;
Phenomenology of the Standard Model and the
MSSM; and The Distant Universe.
Summer term: Beyond the Standard Model I;
Beyond the Standard Model II; and Theory of
Bose-Einstein Condensation.
Programme structure (part-time)
Distribution of courses over the two years is
flexible and will be agreed between you, your
supervisor and the course convenor. Most of
your project work will naturally fall into the
second year.
Assessment
Assessment for the taught courses is by
coursework and unseen examination.
Assessment for the project is by seminar, poster
presentation, and a dissertation of not more than
20,000 words. The exams are normally taken
in May and the project dissertation must be
submitted by the end of August.
MSc in Theoretical Particle Physics
1 year full-time/2 years part-time
The programme covers all-important topics of
modern particle theory with emphasis on physics
of the standard model and beyond, including
supersymmetry and string theory, advanced
mathematical methods and applications of
particle phenomenology, and cosmology.
A substantial project component allows you
to carry out a research project under the
individual supervision of a member of faculty.
Instruction is by lectures, seminars and
personal supervision.
Programme structure (full-time)
Your time is split equally between taught courses
and a research project in particle theory. You will
have a supervisor who oversees your work
in general and is responsible for supervision of
your project.

The MINOS far detector (image courtesy of Ernest Orlando Lawrence Berkeley National Laboratory)
Supervisors and topics are allocated, in
consultation with you, early in the autumn term.
Autumn term: you take one compulsory course,
Relativistic Quantum Fields I.
Spring term: you take one compulsory course,
Relativistic Quantum Fields II.
Summer term: you take one compulsory course,
Beyond the Standard Model I (supersymmetry).
The remaining course credits are made up
of course options such as the following:
Advanced Particle Physics; Beyond the Standard
Model II; Computer Simulation Physics; Early
Universe I; Early Universe II; Further Quantum
Mechanics, General Relativity; Phenomenology
of the Standard Model and MSSM; and
Symmetry, Geometry and Topology.
Programme structure (part-time)
Distribution of courses over the two years is
flexible and will be agreed between you, your
supervisor and the course convenor.
Assessment
Assessment for the taught courses is by
coursework and unseen examination.
Assessment for the project is by seminar, poster
presentation, and a dissertation of not more than
20,000 words. The exams are normally taken
in May and the project dissertation must be
submitted by the end of August.
Research programmes
There are opportunities for graduate students
in many areas of modern experimental and
theoretical physics.
The start date is normally October, but usually
either January or April start dates are acceptable.
Funding
Studentships are available from the Engineering
and Physical Sciences Research Council
(EPSRC) and the Science and Technology
Facilities Council (STFC). Some graduate
teaching assistantships or EU studentships may
also be available. See also Fees and funding on
pages 176-186.
There is normally a small amount of paid work for
teaching in laboratories and for marking.
Coursework
Lecture courses form an essential part of your
training. These are given by physics faculty
members, assisted by research fellows and
visiting members of faculty from various research
institutions. In this way a very wide range of
topics can be studied.
During their first two years, experimental and
theoretical research students are required
to attend at least four postgraduate courses,
although allowance may be made for previous
graduate study. Assessment of courses is
by coursework.
Specialist facilities
A wide range of experimental facilities at
Sussex, at national centres and at international
laboratories is available to graduate students.
In addition to the main University computing
facilities, research students in the particle
theory group have access to a network of high-
performance UNIX workstations and servers, and
a Departmental computer cluster. The Sussex
Physics and Astronomy research groups also
have a substantial allocation of time on national
supercomputer facilities.
Physics
State-of-the-art equipment at Sussex includes
lasers, and low-temperature facilities, recently
refurbished and enhanced by awards from the
Joint Infrastructure Fund (JIF) and from the
Science Research Infrastructure Fund (SRIF).
Academic activities
Many graduate students have the opportunity to
travel to various other sites, such as Fermilab in
Chicago, the Institut Laue-Langevin (ILL) in the
French Alps, and Gran Sasso National Laboratory
in Italy. Such trips are in addition to attendance
at conferences or summer schools.
Faculty research interests
Our faculty are organised into four research
groups: the Astronomy Centre; Atomic,
Molecular and Optical Physics; Experimental
Particle Physics; and Theoretical Particle Physics.
All are focused on research into fundamental
areas of science. The research of the Astronomy
Centre is described in the astronomy and
cosmology entry on pages 50-51. In addition to
those listed below, five new faculty posts have
been awarded as part of the South East Physics
Network. These will be used to enhance the
existing research activity.
For more detailed information, see
www.sussex.ac.uk/physics
Atomic, Molecular and Optical Physics (AMO)
Claudia Eberlein is a theorist working on
quantum optics and quantum field theory. She
applies these theories to a variety of problems in
cavity quantum electrodynamics and cold atom
physics, including the calculation of Casimir-
Polder forces acting on atoms near surfaces and
the properties of Bose-Einstein condensates with
long-range atom-atom interactions.
149
 Simon Peeters’s work combines the design
and operation of challenging experiments with
Physics

fundamental physics in several international

scientific collaborations that study elementary
particles and their properties in great detail.
Theoretical Particle Physics
Mark Hindmarsh studies the physics of the big
bang. By studying the very early universe we can
test fundamental theories of physics, sometimes
to destruction. He is currently working on the
dynamics and observational signatures of strings
in cosmology, and on the origin of the dark
energy in the universe.
Stephan Huber works on particle
phenomenology. He studies extensions of the
Standard Model of Particle Physics, in particular
extra dimensions, supersymmetry, and extended
Higgs sectors. His interests in cosmology are
in phase transitions and the generation of the
matter-antimatter asymmetry.
Daniel Litim’s research deals with the physics
of fundamental forces and strong coupling
phenomena. His current work focuses on
quantum gravity, and quantum chromodynamics
in extreme conditions such as high temperature
and high density.

Student working on a laser experiment

Barry Garraway is a theoretical physicist. He Mike Hardiman works on the Sussex-led

has a particular research interest in quantum neutron electric dipole moment experiment,
physics and quantum optics, with applications to seeking to uncover the processes that led to
cold atoms and molecules. the dominance of matter over antimatter in the
Winfried Hensinger heads the Ion Quantum universe.
Technology group within AMO. He works on Professor Philip Harris heads the Experimental
implementing new quantum technologies such Particle Physics group. His primary research
as the quantum computer using ultracold- goal is to measure the neutron electric dipole
trapped ions, and he explores the foundations of moment, a quantity intimately related to the
quantum mechanics. He uses nanotechnology dominance of matter over antimatter in the
to create chips that host ion-trap architectures universe. This is a critical, small-scale high-
towards the full-scale implementation of a
precision experiment in which Sussex leads the
quantum computer. Above: superstring scattering
world.
Matthias Keller investigates the interaction Below: Philip Harris inspects the liquid helium
between light and matter on the most supply pipes on the neutron electric dipole
fundamental level: the interaction of a single moment cryostat
photon with a single trapped ion. His research
aim is to implement photon-based connections
between ion-trap systems, which would provide
the basis for a quantum version of the internet.
Professor Wolfgang Lange is the group
leader. His research explores the boundary
of atomic physics and quantum optics. He
investigates strongly coupled single ions and
photons in ultrahigh-quality optical resonators,
obtaining deterministic control over the process
of light emission. This is an important tool for
interconnecting remote quantum computers to
eventually create a quantum internet.
Experimental Particle Physics
Elisabeth Falk Harris’s research interests
concern the neutrino, a fundamental particle
produced in abundance in, for example, stars,
but which rarely interacts with ordinary matter.
She participates in the MINOS and Double Chooz
neutrino oscillation experiments in the US and
in France.

150
Politics
Essentials
Taught programmes
MA degrees
European Politics
Strategic and Security Studies
MSc degree
Comparative and Cross-Cultural Research
Methods (International Relations and Politics)
Research programmes
MPhil, DPhil Politics
New Route DPhil Politics
Admissions requirements
For information on overseas qualifications that
meet the admissions requirements, see pages
172-175
MA
An upper second-class undergraduate
honours degree in politics or a cognate
discipline such as economics, philosophy,
history, sociology or international relations
MSc, MPhil and New Route DPhil
An upper second-class undergraduate
honours degree in any relevant social science,
but applicants from other backgrounds may
be considered. Applicants should submit an
outline (two to three pages) of their research
interests
DPhil
A Masters degree in political science,
international relations, economics, history or
sociology. Applicants should submit an outline
research proposal indicating the nature,
ambitions and primary questions of the
research project
English language requirements
IELTS 6.5, with not less than 6.5 in Writing and
6.0 in the other sections. For more information
and alternative English language requirements,
see page 174
Fees
See pages 176-181 for information on fees
Further information
Professor Paul Taggart,
Politics and Contemporary European Studies,
University of Sussex,
Falmer, Brighton BN1 9RH, UK
T +44 (0)1273 877796
F +44 (0)1273 673563
E p.a.taggart@sussex.ac.uk
www.sussex.ac.uk/polces
Politics
• The politics faculty at Sussex offer teaching
and research expertise that covers the
spectrum of UK, European and international
issues, encompassing political theory, as well
as comparative and party politics.
• We offer teaching excellence, with four
national teaching award-winning faculty
members.
• The Department offers particular research
expertise in European integration,
comparative politics, party politics, British
politics and citizenship, ethnicity and
migration.
• The Department includes the Sussex
European Institute (SEI) – a Jean Monnet
Centre of Excellence for the study of European
Integration.
Taught programmes Summer term: you research and write a
dissertation (worth 60 credits). This will be
MA in European Politics closely supervised by a member of staff. The
1 year full-time/2 years part-time research and writing process takes place
Located in the internationally renowned Sussex mainly in the summer, before the presentation
European Institute, this programme offers and examination at the end of the programme.
the opportunity to examine systematically the
recent dramatic changes in the political systems Assessment
of western and eastern Europe. It combines Courses are assessed by a variety of methods,
theoretical and analytical questions with subjects including unseen examination papers, term
of direct relevance to contemporary government papers and literature reviews.
in Europe. MA in Strategic and Security Studies
This MA will appeal to: students who intend to 1 year full-time/2 years part-time
pursue a research degree; those who prefer to This degree addresses the key issues set out
seek employment in government service at the in the ESRC’s initiative on security: stresses
supranational, national or subnational levels; on the global environment, including energy
those pursuing occupations such as journalism and natural resource vulnerabilities, climate
or teaching; and the growing numbers employed change impacts and disease transmission;
in the private sector who have to deal with the the emergence of new forms of international
European context. It is also appropriate to the and transboundary crime posing wider forms
needs of students from other European countries of risks; radicalised violence and terrorism;
wishing to pursue postgraduate study abroad. and the proliferation of weapons of mass
For more detailed information about individual destruction (WMD). The SEI has established
courses, visit the website: www.sussex.ac.uk/ expertise in these fields, especially in the
context of Europe, though it should be
polces
noted that this degree does not restrict its
Programme structure geographic focus to Europe.
Autumn term: you take Politics and Public Policy;
and The Making of Contemporary Europe. You will develop a critical understanding
of both traditional and new approaches to
Spring term: you choose two options from international strategic and security studies, as
Class, Conflict and Civil Society in Post-War
well as consider and identify answers to the
Europe; European Political Integration; key question: what factors influence collective
Government and Politics of France; Political
security and shared responsibility in the
Analysis and Research Methods; Political
international community?
Economy of EU Enlargement and Accession;
Political Economy of EU Integration; Political This MA provides an excellent grounding for
Parties and Party Systems in Comparative policy practitioners (ie civilian and military
Perspective; The Comparative Politics of officials who want to deepen their understanding
Western Europe; The Domestic Politics of and upgrade their qualifications), as well as for
European Integration; The Idea of Europe; those intent on careers in academia, government
The International Relations of the EU; or the media.
The Politics of Citizenship and Immigration; The
Politics of Eastern Europe in Transition.
Note: availability of options will differ according
to student demand and faculty availability.
151

Politics
A protest against the war in Iraq outside the
Houses of Parliament in London
The SEI is proud to draw on its established
tradition and reputation as a practitioner-
oriented research and training body, which
enjoys excellent links with the national civil
services of the UK and various other (European
and non-European) countries, as well as the EU
Commission.
This programme is under development and
subject to validation.
Programme structure
Autumn term: you take the two core courses
Strategic Studies; and Security Policy Post-9/11:
Theory and Practice.
Spring term: you take two options from
EU Justice and Home Affairs; International
Relations of the EU; The Legal Regulation
of Armed Conflict; US Foreign and Defence
Policy; Migration and Security in Europe;
Risk and Security in Energy and Environment
Policy; Institutional Responses to European
Security Challenges; and Security: Concepts
and Theories.
Summer term: dissertation.
Assessment
Unseen exam, essays and a dissertation.
152
MSc in Comparative and Cross-Cultural
Research Methods
(International Relations and Politics)
1 year full-time/2 years part-time
A Postgraduate Diploma and Certificate are
also available. See Routes to postgraduate study
at Sussex on pages 14-15.
The MSc is designed to meet the most recent
ESRC requirements for social science research
training. The programme provides rigorous
training in social research methods, an
opportunity to develop a full doctoral research
proposal and to write a supervised dissertation
(the research elective), as well as exposure to
debates and theories within the broad field of
international relations and politics. It involves a
mixture of supervised reading and attendance at
formal courses, and aims to equip you with the
necessary skills to pursue research for a DPhil
in the field.
Funding
This programme qualifies for ESRC support
under its 1+3 system of doctoral support.
For information on ESRC and other funding, see
Fees and funding on pages 176-186.
Programme structure
There are three main elements to the MSc
programme that run concurrently through the
academic year: a research elective involving
supervised reading in your individual research
area and the writing of a dissertation; credited
courses in the philosophy and methodology of
research; and training in both quantitative and
qualitative research skills.
Autumn term: you take a research elective,
Philosophy of Science and Social Science
Research Practice, and Research Design in
a Cross-Cultural Context.
Spring term: you take courses in qualitative
and quantitative data collection and analysis.
Summer term: you choose from a selection of
courses in cross-cultural and comparative data
analysis and collection. The research elective
continues across all terms, culminating in the
writing of a dissertation.
Assessment
Taught course units are variously assessed by
term papers of 3,000-5,000 words or equivalent
coursework portfolios. The research elective is
assessed by a dissertation of 10,000 words.
Research programmes
We supervise students in all areas in which
departmental faculty specialise (see right).
Funding
The Department has full 1+3 and +3
recognition from the ESCR including access
to five interdisciplinary Quota studentships in
2009. For information on this and other funding
options, contact Professor Paul Taggart at the
address listed in Essentials, or see Fees and
funding on pages 176-186.
Recent thesis titles
Young Citizens’ Political Participation
Explaining the Emergence of Eurosceptic Protest
Movement Formation in Contemporary Europe:
A Comparative Approach
Organisational change in Western European
Communist Parties since 1989
Paths to Populism: The Ideologies of Populist
Parties in Europe
The Predominance of Prime Ministers: A
Comparative Study of Britain and Australia
Parties and the State in post-1989 Poland
Regionalist Parties in Western Europe: A
Comparative Study
Faculty research interests
The Department has one of the largest
concentrations of scholars working on party
politics in the UK, based around the Centre for
the Study of Parties and Democracy in Europe.
This and other research interests are briefly
described below. For more detailed information,
see www.sussex.ac.uk/polces
Sabina Avdagic Comparative political economy
including the politics of market reforms; and
causes and consequences of national variation
in politico-economic institutions.
Tim Bale British politics; comparative politics;
social democracy; centre right in Europe; and
party politics.
Sue Collard Politics in western Europe; modern
French politics; and European integration.
Professor John Dearlove British politics; local
government; contemporary political theory
(especially public choice theory); electoral and
constitutional politics; and the governance of
universities.
James Hampshire The politics of race, ethnicity
and citizenship; modern political theory; and
public policy.
Dan Hough German politics; party politics; post-
communism in Europe; and political corruption.
Zdenek Kavan East European political and
economic institutions; and modern eastern
Europe.
Francis McGowan Policy making in the
European Union; and European government/
industry relations.
Lucia Quaglia European monetary integration;
central banking governance in the EU; financial
service regulation and supervision in the EU;
Euroscepticism, Europeanisation, and EU
Presidency.
Professor Shamit Saggar The politics of
race, ethnicity and citizenship; public policy; and
electoral politics.
Professor Aleks Szczerbiak Comparative
central and east European politics;
political parties and electoral politics;
contemporary Polish politics and society;
comparative Euroscepticism; and politics of
decommunisation.
Professor Paul Taggart Euroscepticism;
populism; and party politics.
Adrian Treacher International relations of the
EU; European security; and French foreign policy.
Professor Paul Webb Parties and elections –
UK and comparative; and empirical democratic
theory.
Psychology
Essentials
Taught programmes
MRes degree
Psychological Methods
MSc degrees
Applied Social Psychology
Clinical Psychology and Psychopathology
Experimental Psychology
Health Psychology
Substance Misuse
Postgraduate diploma
Substance Misuse
Research programmes
MPhil, DPhil Psychology
New Route DPhil Psychology
Admissions requirements
For information on overseas qualifications that
meet the admissions requirements, see pages
172-175
MRes in Psychological Methods
An upper second-class undergraduate honours
degree in psychology or a closely related
discipline such as neuroscience or sociology
MSc in Applied Social Psychology
An upper second-class undergraduate
honours degree in psychology or,
exceptionally, in a closely linked degree that
has a substantial psychology component
MSc in Clinical Psychology and
Psychopathology
An upper second-class undergraduate
honours degree in psychology or a closely
related subject
MSc in Experimental Psychology
This MSc is designed for students who do
not have previous training in psychology. It
is open to those with an upper second-class
undergraduate honours degree in another
subject who want to obtain a qualification that
provides the Graduate Basis for Registration
(GBR) with the British Psychological Society.
The closing date for applications is 31 March
2009
MSc in Health Psychology
An upper second-class undergraduate
honours degree in psychology or equivalent
(eg an accredited psychology conversion
course), which confers Graduate Basis for
Registration (GBR) by the British Psychological
Society. Students who do not meet these
criteria (eg non-UK psychology graduates)
will need to contact the British Psychological
Society to ensure that their degree confers
GBR; they will also need to include evidence to
this effect with their application
MSc and Postgraduate Diploma in
Substance Misuse
An upper second-class undergraduate
honours degree, or an equivalent professional
qualification, in a relevant subject such as
psychology, sociology, criminology, nursing
or medicine. Alternatively, at least a lower
second-class honours degree (or equivalent
professional qualification) in any subject
with at least two years’ relevant professional
experience
MPhil, DPhil and New Route DPhil
A first- or upper second-class undergraduate
honours degree in psychology or a closely related
discipline such as neuroscience or sociology
English language requirements
IELTS 6.5 overall. For more information
and alternative English language requirements,
see page 174
Fees
See pages 176-181 for information on fees
Further information
Department of Psychology,
School of Life Sciences,
University of Sussex,
Falmer, Brighton BN1 9QH, UK
E psychgrad@sussex.ac.uk
T +44 (0)1273 678611
www.sussex.ac.uk/psychology
MSc in Substance Misuse
Michael Morgan
E m.j.morgan@sussex.ac.uk.
Sussex psychology students using EEG
equipment to understand changes in neural
activity associated with language processing
Psychology
• Psychology at Sussex received a grade 5
(recognising research of national and
international excellence) in the most recent
Research Assessment Exercise (RAE).
• We are one of the largest psychology
departments in the UK, with around 45
teaching faculty and 30 research staff,
as well as a large community of graduate
students. This provides an intellectually
stimulating and supportive environment for
postgraduate research and study.
• We have excellent facilities, with newly
refurbished office and laboratory space at
the centre of the Sussex campus.
• We offer supervision across a broad range
of areas encompassed by the four research
groups into which we are organised:
Behavioural and Clinical Neuroscience;
Cognitive Psychology; Developmental and
Clinical Psychology; and Social and Applied
Psychology.
Taught programmes
Part-time students take the MSc courses over
two years.
Funding
Funding is available as part of a four-year
programme, which includes the one-year
MRes in Psychological Methods, the MSc in
Applied Social Psychology, or the MSc in Health
Psychology, and three years as a DPhil student.
Information is available at
www.sussex.ac.uk/psychology/studentships
To be eligible for funding, applications should
be received by late March and should follow the
procedures listed on the above web page. There
is no closing date for other applications but
candidates are encouraged to apply early.
153

Psychology
A Sussex researcher uses dolls and miniature houses to investigate how children think about everyday
social interactions
MRes in Psychological Methods
1 year full-time/2 years part-time
This MRes has been specifically designed for
students who are intending to go on to study
for doctoral qualifications across a range of
specialisms within psychology.
Programme structure
Autumn term: The Research Process; Data
Collection and Presentation; Linear Models;
and an option.
Spring term: The Research Process; Latent
Variables; Modern Statistical Methods; and
Conceptual and Pragmatic Research Issues.
Summer term: dissertation.
Assessment
The taught courses are assessed by a variety of
methods that include term papers and unseen
examinations. The empirical project is assessed
by a dissertation.
MSc in Applied Social Psychology
1 year full-time/2 years part-time
This programme enables you to acquire a
theoretical grounding in important perspectives
within applied social psychology, along with
the techniques and expertise in research
methodology needed when applying these
perspectives to real-world issues. This MSc
attracts students from different cultural
backgrounds.
Programme structure
The degree programme has a modular structure.
The majority of courses are taken in collaboration
with students on other Masters programmes.
Autumn term: you take Health Psychology and
Social Context; Social Psychology of Prejudice;
Data Collection and Presentation; and Linear
Models.
154
Spring term: you take The Social Psychology of
Consumer Behaviour; Conceptual and Pragmatic
Research Issues; Latent Variables; and an option
course, or a research internship.
Summer term: you undertake a research project
in your chosen field of applied social psychology.
Assessment
Coursework is assessed on the basis of
presentations, term papers and exams. The
research project is assessed by a dissertation.
MSc in Clinical Psychology and
Psychopathology
1 year full-time/2 years part-time
This programme will provide you with a
grounding in research training relevant to clinical
psychology, and a broad understanding of mental
health service provision.
This should be attractive to new graduates
eventually seeking a place on a DClin Psych
clinical training course, and to existing
professionals and practitioners in either clinical
psychology or other health-related disciplines.
This programme is under development and
subject to validation.
Programme structure
A wide range of staff and guest lecturers,
including local practitioners, teach on this MSc.
Autumn term: you take Causes of
Psychopathology; Data Collection and
Presentation; Linear Models; plus one option.
Spring term: you take Lifespan Issues in
Treatment; Clinical Psychology; Research
Methods in Clinical Psychology; plus one option.
Summer term: research project and dissertation.
Assessment
Course work is assessed on the basis of
presentations, term papers and exams. The
research project is assessed by a dissertation.
MSc in Experimental Psychology
1 year full-time
This well-established and internationally
renowned programme has provided the initial
training for many eminent psychologists. The
MSc is accredited by the British Psychological
Society as a qualification for the GBR (the British
Psychological Society’s Graduate Basis for
Registration).
Additional admissions requirements
The closing date for applications to this MSc is
31 March 2009.
Programme structure
Autumn term: Brain and Behaviour; Cognitive
Psychology II; Philosophy of Psychology; and
Research Methods.
Spring term: Social Psychology; Developmental
Psychology; Empirical Dissertation; Abnormal
and Clinical Psychology; and Research Methods.
Summer term: Cognitive Psychology I; Research
Methods; and Empirical Dissertation.
Assessment
Assessment includes term papers and unseen
examinations, a report of your Empirical
Dissertation and a Philosophy of Psychology
dissertation.
MSc in Health Psychology
1 year full-time/2 years part-time
This MSc enables you to acquire a
comprehensive and detailed knowledge of health
psychology research and its applications. The
programme provides the theoretical tools and
methodological techniques necessary for those
wishing to conduct health psychology research
(including doctoral-level research) and will
provide an essential foundation for those wishing
to qualify as chartered health psychologists.
Programme structure
A wide range of staff and visiting speakers teach
on the MSc. Teaching methods include lectures,
student presentations, seminars based on prior
reading, practical exercises and workshops
(including computer-based workshops).
Autumn term: Health, Psychology and Social
Context; Illness and Coping; Data Collection and
Presentation; and Linear Models.
Spring term: Communication and Health
Promotion; Health Psychology Applications;
Conceptual and Pragmatic Research Issues; and
Latent Variables.
Summer term: empirical dissertation.
Assessment
Assessment is via coursework essays, exams,
seminar presentations and the dissertation.
MSc in Substance Misuse
1 year full-time/2 years part-time
This internationally renowned multidisciplinary
programme aims to provide you with an
academic grasp of all of the factors involved in
substance misuse, and to link this theoretical
understanding to professional practice. Local
and international experts in the field contribute
to the teaching. It is designed for both social
science graduates and current practitioners in
the field of substance misuse. All teaching is
delivered in a single day of the week to facilitate
attendance.
Funding
Applicants may be eligible for funding from the
Alcohol Education and Research Council (AERC)
or the Society for the Study of Addiction (SSA).
 Specialist facilities

Psychology
The Department has well-equipped labs for
carrying out research in all its main areas
of interest, and links with local schools and
hospitals that greatly facilitate research,
for example, on cognitive development and
cognitive neuroscience.
Most rooms are audio-, video- and data-
linked, and a number have built-in one-way
observation screens. There is an excellent
range of audiovisual equipment, particularly
for video recording, analysis and editing.
Specially converted rooms are available for the
observation of children and group interactions.
We have excellent lab facilities in cognition,
developmental psychology, feeding and drinking,
human psychophysiology, psychoacoustics,
psychopharmacology, social psychology, and
vision. Our Human Psychophysiology Laboratory
houses EEG/ERP and TMS equipment, as well
By measuring how quickly and accurately faces are recognised after various manipulations have been as eye-trackers and GSR facilities. The Human
applied to them, it is possible to find out something about what information is used for face recognition. Psychopharmacology Unit has facilities for
The top left picture shows an unmanipulated version of Tony Blair – instantly recognisable to most the study of alcohol and nicotine use, and for
UK citizens. The bottom left image is the same picture in photographic negative: Tony is now hard to
research into eating behaviour, and incorporates
recognise, despite the fact that all of the spatial information in the original picture is preserved (eg the
distance between his eyes, the length of his nose, the distance between nose and chin, etc). The reason
a bedded unit should participants need to stay
why negative faces are hard to recognise is probably because this manipulation disrupts processes that overnight. There is a dedicated unit for the
compute shape from shading information. This tells us that faces are more than 2D patterns: their 3D laboratory study of rodents. A Clinical Imaging
structure is important for recognition. Upside-down Blairs are also hard to recognise – again, despite the Sciences Centre (MRI and PET/CT) opened on
fact that all of the original spatial relationships of the face are left untouched campus in spring 2007.
Programme structure (full-time) Funding There is a wide range of computers dedicated for
Autumn term: Working With Substance Misusers; We have funding from the University for specialist laboratory use, as well as a computer
Psychopharmacology; Evidence-Based studentships and we have also recently received laboratory where it is possible to conduct online
Psychosocial Interventions; and Behavioural and research studentships from the MRC, BBSRC, studies with groups of respondents.
Cognitive Theories. EPSRC, ESRC, and industrial sponsors. For
further information on funding, refer to Fees and
Spring term: Social Factors in Substance Misuse; Research groups
funding on pages 176-186.
Research Design and Analysis; Criminal Justice,
Policy and Ethics; and a Literature Review. You can also expect to find opportunities Research interests are briefly described below.
for small amounts of paid work in teaching For more detailed information, see
Summer term and vacation: research project. www.sussex.ac.uk/psychology
and research. Teaching primarily involves
Assessment seminars in undergraduate psychology courses. Biological and Clinical Neuroscience
Coursework essays; exams; presentations; Opportunities for employment in research vary The behavioural and clinical neuroscience
posters; a dissertation and a project report. according to the grants that faculty currently hold. research group has interests in:
Postgraduate Diploma in Research programme structure • the application of basic neuroscience and
Substance Misuse There are two modes of entry for research behavioural techniques in rodents to study the
2 terms full-time students. The first, supported by the University neural bases of drug addiction;
The structure of the Postgraduate Diploma and research councils (other than the ESRC), • the application of human psychopharmacology
is the same as that of the MSc in Substance is traditional entry to an MPhil or DPhil. Funding techniques to explore the detailed effects of
Misuse, but Postgraduate Diploma students do for the DPhil programme will be for three or drugs on human behaviour and cognition,
not take the research project component. The four years. Second is the MRes/MSc plus DPhil as well as both preclinical and clinical
Postgraduate Diploma is therefore taken over the pathway, in which the first year is taken up with investigations of the cognitive and other
autumn and spring terms only. the MRes in Psychological Methods, or the psychological deficits associated with long-
MSc in Applied Social Psychology, or the MSc term use of drugs such as ecstasy and alcohol;
in Health Psychology (see page 154), and the • the neurobiology of motivation, with specialist
Research programmes remaining three years with research for the interests in the control of ingestion; and
DPhil. This is the 1+3 route required by the • the cognitive neuroscience of human memory
The Department of Psychology has a thriving
ESRC for their studentship support, and also and attention, and especially research on
community of research students who enjoy
forms the basis of the New Route DPhil for self- deficits associated with disorders such as
excellent facilities. At any time we have 50 or
funded students. dementia and schizophrenia.
more students studying for research degrees.
They come from a wide variety of backgrounds During the autumn and spring terms of the initial There is a close inter-relationship between
and countries and make a major contribution training year, those who have taken direct entry animal, human and clinical work. On the animal
to the life of the Department. to the DPhil or MPhil normally take core courses side, the Sussex group is one of the strongest
from the MRes in Psychological Methods. Each groups in any UK university for the behavioural
You will be working in a highly rated research-
course is assessed, but assessment does not characterisation of transgenic mice, and enjoys
active department. You will have a desk in
contribute to the award of the DPhil or MPhil collaborative links with molecular geneticists
a shared office, a networked computer with
degree. Exemptions can be granted for those with the neighbouring Sussex Centre for
internet access, and funds and technical support
who have already taken research training Neuroscience and with the recently established
for your research.
courses at Masters level. Brighton and Sussex Medical School (BSMS).
We supervise students in all areas of psychology On both the human and animal side, the group
in which departmental faculty specialise. Please has long-standing links with clinical health
feel free to contact potential supervisors (details professionals across the county.
of faculty and their research interests can be
found right and overleaf).

155
 Professor Peter G Clifton Feeding behaviour
and obesity: studies of neurotransmitter and
Psychology
brain systems involved in the regulation of
feeding behaviour and body weight; behavioural
and pharmacological assessment of potential
anti-obesity drugs; and mechanisms underlying
the side effects of antipsychotic drugs on body
weight.
Hans Crombag Neurobiological and behavioural
mechanisms of appetitive learning and memory;
contextual learning processes in relapse; and
drug experience-dependent neuroplasticity and
addiction.
Professor Theodora Duka Alcohol and nicotine
addiction: human studies of conditioning,
implications for alcohol and nicotine effects;
alcohol craving in humans; adaptive mechanisms;
emotional and cognitive factors; and psycho-
pharmacology of cognition: alcohol and related
drugs, emotional and cognitive effects.
Sam Hutton Cognitive neuropsychiatry – the
cognitive deficits associated with psychiatric and
neurological disorders; eye movement research –
using gaze tracking to determine the allocation of
attention during task performance; and the role
of attention and working memory in oculomotor
control.
Sarah King Molecular and behavioural effects
of chronic nicotine exposure; and developing
novel strategies (RNAi and viral mediated gene
transfer) to study aspects of drug addiction in cell
culture and in vivo.
Michael J Morgan Aspects of substance
misuse and dependence, from cigarette craving
to persistent neuropsychological sequelae of
ecstasy and other polydrug use; impulse control
in adolescence and adulthood; psychopathology
and social cognition in substance misusers; and
human neuropsychopharmacology.
Tamzin Ripley Changes in processing and
plasticity in the central nervous system
using both sophisticated behavioural and
electrophysiological techniques; the application
of these techniques to problems associated with
drug abuse and drug therapy; and phenomena
associated with learning processes and
interaction with environmental stimuli.
Professor Jennifer Rusted Psychopharma-
cology of human memory; prospective and
action-based memory in ageing and dementia;
drug models of dementia; and behavioural and
drug interventions for people with dementia.
Professor David Stephens Neurobiological
and behavioural mechanisms underlying
drug dependence, particularly mechanisms
of behavioural and brain plasticity underlying
sensitisation to abused drugs.
Martin R Yeomans Appetite control and the
development of food preferences; dieting as
a model of disordered eating and obesity;
psychopharmacology of eating and drinking; and
effects of food ingredients on mood and cognitive
performance.
Cognitive Psychology
The Cognitive Psychology group has interests in:
• learning and memory, especially implicit
learning (including computational simulations
of learning), awareness of knowledge states,
memory and consciousness across the
lifespan, eye-witness testimony and long-term
memory;
156
• language and communication, especially the
behavioural, cognitive and neuropsychological
processes involved in language comprehension
and production. Our speciality fields include
psycholinguistics, specifically pronoun
interpretation, text comprehension,
children’s difficulties in text comprehension,
as well as word recognition and cognitive
neuropsychology (aphasia, dementia, head
injury);
• vision, especially visual cognition and
attention, face processing, perception and
action, low-level vision, and computational
neuroscience;
• hearing, especially human auditory perception,
particularly in the area of auditory grouping
and scene analysis, and auditory and visual
cognitive performance;
• animal vocal communication and cognition,
where we have particular expertise in using
playback experiments to tackle questions
about communication and cognitive abilities in
large terrestrial mammals (elephants, red deer,
lions) and non-passerine birds (gulls and owls).
See Centre for Mammal Vocal Communication
www.lifesci.sussex.ac.uk/cmvcr/Home.html
We have expertise in the use of specialised
technology including acoustic playback, eye
tracking, speech analysis and brain imaging.
The Clinical Sciences Imaging Centre houses a
1.5T Siemens MRI scanner and PET/CT, and is
used particularly by a number of members of this
group.
The Human Psychophysiology Laboratory is
extensively used by this group and includes EEG/
ERP equipment, TMS, and eye-trackers.
Professor Christopher J Darwin Hearing
and speech perception; and perceptual,
neurophysiological and computational
investigations of the early stages of auditory and
speech processing.
Zoltan Dienes How people acquire knowledge
they are not aware of having – in learning
musical structures, controlling complex systems,
grammars of languages, and in perceptual
motor skills; computational modelling of such
learning; what makes knowledge conscious or
unconscious; and hypnosis.
Evelyn Ferstl Psychology of text comprehension:
language interpretation, coherence processes,
context use and pragmatics; neuroanatomy of
language: description of brain regions important
for higher-level language interpretation, based
on functional magnetic resonance imaging
(fMRI); and neuropsychological patient research:
diagnostics and rehabilitation of non-aphasic
language deficits caused by brain injury.
Professor Alan Garnham Language
comprehension, particularly anaphor
interpretation and inference; sentence
processing; reasoning, particularly the influence
of prior beliefs; and mental models theory.
Graham Hole Face recognition; age perception
from faces; perceptual aspects of driving
(especially ‘looked but failed to see’ accidents,
and use of mobile phones while driving); and
visual short-term memory.
Beena Khurana Visual cognition, specifically in
the areas of visual attention, face processing,
and visual memory; the role of attention in
motion perception; and understanding the
nature and function of mental representations
used in the processing of human faces.
Stefan Koelsch Neurocognition of language and
music; developmental aspects of language and
music cognition; neural correlates of auditory
perception; and emotion and its effects on
autonomic, hormonal, and immune function.
Professor George Mather Visual perception;
psychophysical and computational investigations
of early stages in the processing of motion,
space, and depth; and links between visual art
and vision science.
Karen McComb Mammal communication and
cognition – using acoustic analysis and playback
experiments to address functional questions
about animal communication, the evolution of
language and the nature of animal minds. Study
species include African elephants, lions, red
deer, domestic cats and dogs, and non-human
primates.
Romi Nijhawan Neural delays for continuous
and discrete sensory events and the
compensation of such delays; coordination
of perception and action; influence of action
systems and touch-proprioception on vision;
flash-lag effect in vision and action; interactions
between the senses; problems of space-time in
vision; and the role of the observer in perceptual
psychology and modern physics.
Jane Oakhill Mental models theory of text
comprehension and reasoning; and children’s
text comprehension – development and
difficulties.
David Reby Production, structure, function
and evolution of vocal signals in mammals
(including humans); acoustic coding of size,
individuality, emotions and motivation in
mammal vocalisations; acoustic coding of
gender, age and size in children’s speech; cross-
modal recognition in mammals; and evolution of
language.
Jamie Ward My main research interest is
in synaesthesia (anomalous perceptual
experiences such as hearing colours). I also
have an interest in various aspects of human
neuropsychology, particularly memory and
language.
Brendan Weekes Language and verbal memory;
word recognition (bilingualism, dyslexia,
phantom recollection and visual attention);
and cognitive neuropsychology (aphasia,
brain imaging, dementia, head injury and the
rehabilitation of language skills).
Developmental and Clinical Psychology
The Developmental and Clinical Psychology
research group has a common aim of advancing
theoretical approaches to human development
generally, while extending our understanding of
links between specific social, emotional, and
cognitive processes. Research focuses on three
broad themes:
• social development, family and peer relations;
• emotional adjustment across the lifespan; and
• gesture, communication, and early cognitive
development.
The Developmental Psychology laboratory has
rooms connected with one-way mirrors, and
extensive video recording and editing facilities.
The Infant Study Unit has dedicated facilities for
observation of mothers and infants.
Robin Banerjee Social cognitive development in
children; self-conscious cognition and emotion;
self-presentational behaviour; social anxiety; and
peer relations.
Alice Boyes Perceptions of partners in intimate
relationships; the ways in which partners
influence each other’s behaviour.
Professor Graham Davey Experimental
psychopathology and anxiety disorders,
including conditioning models of anxiety and
fear; evolutionary versus acquired models of
specific phobias; the causes of perseverative
psychopathologies such as pathological worrying
and obsessive-compulsive checking; and the role
of the disgust emotion in psychological disorders.
Andy Field The role of childhood experience in
fear acquisition: whether induced fear beliefs
persist over time, create cognitive biases in the
processing of fear-relevant information, and are
mediated by dispositional factors and parenting.
The acquisition of likes and dislikes through
classical conditioning procedures.
Jessica Horst Cognitive development in children
under the age of five; language acquisition,
infant and toddler categorisation; and neural
network modelling of language acquisition.
David A Leavens Nonverbal communication
by apes and human babies; social cognition
in apes and humans; expression of emotions;
epistemological and methodological issues
in theory of mind assessment; evolution of
language; and vertebrate learning.
Alison Pike Family relationships, including
parent-child and sibling; and genetic and
environmental contributions to social
development.
Nicola Yuill Social cognitive development,
typical and atypical; children’s text
comprehension; use of educational technology
to promote language and literacy; the relation of
language and social cognition.
Social and Applied Psychology
The Social and Applied Psychology Research
group at the University of Sussex has interests in
• prejudice and intergroup relations, especially
stereotyping and the reduction of intergroup
confict;
• social comparison processes;
• social influence processes and reactions to
deviant group members;
• crowd behaviour;
• emotions;
• the role of identity processes in consumer
behaviour, especially impulse purchase, and
the significance of material possessions;
• identity and body image concerns;
• identity motives;
• altruism and pro-social behaviour, especially
organ donation and volunteering;
• health psychology, where research is primarily
focused on theoretical and applied social
cognition, especially effects of attitudinal
ambivalence and risk perception on behaviour
and behaviour change, and by experimentally
testing theory-based behaviour-change
interventions, including such health-related
behaviours as adherence to medication use,
risky driving, exercise, eating, and condom use;
• student achievement and the effects of
students’ financial circumstances on learning-
and health-related outcomes; and
• stress and anxiety, particularly with respect to
childbirth.
The group has good facilities for laboratory-based
research involving video recording of individual
Psychology
and group behaviour and for conducting online
experiments.
Professor Charles Abraham Cognitive
antecedents of behaviour; in particular,
applying social cognition and volitional models
to predicting and changing health behaviours,
including condom use, exercise, diet and
smoking.
Susan Ayers Trauma and childbirth;
psychological factors in obstetrics and
gynaecology; stress and coping with health
events; and psychological outcome following
health events.
Rod Bond Group processes, particularly social
influence and reaction to deviants; conformity
and minority influence; computer-mediated
communication to investigate reactions to The influence of motor movement on the visual
deviants in small groups; processes leading to position of objects: the motor flash-drag effect.
social inclusion and exclusion; and research In the dark, the participant moves his hands;
methods, especially structural equation the left hand moving toward the body and the
modelling, hierarchical linear modelling and right hand moving away from the body. During
movement two flashes are presented, one
meta-analysis.
superimposed on the right index finger-tip and
Professor Rupert Brown Group processes and the other on the left finger-tip. Although the
intergroup relations: social identity processes; flashes are equidistant from the participant, the
intergroup emotions and especially the role flash superimposed on the right finger-tip moving
played by guilt and shame; and factors that away from the body is seen as farther away than
the flash superimposed on the left finger-tip
promote more favourable intergroup attitudes
moving toward the body. This research reveals
in a variety of contexts (eg national, interethnic, the role of the motor system in visual processes
host society and immigrant, indigenous and non-
indigenous).
Richard de Visser Young people’s health
behaviour; sexual health and sexual behaviour;
gender and health-related behaviour; and
qualitative methods.
Helga Dittmar Social and psychological Colin Wayne Leach The emotional experience
dimensions of having and buying material of the social comparisons involved in (individual
goods, compulsive buying, and the link between and group) status distinctions, especially pride,
materialism and subjective well-being; and guilt, anger, and schadenfreude; morality,
sociocultural influences on body image and self-representation, and self-evaluation; group
eating behaviour, particularly the impact of identity and intergroup relations; and political
media images on body esteem. psychology.
John Drury Crowd behaviour – crowd conflict; Karen Long Inter- and intragroup relations;
social movements; empowerment, other positive social identity theory; social and personal identity
psychological changes in crowds; crowding/ as sources of self-esteem; and social psychology
density – the role of social identity in enjoyment, and computer-supported technologies,
celebration and ‘atmosphere’; mass emergency particularly the internet.
evacuation behaviour – resilience, solidarity and
Paul Sparks Attitude theory and its application
mutual aid in ‘disasters’; and critical discourse
to health- and environment-related issues, with
analysis – constructing collective pathology,
particular focus on moral judgements, normative
collective ‘otherness’, class and ‘society’.
influences, temporal influences, affective
Tom Farsides Factors that facilitate or inhibit processes, self-identity and ambivalence;
positive other-concern, which includes activism, decision-making; risk perception and risk
altruism, charity, citizenship, donating, helping, communication; self-integrity and affirmation
and a variety of other prosocial behaviours. processes; and social capital.
Important facilitators include a sense of caring,
Viv Vignoles Self and identity, especially
duty, empathy, or responsibility. Important
motivational processes and the influence of
inhibitors include moral myopia and selfishness.
culture and context on identity construction;
Tobias Greitemeyer Prosocial and antisocial life transitions; cross-cultural and indigenous
behaviour; information processing and decision- psychologies; and levels of analysis.
making; interpersonal attraction; and attribution
theory.
Donna Jessop Health psychology. The impact
of providing personally relevant health-risk
information on behavioural change; fear appeals;
applications of self-affirmation theory and terror
management theory to health; and the influence
of exposure to reminders of terrorist events.
157

Science and technology
policy and management
Essentials
Taught programmes
MSc programmes
Intellectual Property and Knowledge
Management
International Management
Public Policies for Science, Technology
and Innovation
Science and Technology for Sustainability
Science and Technology Policy
Technology and Innovation Management
Research programmes
MPhil, DPhil Science and Technology
Policy Studies
MPhil, DPhil Technology and
Innovation Management
Admissions requirements
For information on overseas qualifications that
meet the admissions requirements, see pages
172-175
MSc in Intellectual Property and
Knowledge Management; MSc in
International Management
An upper second-class undergraduate honours
degree or equivalent professional qualification
MSc in Public Policies for Science,
Technology and Innovation; MSc in
Science and Technology Policy; MSc in
Science, Technology and Sustainability
An upper second-class undergraduate honours
degree in the social and natural sciences or
engineering. Candidates with a lower second-
class undergraduate honours degree will be
considered
MSc in Technology and Innovation
Management
A second-class undergraduate honours degree
MPhil and DPhil
Normally a Masters degree in a field related to
science and technology policy, or several years of
equivalent professional experience
English language requirements
IELTS 6.5, with not less than 6.5 in Writing and
6.0 in the other sections. For more information
and alternative English language requirements,
see page 174
Pre-Masters for non-EU students
If your qualifications (including English language)
do not yet meet our entry requirements for
admission direct to the MSc in International
Management or the MSc in Technology and
Innovation Management, we offer a Pre-Masters
entry route. For more information see page 35
Fees
See pages 176-181 for information on fees
Admissions and further information
Teaching Office,
SPRU – Science and Technology Policy
Research, The Freeman Centre,
University of Sussex, Falmer,
Brighton BN1 9QE, UK
T +44 (0)1273 678168
E sprupgadmission@sussex.ac.uk
www.sussex.ac.uk/spru
Shelaine’s
perspective
Science and technology policy and management
x‘Although I came from a natural sciences
xbackground, the MSc in Science and Technology
xfor Sustainability provided me with the necessary
xbackground knowledge of economics and risk
xmanagement to allow me to participate more
xeffectively in policy-making for sustainability.
x‘An unexpected bonus of participating in the
xprogramme at SPRU was the opportunity to study
xwith fellow students and staff from all over the
xworld, making contacts for the future and providing
different perspectives on issues of sustainability.’
• SPRU – Science and Technology Policy Research Shelaine Weller
has a student community of over 90 doctoral
and more than 60 Masters degree students,
supported by about 50 research and teaching
faculty. (See www.sussex.ac.uk/spru for Jasons’s
further information about SPRU.) perspective
• Students come to SPRU with strong first ‘SPRU
x attracts an exciting, diverse range of staff and
degrees in sciences and engineering, as well students
x which, for me, is one of the key benefits
as in the arts and social sciences. We provide of
x studying there. I interacted with a huge variety of
perspectives
x and sources of expertise from across
systematic education and training for students
the
X world, making teamwork a cultural, as well as an
interested in analysing and guiding policy,
assessing the impact of policy, and managing intellectual, learning experience.’
scientific change and technological innovation Jason Kitcat
within public sector organisations, NGOs and
companies.
• SPRU is recognised internationally as being
at the forefront of research in the field of A
 n employer’s
science and technology policy and innovation perspective
management. ‘I
x was impressed by the group’s ability to deal with
both
x the practical issues that could affect future
• SPRU’s multidisciplinary and international
exploitation
x of Rolls-Royce technology, and the
orientation provides a unique perspective on
abstract
x challenges of the various business models
policy and management issues in the UK and and
x evaluation techniques that they applied. In
elsewhere in Europe, in North America and addition,
x their interpersonal skills enabled them
Japan, and also in the industrialising countries to
x acquire valuable information from interviewees
of Latin America, Asia and Africa. within
x Rolls-Royce as well as with third parties. The
project
x demonstrates that considerable “intellectual
• The MSc and research degree programmes
horsepower”
X can be accessed effectively by Rolls-
have extensive links with business and policy-
Royce through the relationship with SPRU.’
making organisations, and emphasis is given to
strengthening students’ skills and competencies Head of Technology
for employment. Control, Rolls-Royce
Other management studies opportunities
As well as postgraduate study and training
opportunities in the management of technology
and innovation, Sussex also offers programmes
SPRU offers a stimulating intellectual, social and
focusing on management in the professions physical environment for students and faculty
and service industries, both public and private.
The aim is to support serving managers (or those
aspiring to management) working in particular
sectors and wishing to study part-time, enhancing
their knowledge and skills in ways that are directly
relevant to their professional area. For further
details, see the Management subject entry on
page 130.
Funding and awards
Selected funding opportunities are outlined below.
Many of the awards listed are subject to strict
application deadlines, so please apply as early
as possible.
Research programmes (funding)
• SPRU usually has research studentships
available from the UK ESRC.
• SPRU will provide strong support for applicants
seeking ESRC studentships under the 1+3
scheme. For more details, see the ESRC
website at www.esrc.ac.uk
• SPRU will also offer strong support for
applicants with suitable research training
at Masters level who seek ESRC research
studentships for three-year DPhil study.
• Applicants to SPRU may apply for Overseas
Research Student (ORS) awards.
158
 Taught programmes (funding)
• Studentships are available under the
Science and technology policy and management
ESRC 1+3 scheme for students planning
to continue to a research degree after
completing the MSc in Public Policies for
Science, Technology and Innovation, or
the MSc in Technology and Innovation
Management, or the MSc in Science and
Technology for Sustainability. For more details,
see the ESRC website.
• SPRU is a member of the Association of
Business Schools (ABS).
• SPRU also offers a small number of its own
studentships covering part of the fees
for MSc programmes. For details, see the
SPRU website.
• Applicants to the MSc in Public Policies
for Science, Technology and Innovation
or the MSc in Technology and Innovation
Management from eligible countries may
apply for a Sasakawa scholarship (see
Fees and funding on pages 176-186).
Taught programmes
MSc in Intellectual Property and
Knowledge Management
1 year full-time
This programme develops your ability to
understand and apply knowledge assets as
a key to corporate success and economic
progress. You will examine how organisations
create, utilise and exploit knowledge in the
globalising knowledge-based economy; and
the wider social and economic factors affecting
knowledge creation and transfer; gaining a
better understanding of the interaction between
individuals, organisations and social networks.
You will therefore engage with key management
practices that overlap methods of organisational
learning, human resource management and
conceptual framework for knowledge generation.
This programme is under development and
subject to validation.
Programme structure
Autumn term: three foundation courses help
you to develop an understanding of basic
management concepts: Fundamentals of Global
Management; Managing and Working across
Cultures; and Managing Innovation. In addition,
you develop relevant skills and techniques in
Management Methods and Tools.
Spring and summer terms: subject-specific
knowledge is further developed in Managing
Knowledge and Networks; and Globalisation and
Industry Evolution.
In addition, a Business Analysis Report offers the
opportunity to pursue selected issues in greater
depth, and to integrate these with broader
theoretical and analytical work.
Assessment
All courses contribute to the final mark.
MSc in International Management
1 year full-time
This MSc aims to provide you with an advanced
knowledge of international management
principles, through both practical applications
and challenging theory. This innovative
programme aims to develop international
managers who can comfortably and confidently
move from country to country and deal effectively
with counterparts from around the world.
159
The programme draws on experts and
management specialists within the University
and internationally, and brings together students
from across the world.
The distinctive features of this MSc include:
• a systems approach, integrating corporate
management and public policy, critical to
understanding and practising international
management;
• a unique focus on the role of science,
technology and innovation in international
management; and
• a strong multidisciplinary approach to teaching
and learning, focusing on real problems.
The MSc is designed for professionals and is a
career-development programme.
Programme structure
Autumn term: you take Managing and Working
Across Cultures; and Fundamentals of Global
Management.
Spring term: you take International Business;
and Managing Technology in a Global
Environment.
Summer term: students can either complete a
dissertation, or a management project.
A Research Methods course runs across the
autumn, spring and summer terms.
Assessment
Courses are assessed by a combination of
coursework, unseen tests, essays, extended
essays and a dissertation or management project.
MSc in Public Policies for Science,
Technology and Innovation
MSc in Science and Technology Policy
MSc in Science, Technology and
Sustainability
1 year full-time/2 years part-time
These programmes offer you the opportunity
to learn about the origins and consequences
of change in science and technology. Central
themes include:
• the social and economic motives for innovation;
• the evolving features of globalisation;
• problems and prospects for sustainable
development; and
• the means by which innovation is stimulated
and governed, with particular emphasis on
public policy.
Tools for analysing the rate and direction
of change, for dealing with complexity and
uncertainty, and for taking decisions about
the promotion and regulation of change are
developed through coursework, which prepares
students for their own dissertation research
project.
There is a common set of core courses for all
three programmes, but depending on your
choice of programme you will follow one of three
pathways when choosing your options.
Within this framework, students deepen their
knowledge and acquire relevant skills in specific
areas of interest from the spring term onwards.
This can be done in three related but distinct
areas.
You can choose to develop skills in the:
• analysis of public policies for science,
technology and innovation, with emphasis on
the impact of the adoption of innovations on
the economy and wider society;
• capabilities for analysis, decision-making
and policy-making to respond to the speed
and strength of globalisation processes that
involve the construction of global networks for
knowledge sharing and exploitation;
• analysis of science and technology in relation
to sustainability. Both positive and negative
elements of scientific and technological
development are analysed, with sectoral
emphasis on energy and the environment, and
food and agriculture.
These programmes are taught by world-leading
researchers, and are international in focus,
including the developing world. A 20,000-word
dissertation demonstrates capabilities for
independent research and the ability to reach
conclusions on complex questions and issues.
Programme structure
Autumn term: all students take the core courses
Introducing Science, Technology and Innovation
Studies; Technology and Innovation Systems;
Policy, Governance and Regulation; Economic
Perspectives on Innovation; Research Skills and
Tools for Innovation Studies.
Additional courses are dependent on which
degree you are following:
MSc Public Policies for Science, Technology and
Innovation
You take Sociological Perspectives on Science
and Technology.
MSc Science and Technology Policy
You take the courses from either of the other two
pathways or Managing Innovation.
MSc Science, Technology and Sustainability
You take Understanding Sustainable
Development; Sociological Perspectives on
Science, Technology and Sustainability; and
Economic Perspectives on Sustainability.
Spring term: all student take four courses from
Energy Policy and Sustainability; Innovation for
Sustainability; The Management of Technological
Risks; Environmental Policy and Industrial
Technology; Information and Communication
Policy and Strategy; The Political Economy of
Science Policy; Science, Knowledge and Politics
of Development; Science and Policy Processes;
Networks, Knowledge and Globalisation (not all
options may be offered in the year and additional
options may be available).
Students on the MSc in Science, Technology and
Sustainability must take at least one option from
the first three listed.
In addition, all students must attend a statistics
course. Either Introduction to Statistical
Research Methods in the spring term, or the
higher-level Statistical Methods for Science,
Technology and Innovation Studies in the
summer term.
Summer term: all students take the core course
Research Design, Planning and Management;
and carry out supervised work on a 20,000-word
MSc dissertation relevant to their degree.
Assessment
Courses are assessed by a combination of
coursework, multiple-choice questions, essays,
analysis assignments, take-away papers and a
dissertation.
MSc in Technology and Innovation
Management
1 year full-time/2 years part-time
This programme focuses on the innovating
organisation and practical problem-solving
skills required for creative management practice
and research.
Programme structure
Autumn term: you take the short introductory
course Introducing Science, Technology and
Innovation Studies, followed by: Technology and
Innovation Systems; Economic Perspectives
on Innovation; Managing Innovation; Tools for
Innovation Management; and Research Skills
and Tools for Innovation Studies.
Spring term: you choose two options from the
following: Energy Policy and Sustainability;
Information and Communication Technologies
Policy and Strategy; Innovation for Sustainability;
Managing Innovation in Complex Product
Systems; Managing Technology in a Global
Environment; Techno-Economics of the ICT
Industries; The Management of Technological
Risks; The Political Economy of Science
Policy; and Environmental Policy and Industrial
Technology. (Not all options may be offered in the
year. Additional options may be available.)
Attendance of a statistics course is compulsory.
According to level, you take either Introduction
to Statistical Research Methods in the spring
term, or the higher-level Statistical Methods for
Science, Technology and Innovation Studies in
the summer term. You are required to complete
coursework exercises and an assessment for the
statistics course.
Summer term: you undertake a Technology
Management Project that actively involves
you in practical and creative processes within
technology-based companies. You attend a
Research Design, Planning and Management
workshop and carry out supervised work on your
MSc dissertation.
Assessment
Courses are assessed by a combination
of coursework, multiple-choice questions,
essays, the design of a tool-box of techniques
for analysis and management of innovation
processes, a briefing paper, a project proposal,
analysis assignments, a combination of group
and individual reports, a presentation and a
dissertation of 10,000-15,000 words. Your
final degree result is based on a combination of
dissertation (50 per cent) and project (50 per
cent).
Research programmes
SPRU offers research degrees (MPhil and DPhil)
in Science and Technology Policy Studies and
Technology and Innovation Management.
The DPhil degree may be achieved via several
different routes:
• doctoral research linked to prior study and
research training in one of SPRU’s MSc
programmes. This integrated programme
may be taken by UK and other EU students
as an ESRC-funded 1+3 programme or
by other students as a New Route DPhil
programme (see Routes to postgraduate
study at Sussex on pages 14-15). In either
case the expected duration of the combined
programme is about four years.
Science and technology policy and management
SPRU occupies an innovative building – the Freeman Centre. This has been built to accommodate both SPRU
and a partner organisation – the Centre for Research in Innovation Management (CENTRIM) of the University
of Brighton
• as a stand-alone programme of doctoral Strategies and capabilities of project-based
research undertaken by students whose design, engineering and construction firms
prior research training in a relevant field has
The management of innovation in firms,
been equivalent to that provided by a SPRU
industries and countries
Masters programme. In this case the expected
duration of the programme is three years.  rocurement strategies in the European defence
P
industry
SPRU’s research focuses on the growth,
sustainability and responsible governance Developing practical ways for dealing with
of science, technologies and innovation new risks and uncertainties
systems. SPRU emphasises interdisciplinary
Innovative management in collaborative software
interactions that underpin SPRU’s distinctive
development networks
perspective. Current research projects fall under
three main headings: Innovation in Firms and Information disclosure in collaborative innovation
Industries; National and International Science  merging technologies (space and satellite
E
and Technology Systems; and Governance and navigation, nanotechnology, etc)
Sustainability. Within those themes, projects
Benchmarking the environmental performance
focus, for example, on strategy, structure and
of manufacturing firms
dynamics of innovating firms, innovation in
complex product systems and infrastructure, The role of scientific evidence and expertise
research and technological change in high- in public policy-making
tech industries, measuring and assessing
Practitioners with knowledge and competencies
knowledge production and distribution, science
in these and similar fields are increasingly sought
and technology in developing countries, policy
after internationally, and students engaged
and regulation in energy and the environment,
in research-degree study at SPRU can expect
rethinking sustainable development, preventing
excellent career opportunities in a range of roles in
the misuse of biological and chemical
the academic, business or public-sector arenas.
techniques and the politics and economics of the
‘information society’. Coursework
Recent research programmes and projects have Although the MPhil and DPhil research degrees
included the following: are assessed by thesis, you are expected to
take assessed research and statistical methods
Innovation strategies in technologically courses. You may also be asked to take other
diversifying firms specific courses in the first two terms, to fill gaps in
your knowledge.
Managing complex knowledge bases, skills and
organisations Thesis research topics
SPRU attaches a high priority to integrating
Improved indicators of scientific, technical and
research students closely with its overall research
environmental performance
activities. Thesis research topics may therefore
 ethods and tools for managing complex
M cover a wide range of areas where this integration
product systems innovation is possible. Faculty research interests are
summarised on page 161. However, prospective
 anaging the development of integrated
M
applicants should consult the SPRU website to
systems and services
review in more detail the research interests of
 ew perspectives on biomedical systems,
N
faculty and the current thesis topics of research
especially genetics/genomics
students.
 rganisational innovation in project-based
O
companies
160

Science and technology policy and management
Faculty research interests
The research interests of selected SPRU faculty
are briefly described below. See our website for a
full list, reflecting the latest updates
www.sussex.ac.uk/spru/staff
Allam Ahmed Economist – technology
management, technology transfer, sustainable
development, international business.
Pablo D’Este Cukierman Economist – industrial
organisation and industrial dynamics; economics of
innovation in the pharmaceutical industry; science
and technology policy; strategic management.
Daniel Feakes Harvard Sussex Program on CBW
Armament and Arms Limitation; international
regimes against chemical and biological weapons;
implementation of the Chemical Weapons
Convention; the role of the EU in non-proliferation
and disarmament; arms control and disarmament.
Aldo Geuna Economist/social scientist –
economics of knowledge production; science
and technology policy; analysis of university
research and its linkages with industry; economics
of innovation and industrial dynamics; use and
diffusion of ICTs and the internet.
Rumy Hasan Economist – international strategic
alliances, transitional economies, east Asia.
Mike Hobday Economist – innovation in business
enterprise in east and south east Asia; Complex
Product Systems Innovation Centre.
Mike Hopkins Biologist – firm strategy and
industrial competitiveness in biotechnology;
genetic testing services in NHS/industry; DNA
patenting.
Simona Iammarino Economist – multinational
corporations and the location of technological
activities; regional systems of innovation and socio-
economic differentials in Europe; use and diffusion
of ICTs across space; economics of European
integration.
161
Justine Johnstone Philosopher/social scientist – Andrea Prencipe Economist – innovation in
ICT and knowledge in developing countries, civil (external) complex product systems; technology
society; theory of knowledge and knowledge and corporate strategy; knowledge-based theory of
technology; philosophical theories of ethics and the firm; organisational memory.
justice in technological domains; critical realism
Adrian Smith Mechanical engineer – civil society
and methodological pluralism.
and technology; environmental policy process.
Gordon MacKerron Energy policy in the context of
Steve Sorrell Electronics engineer – climate
carbon emission reductions and security of supply
policy and emissions trading; energy efficiency in
issues; economics and policy in nuclear power;
industry and commerce; the implementation of
economic regulation and investment in the energy
environmental regulation.
industries; energy technology policy.
Ed Steinmueller Economist – economics of
Catriona McLeish Harvard Sussex Program on
information, networks, and knowledge; science
CBW Armament and Arms Limitation; international
and technology policy; development and
regimes against chemical and biological warfare;
sustainability.
dual use of biological technologies; implementation
of the BW regime; historical research into former Andy Stirling Social scientist – the management of
CBW programmes. technological risk (especially in the biotechnology,
chemicals and energy fields); science and
Fiona Marshall The contribution of science to
precaution in the governance of innovation;
international development; food safety policy and
practical tools for the handling of uncertainty
livelihoods in the developing world; peri-urban
and divergent values; the utility, implications and
environmental change; impacts of environmental
characterisation of technological diversity.
pollution on food quality and safety; partnerships
for improved environmental education and Puay Tang International relations; socio-economic
awareness. analysis of electronic service innovations;
application and development of new ICTs;
Ben Martin Physicist/social scientist – research
electronic commerce and its implications for
and technology foresight; comparisons of national
regulatory issues, business activities, and for the
scientific performance; university-industry links,
evaluation and impact assessment of science
changing nature and role of the university.
and technology programmes; management of
Martin Meyer Technology transfer, commerciali- intellectual property rights in a digital environment;
sation of science-related technologies; university e-government.
research and intellectual property; measuring
Joe Tidd Physicist – innovation strategy and
science-technology interaction.
firm organisation; measurement of innovation
Erik Millstone Physicist/philosopher – public and market performance; process of new
and environmental health protection policies, product and service development; technological
especially the role of scientific evidence and entrepreneurship and technology-based new
experts; comparing the ways in which risks are ventures; design processes and management.
assessed and managed by different national
Nick von Tunzelmann Economist – emergence,
and international regulatory bodies; comparative
development and management of complex
research into policies on obesity.
technological systems; long-run evolution of
Jordi Molas-Gallart Economist – defence technologies; interaction between technological,
industrial policy; dual-use technologies; economic and organisational change; technology
restructuring of the European defence industry development in eastern Europe.
and defence procurement reforms; evaluation and
David Twigg Social scientist – technology and
impact assessment of public policies in support of
operations management; innovation in the supply
science and technology.
chain; outsourcing strategy; product design and
Piera Morlacchi Innovation and technological development; technology and organisation.
change in medical technologies (eg new
Jim Watson Engineer – the development and
technologies in the medical device field and
deployment of cleaner energy technologies;
related health policy issues); entrepreneurship
technologies and policies for distributed energy
and technology strategy in biomedical fields;
systems; energy and environment in developing
interorganisational and social networks;
countries.
co-evolution of technology and organisation;
quantitative and qualitative methodologies to study
networks; institutional theory, pragmatism and
constructivism in organisation studies.
Paul Nightingale Chemist – Complex Product
Systems Innovation Centre; genetics technologies
in the healthcare and pharmaceutical sectors;
innovation in high-tech services, particularly
financial services; theoretical work on the
relationship between science and technology;
instrumentation technologies and the evolution of
innovation processes within firms.
Pari Patel Economist – national systems of
innovation and uneven development; technological
strategies of the world’s largest firms.
Julian Perry Robinson Chemist/lawyer – Harvard
Sussex Program on Chemical and Biological
Warfare Armament and Arms Limitation.
 Social and political
Social and political thought
thought
Essentials
Taught programme
MA Social and Political Thought
Research programmes
MPhil, DPhil Social and Political Thought
Admissions requirements
For information on overseas qualifications that
meet the admissions requirements, see pages
172-175
MA
An upper second-class undergraduate
honours degree in an arts or social sciences
discipline
MPhil and DPhil
A Masters degree, or its equivalent, in a subject
relevant to your chosen area of research
English language requirements
IELTS 6.5, with not less than 6.5 in Writing and
6.0 in the other sections. For more information
and alternative English language requirements,
see page 174
Fees
See pages 176-181 for information on fees
Further information
Professor Gerard Delanty,
Convenor, MA in Social and Political Thought,
Arts C321, University of Sussex,
Falmer, Brighton BN1 9SJ, UK
T +44 (0)1273 678658
E g.delanty@sussex.ac.uk
Dr Gordon Finlayson,
Co-convenor, MA in Social and Political Thought,
Arts B340, University of Sussex,
Falmer, Brighton BN1 9QN, UK
T +44 (0)1273 876629
E j.g.finlayson@sussex.ac.uk
Jayne Paulin, Postgraduate Co-ordinator,
Arts C329, University of Sussex,
Falmer, Brighton BN1 9SJ, UK
T +44 (0)1273 877686
E j.e.paulin@sussex.ac.uk
www.sussex.ac.uk/cspt
162
• Research in social and political thought is
interdisciplinary, bridging the conventional
divides between social theory, political
philosophy, and the history of social and
political thought; and between empirical and
normative analysis.
• The particular research strengths of the Social
and Political Thought (SPT) Group are in the
following areas:
- social theory, especially Marxism, Hegel,
hermeneutics and critical theory;
- recent democratic, socialist and
environmentalist thought and practice;
- history of political, social and economic
thought;
- philosophy of social science and the
sociology of knowledge;
- contemporary political philosophy;
- cosmopolitanism
- critical race theory.
• Many of our students have gone on to term papers. Philosophy of Science and Social
successful careers in research and teaching,
the media, and NGOs. Over the last 30 years
a substantial number of leading academics in
the UK and elsewhere have passed through
the programme.
Taught programme
MA in Social and Political Thought
1 year full-time/2 years part-time
This MA was established in 1978 and has been
one of the most successful and long-standing
programmes at Sussex. Its strength derives from
it being a genuinely interdisciplinary programme
that bridges the conventional divides between
social theory, political theory and philosophy, the
history of social and political thought, and the
study of political and social movements.
The programme brings together philosophers,
sociologists, historians and political scientists
who have an interest in the interactions between
the explanatory, the normative and ideological
dimensions of social and political thought.
The MA aims to cover both historical traditions
and contemporary developments. Our objective
is to provide you with a specialised knowledge
of selected areas in contemporary thought and
a broad basis in the major European historical
tradition.
Funding
UK students with appropriate interests can apply
for AHRC awards, and other EU students for
payment of fees. See Fees and funding on pages
176-186
Programme structure
The MA programme consists of five elements:
Autumn term: you take the two one-term core
courses Text and Critique in Social and Political
Thought; and Theorising the Social.
Spring term: you choose two options from
the following: Hegel; Marx; Political and Legal
Philosophy; Politics of the Unconscious:
Psychoanalysis and Political Theory; Race Critical
Theory; Recent Social Theory; Social and Political
Thought in the Long 20th Century; The Frankfurt
School and Critical Theory; and The Idea of
Europe.
Summer term and vacation: you undertake
supervised work on the MA dissertation of
20,000 words. There are regular work-in-
progress seminars.
Assessment
The largest assessed element in the MA is the
20,000-word dissertation, submitted at the
beginning of September. In addition, the core
course and options are assessed by 5,000-word
Science; and Methodological Approaches to the
History of Ideas are assessed by shorter papers.
Research programmes
Research degrees may be pursued on either a
full-time or part-time basis and may take the
form of an MPhil or a DPhil. There is wide-ranging
supervisory expertise available from faculty
in the fields of politics, sociology, philosophy,
anthropology, international relations, history,
and English. We have a large and active body of
research students from a variety of intellectual
and national backgrounds.
Studies in Social and Political Thought is our
own in-house journal. It is published by a group
of students and faculty from the programme. It
offers an ideal opportunity for our students to
publish their work.
Centre for Social and Political Thought
The Centre is the organisational base for
research associated with the Social and Political
Thought programme. A major dimension of the
Centre’s research is critical social theory. The
‘Europeanness’ of Social and Political Thought
is an important part of its identity, as it is for
the University of Sussex. The Centre is also
the home of the European Journal of Social
Theory. Currently one Marie Curie Post-Doctoral
fellowship is based in the Centre.
Funding
Students with appropriate interests and
qualifications can apply for AHRC awards. See
Fees and funding on pages 176-186.
Coursework
Although our MPhil and DPhil degrees consist
primarily of independent directed research,
students often participate formally or informally
in MA courses. If you do not already have a
relevant MA or equivalent, we may require you
to take one or more MA courses in your first
year. We offer a wide range of research training
courses for students. If you have not completed
comparable research training elsewhere, you will
be required to take some of these courses.
Recent and current thesis titles
Intellectual origins of New Labour
Justice, community and singularity
Gender and the social construction of whiteness
New forms of participatory democracy
Communitarianism in current political discourse
Darwinism, homosexuality and the left
Marcuse and the new social movements
Critiques of liberalism
Political elites in Poland
The liberal-communitarian debate
Arendt and Foucault
Justice, difference and feminism
Sartre and political philosophy
Benjamin and Kafka
Models of social representation
Regional modernities: UK and Denmark
Paternalistic legislation
Trotsky and the state
Discourses of the extreme right
Bureaucratisation and reformism in
social democracy
Academic activities
The centrepiece of the SPT Group’s intellectual
activity is the fortnightly graduate/faculty
research seminar in social and political thought,
at which internal and visiting speakers present
papers. All MA and research students are
welcome.
There is also a work-in-progress seminar run
by research students, at which they present
papers for discussion. We have other occasional
seminar series, and a group of faculty and
students edit the journal Studies in Social
and Political Thought.
A number of SPT research students and faculty
are among those associated with the Centre
for Critical Social Theory, which brings together
researchers at Sussex who are interested in the
interactions between the explanatory, normative
and ideological dimensions of social and political
thought. The Centre has sponsored conferences
on The Future of Critical Social Theory, Social
Democracy: Current Ideological Directions,
Environmentalism and Critical Realism, and
Reconstructing Human Rights. SPT faculty and
students have also organised conferences on
The Good Life, The Direction of Contemporary
Capitalism, Hegel: History and Politics, and
The Life and Work of Edward Said, as well as
graduate conferences every year since 2002.
The Centre has special links with the Social
Theory Centre at Warwick University, with whom
it organised a major series of seminars on Social
Theory and Major Social Transformations and
with whom it jointly publishes the journal Papers
in Social Theory. Faculty have links with a variety
of scholars in Europe and North America and
often invite colleagues to give papers at Sussex.
Faculty research interests
Research interests are briefly described below.
For more detailed information, see
www.sussex.ac.uk/cspt
The main research areas of our faculty include:
• Marx, Hegel, normative foundations of social
criticism, recognition theory;
• intellectual history, philosophy of history,
historiography;
• Italian political theory and history, history of
the left;
• German social theory, critical social theory;
• Habermas, Adorno, discourse ethics, moral
theory;
• poststructuralism;
• critical race theory;
• philosophy of social science;
• civil society and contemporary politics;
• cosmopolitan theory, globalisation;
• cultural and historical sociology of modernity;
• the European cultural and political heritage.
Andrew Chitty Hegel; Marx and Marxism; and
contemporary political philosophy. Author of
‘First person plural ontology and praxis’ in
Proceedings of the Aristotelian Society (1997);
and ‘Recognition and social relations of
production’ in Historical Materialism (1998).
Professor Gerard Delanty Social theory
and political sociology; modernity in global
perspective; social identity, nationalism and
citizenship; European societies in transformation;
cosmopolitanism. Editor of European Journal of
Social Theory.
Social and political thought
Gordon Finlayson Critical theory, Hegel, Kant,
Habermas, social and political philosophy,
ethics, and aesthetics. Publications include:
‘Adorno on the Ineffable and the Ethical’ in
European Journal of Philosophy (2002) and
‘The Theory of Ideology and the Ideology of
Theory: Habermas contra Adorno’ in Historical
Materialism (2003).
Sam Knafo Global finance; monetary
policy; international political economy;
imperialism; historical sociology; Marxism; and
poststructuralism. Publications include, ‘The
gold standard and the origins of the modern
international system’ in Review of International
Political Economy (2006).
Alana Lentin Race, racism, and anti-racism;
social movements and migrant collective action.
Publications include Racism and Anti-Racism
in Europe (2004); with R Lentin (eds) Race and
State (2006); with G Titley (eds) The Politics of
Diversity in Europe (2008); Racism: a Beginner’s
Guide (2008).
Kathryn MacVarish Historiography, philosophy
of history and the history of political thought,
particularly in relation to revolution. Currently
researching the ideas of repetition, anachronism
and progress in philosophies of history.
Darrow Schecter Gramsci; industrial
democracy; theories of socialism; and civil
society. Author of Radical Theories: Paths
Beyond Marxism and Social Democracy
(1994); and Sovereign States or Political
Communities? (2000); Beyond Hegemony:
Towards a New Philosophy of Political Legitimacy
(2005).
Daniel Steuer Frankfurt School; history and
epistemology of science, Goethe, Wittgenstein,
and philosophy and literature. Coeditor of a new
translation of Otto Weininger’s Sex and
Character (2005).
163
 Social work and
Social work and social care
social care
Essentials
Taught programmes
MA degree
Social Work
MSc degree
Social Research Methods (Social Work and
Social Care)
Post-qualifying (PQ) programmes in social
work
Postgraduate certificate
Specialist PQ Social Work with Children, Young
People, their Families and Carers
Postgraduate diploma
Higher Specialist PQ Leadership and Management
Higher Specialist PQ Practice Education
Higher Specialist PQ Social Work Practice with
Children, Young People, their Families and Carers
MA
Advanced PQ Leadership and Management
Advanced PQ Practice Education
Advanced PQ Social Work Practice with
Children, Young People, their Families and Carers
Research programmes
MPhil, DPhil Social Work and Social Care
New Route DPhil Social Work and Social Care
Professional Doctorate in Social Work (DSW)
Admissions requirements
For information on overseas qualifications that
meet the admissions requirements, see pages
172-175
MA in Social Work
A second-class undergraduate honours
degree; six to nine months’ relevant practice
experience; GCSE grade A-C Mathematics
and English (or equivalent). Early application is
advised. All applications for the MA are made
via UCAS (see below)
MSc in Social Research Methods (Social
Work and Social Care) and New Route DPhil
An upper second-class undergraduate
honours degree in a relevant social science,
but applicants from other backgrounds may
be considered. You are also welcome to apply
if you hold a Masters qualification that did not
include research training
Post-qualifying (PQ) social work
programmes
Specialist-level entry requirements are a social
work qualification; current practice in social
work; and employer support
Higher Specialist- and Advanced-level entry
requirements are a social work qualification,
and (normally) a post-qualifying social work
award at specialist level or equivalent; a degree
or capacity to study at Masters level; a current
practice, management or practice education role
in social work; and employer support
MPhil, DPhil and DSW
Normally, a good Masters degree; exceptionally,
candidates without a Masters qualification who
demonstrate prior written work of Masters level
may be accepted. DSW only: at least three years’
full-time equivalent experience in a relevant
professional area
164
English language requirements
IELTS 7.0, with not less than 6.5 in each
section. For more information and alternative
English language requirements, see page 174
Admissions procedure
MA in Social Work
All MA applications must be submitted online
via the Universities and Colleges Admissions
Service (UCAS) www.ucas.com
The UCAS course code is L500 and the inital
deadline for applications is 15 January 2009
Fees
See pages 176-181 for information on fees
Further subject information
Social Work Admissions Coordinator,
School of Social Work and Social Care,
University of Sussex, Falmer,
Brighton BN1 9QQ, UK
T +44 (0)1273 606755 ext 2595
F +44 (0)1273 678644
E si-admissions@sussex.ac.uk
www.sussex.ac.uk/socialwork
• Social work at Sussex offers attractive
opportunities for graduate research and study
in social work and social care, in a department
noted for its strength in professional education
and strong contribution to the disciplinary
knowledge base through its research.
• The core group of faculty have strong research
interests in innovation and change in policy and
practice with children, adults and older people;
the pedagogy of professional education; and
knowledge, evidence and judgement in a
professional and multiprofessional context.
• The MA in Social Work is a well-established
programme that is highly regarded by
employers. We also offer a wide range of
post-qualifying programmes, offered within
a flexible modular framework, that provide
excellent continuing professional development
opportunities.
• There is a developing portfolio of flexible study
opportunities for practitioners from a wide
range of disciplines, and for those interested
in pursuing research qualifications. The MSc
in Social Research Methods (Social Work and
Social Care) offers ESRC-recognised training
in social science and social work research
methods. A thriving professional doctorate,
together with both full- and part-time DPhil
programmes, provide excellent opportunities
for doctoral-level study.
• Relationships with local social welfare agencies
in both the statutory and voluntary sector are
excellent. Joint projects include development,
training and research initiatives.
Taught programmes
MA in Social Work
2 years full-time
This is a fast-track route to professional
qualification, completed within 21 months.
The programme provides a range of stimulating
learning opportunities, led by faculty members
who are at the forefront of research in their field.
It provides the opportunity to consider critically
the roles, knowledge and values of social work,
with particular reference to effecting personal and
social change.
Working within a supportive learning environment,
you develop the crucial skills of independent and
collaborative group learning, with an emphasis on
interdisciplinary learning and the involvement of
service users and carers.
200 days are devoted to learning in practice
settings, drawing on our excellent partnerships
with local social work, social care and health
agencies.
Additional admissions requirements
During the selection process for this popular
programme, applicants will need to demonstrate
high standards of written and spoken English,
appropriate personal and intellectual qualities
and a commitment to the values of social work
and care. Selection takes place in three stages.
Those passing initial screening of the UCAS
application form are invited to complete further
documentation including an extended personal
statement. Those successful at this stage are
invited to attend a selection day for interview.
Assessing suitability for professional study
Prior to interview, all applicants are required
to disclose any criminal convictions, cautions,
warnings and reprimands, even if ‘spent’, and
any issues of concern will be explored. Criminal
Records Bureau (CRB) enhanced checks are
required for all successful applicants prior to
programme entry. Failure to divulge relevant
information relating to suitability (offences
or other) at any stage, or the receipt of an
unsatisfactory CRB check, will usually result in
any offer being withdrawn.
All candidates accepting places on the
programmes are currently required to satisfy a
health check prior to admission, undertaken by
the Occupational Health service.
Funding
Bursaries are available for most MA students who
are normally resident in England. Fees are paid
in part by the NHS Business Services Authority.
See www.ppa.org.uk/ppa/swb.htm for more
information and eligibility criteria.
Some students seek secondment from a local
authority, and grants are then payable by the
seconding authority. Contact the relevant
training section of the local authority for further
information.
Programme structure
Year 1
Law and Social Policy; Human Development
and Social Relationships; Partnership and
Interprofessional Practice; and Theory, Methods
and Values; practice placement; Research
Methods; and dissertation work.
Year 2
Dissertation; Theory, Methods and Values in
Children/Adult Services Settings; Situating Social
Work. Practice placement.
Assessment
Assessment methods include essays, placement
reports, case studies and a dissertation of
10,000-15,000 words.
Other awards associated with the MA in
Social Work
The MA in Social Work is the primary programme,
combining credit for both M-level academic
work and level 3 credit for social work. The
Postgraduate Diploma in Social Work will be
awarded to students on the MA programme who
do not complete a dissertation at pass level.
Both the MA and the Postgraduate Diploma are
approved routes to qualified social work.
The MA in Applied Social Care is for candidates
who meet the requirements for an academic
award only, not a professional qualification. The
Postgraduate Diploma in Applied Social Care may
be awarded to students not achieving practice
requirements and not achieving sufficient M-level
credits for the award of a Masters degree.
MSc Social Research Methods
(Social Work and Social Care)
1 year full-time/2 years part-time
A Postgraduate Diploma and Certificate are also
available. See Routes to postgraduate study at
Sussex on pages 14-15.
The primary aim of this MSc is to provide you with
competence in a broad range of social scientific
methods appropriate for researching social
work and social care, and to equip you to pursue
specialist research for a DPhil in the field.
Programme structure
There are three main elements to the MSc
programme, which run concurrently through
the academic year: a research elective involving
supervised reading in your individual research
area and the writing of a dissertation; credited
courses in the philosophy and methodology of
research; and training in both quantitative and
qualitative research skills.
Autumn term: Research Elective; Philosophy of
Science and Social Scientific Research Practice;
and Research Design in the Social Sciences.
Spring and summer terms: Evidence for Policy
and Practice; Evaluation Research; and you
choose from a selection of courses in data
analysis and collection. The Research Elective
continues across all terms, culminating in the
writing of a dissertation.
Assessment
Taught courses are variously assessed by term
papers of 3,000-4,000 words or equivalent
coursework portfolios. The research elective is
assessed by a dissertation of 10,000 words.
Post-qualifying (PQ) programmes in social
work
Social work and social care
Additional admissions requirements for all
PQ programmes listed below
A social work qualification may include a degree,
diploma or certificate-level qualification or, for
social workers who qualified outside the UK, a
letter of comparability with UK qualifications or
a verification letter from the General Social Care
Council (GSCC).
Engagement in social work practice,
management or practice education must be for a
minimum of 15 hours per week.
Employer support must include agreement for
study time (if in full-time employment) and the
provision of work-based mentoring. Candidates
may be employer-funded or self-funded.
Postgraduate Certificate in Specialist PQ
Social Work with Children, Young People,
their Families and Carers
18 months-5 years part-time (courses
taken on a modular basis)
This programme enables qualified social workers
to achieve a GSCC-approved post-qualifying
award in Specialist Social Work. It comprises
a consolidation course, four core specialist
courses (Understanding Children; Effective
Assessment; Achieving Better Outcomes;
and Specialist Practice) and a practice
education course. All courses can be pursued
independently by those not studying for the full
award, and by practitioners from disciplines other
The primary aim of the MSc in Social Research
than social work.
Methods (Social Work and Social Care) is to
Postgraduate Diploma in Higher Specialist provide you with competence in a broad range
PQ Social Work Practice with Children, of social scientific methods appropriate for
Young People, their Families and Carers researching social work and social care
18 months-5 years part-time (courses
taken on a modular basis) Postgraduate Diploma in Higher Specialist
This programme meets the needs of experienced PQ Leadership and Management
social workers who have already achieved 18 months-5 years part-time (courses
the Postgraduate Certificate in Specialist PQ taken on a modular basis)
Social Work with Children, Young People, their This programme is suitable for leaders and
Families and Carers. Such candidates enter this managers in Children’s Services who have a
programme with advanced standing (ie half of social work qualification. A range of modules
the volume of study for a Postgraduate Diploma is offered, for selection according to work role
has already been achieved). Candidates who relevance and interest. Your direct leadership
previously studied for PQ Child Care Award as and management practice will be assessed
a Postgraduate Certificate may also be able to against GSCC Higher Specialist practice
begin the Postgraduate Diploma with advanced standards.
standing. A range of modules is offered, for Candidates who have previously undertaken
selection according to work role relevance and the Postgraduate Certificate in Specialist PQ
interest. Your direct practice will be assessed Social Work with Children, Young People, their
against GSCC Higher Specialist practice Families and Carers may be able to begin the
standards. Postgraduate Diploma with advanced standing to
MA in Advanced PQ Social Work Practice follow a combined pathway specialism.
with Children, Young People, their Families MA in Advanced PQ Leadership and
and Carers Management
1-2 years part-time (courses taken on a 1-2 years part-time (courses taken on a
modular basis) modular basis)
The MA builds on the Postgraduate Diploma. This MA builds on the Postgraduate Diploma. You
You will undertake a research methods module will undertake a research methods module and
and research project or dissertation relevant to research project or dissertation relevant to your
your professional role and showing leadership in management and leadership role.
your field.
165

Social work and social care
The University Library is an essential resource for your graduate studies. Over the two years of the MA in
Social Work you will examine the important links between theory, policy and practice
Postgraduate Diploma in Higher Specialist
PQ Practice Education
18 months-5 years part-time (courses
taken on a modular basis)
This programme is suitable for practice
teachers, practice assessors and social work
educators who have a social work qualification.
A range of modules is offered, for selection
according to work role relevance and interest.
Your direct practice as a practice educator
(practice teacher, mentor, supervisor, practice
assessor) will be assessed against GSCC Higher
Specialist practice standards. Candidates who
have previously undertaken the Postgraduate
Certificate in Post-Qualifying Specialist Social
Work with Children, Young People, their
Families and Carers may be able to begin the
Postgraduate Diploma with advance standing, to
follow a combined pathway specialism.
MA in Advanced PQ Practice Education
1-2 years part time (courses taken on a
modular basis)
The MA builds on the Postgraduate Diploma.
You will undertake a research methods module
and research project or dissertation relevant to
your professional role and showing leadership in
your field.
166
Research programmes
Full-time or part-time research student
registration is possible; Sussex particularly
welcomes applications from those with an
existing professional interest in social work
who may wish to combine their studies with
continuing work in relevant agencies.
Coursework
There are three modes of entry for research
students. First is traditional entry to an MPhil or
DPhil. Second is the MSc plus DPhil pathway,
which is the 1+3 route. Third is the New
Route DPhil offering an integrated four-year
programme of taught coursework in research
methods and professional skills and supervised
doctoral research. All new research students
will be required to participate in the programme
of research training courses and to take other
courses that may be recommended by the
supervisor of their research (exemption from
research training courses can be granted to
those who have already taken such courses at
postgraduate level). Students can also qualify
for interim awards, such as the Postgraduate
Diploma or Certificate in Social Research
Methods, for any research training courses taken
concurrently with their research.
Recent thesis titles
The impact of supervision on child protection
practice – a study of process and outcome
Unconscious processes in practitioners who work
therapeutically with children and young people
who sexually abuse
Who cares for carers: women’s caring work for
elderly people in South Korea
Professional Doctorate in Social Work
(DSW)
4 years part-time
This is offered for senior professionals who
already hold a good, relevant Masters degree
and want to pursue research in the context of a
structured programme.
The DSW enables experienced professionals in
social work and social care, or related fields such
as health, criminal justice, substance misuse, or
youth and community work, to work at doctoral
level on problems that are of direct relevance to
their own professional concerns and interests. In
the first two years modules are taught jointly with
students completing the Professional Doctorate
in Education (EdD).
During the final two years you complete a
thesis of 35,000-45,000 words. Exceptionally,
candidates without a Masters degree may be
admitted to the programme on demonstration of
professional written work of good Masters-level
equivalence.
Faculty research interests
Research interests are briefly described below.
For more detailed information, see
www.sussex.ac.uk/socialwork/people
Professor Suzy Braye Head of the School of
Social Work and Social Care: social work law;
empowering and anti-oppressive practice; user
and carer participation; and older people.
Cath Holmström Social work with adolescents;
social work in voluntary sector and non-
traditional settings (especially homelessness,
substance misuse and domestic violence);
sociological perspectives in social work;
professional identity; and e-learning within social
work education.
Michelle Lefevre Sexual abuse and sexual
abusers; assessment in child protection;
attachment; and therapeutic approaches.
Barry Luckock Social work with children’s
services.
Elaine Sharland Professional practice and
policy with children and families; children’s
rights, child welfare and child protection; ethical
issues in social work research; and systematic
reviews in social work.
Professor Imogen Taylor National Teaching
Fellow (2003). Education and training for health
and social care professions; management of
change; gender issues in education and practice;
and systematic reviews in social work.
Russell Whiting Religion and social work;
history of social work; and residential social work.
Sociology
Essentials
Taught programmes
MA
Gender Studies (see page 106)
Social and Political Thought (see page 162)
MSc
Comparative and Cross-Cultural Research
Methods (Sociology)
Social Research in Health and Medicine (see
page 139)
Research programmes
MPhil, DPhil Sociology
New Route DPhil Sociology
Admissions requirements
For information on overseas qualifications that
meet the admissions requirements, see pages
172-175
MSc, MPhil and New Route DPhil
An upper second-class undergraduate
honours degree in any relevant social science,
but applicants from other backgrounds may
be considered. Applicants should submit an
outline (two to three pages) of their research
interests
DPhil
A Masters degree in sociology or a related
discipline, but applicants from other
backgrounds may be considered. Applicants
should submit an outline research proposal
indicating the nature, ambitions and primary
questions of their research project
English language requirements
IELTS 6.5, with not less than 6.5 in Writing and
6.0 in the other sections. For more information
and alternative English language requirements,
see page 174
Fees
See pages 176-181 for information on fees
Further information
Professor Gillian Bendelow,
Head of Department, Sociology,
School of Social Sciences and Cultural Studies,
University of Sussex, Falmer,
Brighton BN1 9SJ, UK
T +44 (0)1273 877558
E g.a.bendelow@sussex.ac.uk
www.sussex.ac.uk/sociology
New technologies lead to new forms
of social relations
• Sociology at Sussex received a grade 4
(recognising research of national excellence)
in the most recent Research Assessment
Exercise (RAE). In the most recent Teaching
Quality Assessment it received the highest
possible rating of 24/24 for its taught
programmes.
• The Department provides a base for students
who wish to pursue sociological research
in an intellectually open and cosmopolitan
environment.
• Sociology faculty are centrally involved in
three Research Centres at Sussex: the Centre
for Social and Political Thought; the Centre for
Gender Studies; and the Centre for Research
in Health and Medicine.
• Sussex sociologists have edited Sociology
for the British Sociological Association
and Current Sociology, a journal of the
International Sociological Association.
• Sussex sociologists have an exceptionally
wide range of intellectual interests,
covering the main areas of sociology and
interdisciplinary fields such as medicine
and health studies, science and technology
studies, European studies, gender studies
and history, as well as philosophy and
methodology of social science. Major
research projects have been conducted
in the areas of intellectual migration,
pharmaceuticals, gender and higher
education and employment, as well as the
sociology of time and consumption.
Taught programmes
Sociology
MSc in Comparative and Cross-Cultural
Research Methods (Sociology)
1 year full-time/2 years part-time
A Postgraduate Diploma and Certificate are
also available. See Routes to postgraduate study
at Sussex on pages 14-15.
The MSc is designed to meet the most recent
ESRC requirements for social science research
training. The programme provides rigorous
training in social research methods, an
opportunity to develop a full doctoral research
proposal and to write a supervised dissertation
(the research elective), as well as exposure to
debates and theories within the broad field of
sociology. It involves a mixture of supervised
reading and attendance at formal courses,
and aims to equip you with the necessary skills
to pursue research for a DPhil in the field.
Funding
This programme qualifies for ESRC support
under its 1+3 system of doctoral support. For
information on ESRC and other funding, see Fees
and funding on pages 176-186.
Programme structure
There are three main elements to the MSc
programme that run concurrently through the
academic year: a research elective involving
supervised reading in your individual research
area and the writing of a dissertation; credited
courses in the philosophy and methodology of
research; and training in both quantitative and
qualitative research skills.
Autumn term: you take a research elective,
Philosophy of Science and Social Scientific
Research Practice; and Research Design in
a Cross-Cultural Context.
Spring term: you take courses in quantitative and
qualitative data collection and analysis.
Summer term: you choose from a selection of
courses in cross-cultural and comparative data
collection and analysis. The research elective
continues across all terms, culminating in the
writing of a dissertation.
Assessment
Taught course units are variously assessed by
term papers of 3,000-5,000 words or equivalent
coursework portfolios. The research elective is
assessed by a dissertation of 10,000 words.
167

Sociology
‘I shop, therefore I am’: consumption is an important
source of identity in late capitalist society
Research programmes
We offer research supervision in areas including
health, medicine, science, social theory, political
sociology, gender, inequality and work.
Funding
Sociology has full 1+3 and +3 recognition
from the ESRC. This includes access to three
interdisciplinary Quota awards in 2009. For more
information on ESRC funding, visit the ESRC
website www.esrc.ac.uk
A very limited amount of Departmental funding,
which may involve some teaching, may be
available for research students. For further
details, please contact Professor Gillian
Bendelow at the address given in Essentials.
Coursework
There are three modes of entry for research
students. First is traditional entry to an MPhil or
DPhil. Second is the MSc plus DPhil pathway,
which is the 1+3 route required by the ESRC
for their studentship support. Third is the New
Route DPhil offering an integrated four-year
programme of taught coursework in research
methods and professional skills, together with
supervised doctoral research. All new research
students will be required to participate in the
programme of research training courses and to
take other courses that may be recommended
by the supervisor of their research. (Exemption
from research training courses can be granted
to those who have already taken such courses at
postgraduate level.)
168
Students can also qualify for interim awards, Luke Martell Political sociology; social
such as the Postgraduate Diploma or Certificate democracy; and globalisation. Author of Ecology
in Comparative and Cross-Cultural Research and Society (1994), New Labour (1998), and
Methods, for any research training courses taken Blair’s Britain (2003).
concurrently with their research. Applicants
Susie Scott Social theory; identity; health; and
who do not have an MA may be expected to
shyness.
satisfactorily complete a piece of coursework,
taken from the ESRC-recognised MSc in Health, medicine and science
Comparative and Cross-Cultural Research See page 139 for a brief description of faculty
Methods, before proceeding to research. Several research interests. For more detailed information
sociologists teach on the MA in Social and on the Centre for Research in Health and
Political Thought, which provides an excellent Medicine, see www.sussex.ac.uk/soccul/crham
introduction to research for candidates with
Gender, inequality and work
appropriate interests. Further training in research
Professor Barbara Einhorn Citizenship and
skills will be provided as required.
civil society, women’s movements, nation and
Recent and current thesis topics nationalism, migration and exile. Author of
Housing in the UK and Japan Citizenship in a Uniting Europe: Nation, Gender
and Transformation (2006).
Sociology of courtesy
Jacqueline O’Reilly Comparative study of labour
Organising the unemployed: politics, ideology
markets in Europe with particular reference
and the experience of unemployment
to gender. Author of Challenging the Gender
Self-build housing Contract: Reforming Work and Welfare
in Europe (forthcoming).
Decolonising Hong Kong
Professor Jennifer Platt Women in sociology;
Gender and higher education
history and sociology of sociological research
The welfare state and the underclass methods; the logic of case studies; and social-
Medicines regulation science organisations and their functions.
Author of The British Sociological Association:
Professionalisation of nursing A Sociological History (2003); ‘Women’s and
Lifestyle pharmaceuticals and medicalisation Men’s Careers in British Sociology’ British
Journal of Sociology (June 2004).
Evolutionary theory in the social sciences
Ruth Woodfield Sociology of gender, work
Rhetoric in sociological argument and skill, especially in relation to technology;
Lone parents in higher education sociology of higher education; and qualitative
research methods. Author of Women, Work and
Somali refugees Computing (2000).
Global civil society and Islam
Health and climate change
Faculty research interests
Research interests are briefly described below.
For more detailed information, see
www.sussex.ac.uk/sociology
Sociology faculty research is organised in three
broad and overlapping groups:
Social theory and political sociology
(see also Social and political thought on page
162 and the Centre for Critical Social Theory on
page 163)
Professor Gerard Delanty Social and political
theory; historical sociology of modernity; cultural
and political sociology of Europe; philosophy of
social science; identity; and globalisation.
Alana Lentin Race, racism, and anti-racism;
social movements and migrant collective action.
Publications include Racism and Anti-Racism
in Europe (2004); with R Lentin (eds) Race and
State (2006); with G Titley (eds) The Politics
of Diversity in Europe (2008); and Racism: a
Beginner’s Guide (2008).

Visual arts and
conservation studies
at West Dean College
Essentials
Taught programmes
MA degrees
Conservation Studies
Visual Arts
Postgraduate diplomas
Conservation of Books and Library Materials
Conservation of Ceramics and Related Materials
Conservation of Furniture and Related Objects
Conservation of Metalwork
Painting and Drawing
Sculpture
Tapestry and Textile Art
Admissions requirements
Postgraduate diploma
A relevant degree or successful completion
of a West Dean graduate diploma in a directly
related discipline
MA
In addition to fulfilling the entry requirements
for the postgraduate diploma, you should
also possess a good undergraduate honours
degree or equivalent in a relevant subject
For potential applicants who do not have
the appropriate qualifications or experience
for entry to these programmes, each listed
specialist area of conservation also offers
a one-year, full-time Graduate Diploma
(University of Sussex), completion of which will
enable entry to postgraduate study
For more information and overseas
qualifications that meet the admissions
requirements, see pages 172-175
Fees
See pages 176-181 for information on fees
Admissions, English language
requirements and further information
The Admissions Office,
West Dean College,
West Dean, Chichester,
West Sussex PO18 0QZ, UK
T +44 (0)1243 818299 or 811301
F +44 (0)1243 818291 or 811343
E diplomas@westdean.org.uk
www.westdean.org.uk
• West Dean College is affiliated to the University
of Sussex. The postgraduate programmes
listed here are validated by the University of
Sussex and lead to a University award.
• Our exceptional student to staff ratio
encourages an open exchange of ideas and
information, and our specialist workshops and
studios are excellent.
• Students who have completed their studies
at West Dean are numbered among leading
practitioners in their fields throughout
the world.
• At West Dean, you also have access to over
700 short courses by practitioners who are
making and selling their work.
Taught programmes
All our taught programmes, including the MA
degrees, are rooted primarily in very high levels
of accomplishment in practical disciplines, with
attention also given to appropriate critical and
theoretical analysis and understanding.
MA in Conservation Studies
1 year full-time
The study period of one calendar year includes
the time spent studying for the precursory
Postgraduate Diploma. Those registered on
any of the following Postgraduate Diploma
programmes may apply to extend their
registration to the MA in Conservation Studies:
• Conservation of Books and Library Materials
• Conservation of Ceramics and Related Materials
• Conservation of Furniture and Related Objects
• Conservation of Metalwork
This MA is an opportunity for eligible conservators
to develop their primary training in professional
conservation practice and to enhance their
research skills. The programme provides an
overview of the principles, theories and practices
of conservation. It is set within the context of
cultural property, which embraces the study of
objects and deals with the theory and practice of
preserving cultural items.
MA in Visual Arts
1 year full-time
The study period of one calendar year includes
the time spent studying for the precursory
Postgraduate Diploma. Those registered on
any of the following Postgraduate Diploma
programmes may apply to extend their
registration to the MA in Visual Arts:
• Painting and Drawing
• Sculpture
• Tapestry and Textile Art
You will be allocated generous individual studio
spaces and have access to a full range of
specialist workshops. Theoretical studies are
delivered through a series of taught seminars
and tutorials.
Postgraduate diplomas
This related group of programmes is recognised
by leading public- and private-sector organisations
for its high-quality resources and advanced
practice. The relatively low number of students
on each programme ensures a high level of
personal tuition.
Assessment
Assessment is by presentation of practical
work and/or exhibition of studio work, as well
as written tests, practical tests, and written
assignments/dissertations.
Postgraduate Diploma in Conservation of
Books and Library Materials
Visual arts and conservation studies at West Dean College
1 year full-time
You will collaborate with libraries and private
book conservators through work placements,
and with professionals from the library, museum
and private sectors who will advise on progress.
You will learn by working on objects of historical
importance from libraries, museums, and private
collections. Experts in the field teach you how
to produce condition reports for objects, and
historical and theoretical studies help you to
place them in their original context.
You will be introduced to current ethical and
professional practice expected by professional
associations, and a series of science lectures
will give you the theoretical know-how to test
materials and undertake technical work.
Postgraduate Diploma in Conservation of
Ceramics and Related Materials
1 year full-time
You will collaborate with organisations such
as the British Museum, the Victoria and Albert
Museum and the Metropolitan Museum of Art
through work placements, and with programme
advisors from the museum and private sectors.
You learn by working on objects of historical
importance from museums and private
collections. Experts in the field teach you how
to produce condition reports for objects, and
historical and theoretical studies will inform your
understanding of their original context.
You will be introduced to current ethical and
professional practice expected by professional
associations. A materials science component
introduces essential theory to inform materials
testing and practical work.
Postgraduate Diploma in Conservation
of Furniture and Related Objects
1 year full-time
You will collaborate with organisations such as
Windsor Palace and the Royal Collection at St
James’ Palace through work placements, and
with programme advisors from the museum and
private sectors who help evaluate your progress.
You learn by working on objects of historic
importance from museums and private
collections. Experts in the field teach you how
to produce condition reports for objects, and
historical and theoretical studies will inform your
understanding of their original context.
You will be introduced to current ethical and
professional practice expected by professional
associations. A materials science component will
inform your approach to materials testing and
practical work.
169

Visual arts and conservation studies at West Dean College
West Dean’s stunning setting allows the exploration of all aspects of the building, its construction,
its art collection, interior and environment
Postgraduate Diploma in Conservation
of Metalwork
1 year full-time
You will collaborate with organisations such as
the British Museum and the Royal Armouries
through work placements, and with programme
advisors from the museum and private sectors
who help to evaluate your progress.
You learn by working on objects of historical
importance from museums and private
collections. Experts in the field teach you how
to produce condition reports for objects, and
historical and theoretical studies will inform your
understanding of their original context.
You will be introduced to current ethical and
professional practice expected by professional
associations, and a series of science lectures
will give you the theoretical know-how to test
materials and undertake technical work.
Postgraduate Diploma in Painting
and Drawing
1 year full-time
The programme is for those who consider the
significance of their work to reside within the
conception of art as an aesthetic enterprise.
You will develop skills in making paintings
and drawings, as well as being introduced to
philosophical considerations of the nature
of aesthetics.
You will acquire advanced practical skills.
Historical and contextual studies will help
develop an advanced understanding of the
histories, techniques and methods of making
paintings, prints and drawings, alongside an
awareness of the social, political, aesthetic and
moral perspectives that are integrated within
them.
Experts in the field help prepare you for
professional life by helping set up studio spaces
and making contacts with galleries and other
agents suited to promoting your work.
170
Postgraduate Diploma in Sculpture
1 year full-time
West Dean College, situated on a 6,400-acre
estate within the South Downs, provides an ideal
space for those who wish to make art for specific
sites. Emphasis is placed on the quality of the
object in its contemporary setting, and you may
collaborate with established individuals and
professional organisations such as the Slade
School of Fine Art.
You will acquire advanced skills and an in-depth
awareness of design, materials and related
issues and processes, and develop a critical
understanding of the relationship between site,
materiality and human intervention. Historical
and contextual studies help you to understand
the cultural and contextual significance of
objects and the environment with particular
emphasis on the late 19th- and 20th-century
antecedents, as well as on contemporary
response. You will also be made aware of
professional codes of practice in relation to
environmental issues affecting landscape and
interiors.
Postgraduate Diploma in Tapestry and
Textile Art
1 year full-time
Tapestry weaving is well established at West
Dean College, in both an educational and
a professional capacity. Those taking the
Postgraduate Diploma can observe client-led
projects in the West Dean Tapestry Studio, which
was established in 1976 and is the only one of
its kind in England.
Tutors are active professionals, with extensive
experience of the world of tapestry weaving,
print, stitch and felt. The programme provides
you with the facilities and support to develop
advanced-level skills and effective practice,
in order to produce successful works of art.
You will be given guidance, supervision and
information in a variety of ways, including
demonstrations, informal workshop critiques,
personal tutorials and group seminars. Historical
and contemporary works are examined through a
series of lectures, seminars and visits to galleries
and museums.
Specialist facilities
Each programme has a dedicated, purpose-built
workshop benefiting from excellent natural and
artificial light. You have your own workspace
with storage for personal tools or equipment
and access to a library and IT facilities.
Many of the workshops provide specialist areas
such as a fine art print studio and an analytical
laboratory for conservators.
Faculty research interests
Roger Bown Visual images in contemporary
culture; and aspects of postmodernism.
Lorna Calcutt The history, technology and
conservation of cloisonné enamels; form and
function related to conservation issues.
David Dorning The combination of materials
science, function and aesthetics in conservation-
restoration; helping to bridge the gap often
perceived in the subject between the sciences
and the arts.
Michael Podmaniczky Holistic conservation
and the reconciliation of original intent with the
condition of period furniture today.
Jon Privett The analysis of production methods
and technologies relating to historic metalwork
to refine techniques of conservation and
restoration.
Robert Pulley Art and design practice in
the context of sustainable development and
education.
Pat Taylor The combination of traditional
tapestry weaving skills with innovative ideas
and creative practice.
Kenneth Watt Aspects of conservation-
restoration practice, particularly in finishing
techniques. Winner of inaugural Nigel Williams
prize for his contribution to ceramics and
glass conservation.
Edward Winters Practising artist with interests
in the theory and philosophy of contemporary
visual art and architecture.