Conservators play a key role in the protection and care of cultural heritage, preserving artworks, architecture, archaeology, and museum collections for future generations to enjoy.
The BA (Hons) Conservation of Cultural Heritage degree offers the chance to gain extensive, hands-on experience working on a range of genuine historic materials provided by museums, historic houses, and private collections.
You can work in high-specification, purpose-built laboratories in the University's Peter de Wint Building. During your studies you'll have the opportunity to become familiar with different materials, time periods, and collections within their historical context.
Conservators play a key role in the protection and care of cultural heritage, preserving artworks, architecture, archaeology, and museum collections for future generations to enjoy.
The BA (Hons) Conservation of Cultural Heritage degree offers the chance to gain extensive, hands-on experience working on a range of genuine historic materials provided by museums, historic houses, and private collections.
You can work in high-specification, purpose-built laboratories in the University's Peter de Wint Building. During your studies you'll have the opportunity to become familiar with different materials, time periods, and collections within their historical context.
Subject area ranked 3rd overall in the UK*
High-specification, purpose-built laboratories on campus
Opportunity to undertake a work placement
Links to Lincoln Conservation, a professional company on campus
Study in a city full of history
Lab coat, a tool kit, and goggles are provided
*Complete University Guide 2025 (out of 56 ranking institutions)
Conservation is a multidisciplinary course, drawing together skills in art, science and history, and applying these to cultural heritage. This course aims to offer a balance between learning both the theory and practice of conservation. This enables you to navigate decision-making and ethics through independent research and the guidance of tutors.
Throughout the course, you can carry out conservation treatments and scientific analysis of historical artefacts. This starts with simple objects in the first year and becomes more complex as your skills and knowledge increase. The course culminates in an exhibition of work at the end of the final year, celebrating the achievements of the graduating group with their family and friends, as well as potential employers.
The second term of year two offers the opportunity to study overseas at a partner institution, choose from a range of optional modules from across the Lincoln School of Humanities and Heritage, or undertake an extended work placement. You have the opportunity to source your own placement in a historic property, museum, or private workshop in the UK, or overseas.
The course is taught through a combination of lectures and practicals.
After an initial introduction to conservation skills, materials and techniques, you will carry out practical work on historic objects from museums and private collections.
Conservation is a multidisciplinary course, drawing together skills in art, science and history, and applying these to cultural heritage. This course aims to offer a balance between learning both the theory and practice of conservation. This enables you to navigate decision-making and ethics through independent research and the guidance of tutors.
Throughout the course, you can carry out conservation treatments and scientific analysis of historical artefacts. This starts with simple objects in the first year and becomes more complex as your skills and knowledge increase. The course culminates in an exhibition of work at the end of the final year, celebrating the achievements of the graduating group with their family and friends, as well as potential employers.
The second term of year two offers the opportunity to study overseas at a partner institution, choose from a range of optional modules from across the Lincoln School of Humanities and Heritage, or undertake an extended work placement. You have the opportunity to source your own placement in a historic property, museum, or private workshop in the UK, or overseas.
The course is taught through a combination of lectures and practical sessions, seminars, and workshops.
After an initial introduction to conservation skills, materials and techniques, you can carry out practical work on historic objects from museums and private collections.
You may have opportunities to undertake field trips as part of the course to expand your knowledge and see conservation in action. Recent field trips have included the North Lincolnshire Museum and the Lincoln Museum. Where field trips are mandatory within the modules, you will not need to pay to attend them.
This module aims to introduce students to generic practical skills used in the treatment of historic objects. It provides a foundation to future work, although at the early stages the students work on exercises and simulations, prior to being allocated their first object.
Students can develop awareness of the practices and procedures common to areas of conservation treatment including laboratory and bench skills, documentation skills and basic decision-making skills.
The module supports students in planning and preparing for their professional life by providing a framework to successfully navigate their way through university study, including progression to postgraduate level, and from this springboard to their chosen professional destination. It is intended to provide students with the knowledge, skills and insights into how to manage the transitions into university and from there into the professional world.
In this module students have the chance to learn the theory and application of basic conservation principles related to observation, documentation, condition assessment and cleaning of historic objects; adhesives, consolidants, modelling and casting.
This module is designed to introduce students to basic chemistry concepts, and the scientific study of materials commonly found in cultural heritage. Students may develop a systematic approach to scientific investigation and examination of historic objects and an understanding to the nature of different materials, technological factors and the processes of deterioration.
This module aims to provide the underpinning basic theoretical knowledge related to historic materials, on which the discipline of conservation is based. Students are introduced to a range of conservation techniques, through lectures discussing a range of different material types and their potential deterioration.
This module provides an introduction to the recording skills necessary for a practising conservator. Various forms of documentation encountered in the practice of conservation are introduced, and drawing and photography recordings skills developed. Students can be introduced to the basic principles of photography, lighting techniques and their application in conservation. The conventions and standard representations used in record drawing are also introduced.
This module is designed as an introduction to visual and material culture, embracing the history of art and architecture, historical archaeology, and the conservation of historical buildings. It aims to enable students to interrogate visual and material objects throughout the past and to understand their functions and possible meanings of visual and material objects as primary sources.
This module aims to develop the basic skills introduced in year one and apply them to the conservation of objects related to a range of material types. Theoretical concepts introduced in Year 1 can be developed and underpin students’ practice.
The module offers the chance to develop important transferable skills for understanding of the behaviour of materials and manual dexterity. It also looks to reinforce and develop students' skills in conservation report-writing.
This module aims to further develop knowledge of materials science and its relevance to conservation. Students have the chance to develop skills in the use of scientific analytical techniques for the examination and identification of materials encountered in historic objects and their treatment.
This module looks to provide an introduction to the preventive conservation skills needed to set out as a practicing conservator. Students have the chance to develop an understanding of practical preventive conservation and collections management procedures, and can gain experience in environmental monitoring and surveying. Topics such as integrated pest management and emergency planning are also discussed.
This module provides students with the opportunity to resurrect and understand the ordinary lives of people like themselves and their forebears from the sources available to us. The course picks up on both well-established and recent trends in historical research that have sought to give voice to ordinary people and promote from the historical records the lives of marginalised people such as homosexuals, women, children, the working classes, ethnic minorities alongside more familiar narratives of the great and the good.
This module introduces students to philosophical questions about the nature of art and beauty. For example: What is art? Can anything be a work of art? Can a pile of elephant dung be art? Is beauty objectively real or only ‘in the eye of the beholder’? Can aesthetic judgements be right or wrong? Is Beethoven better than Beyoncé? Is Shakespeare better than Eastenders? Or are aesthetic disputes like deciding between the merits of different flavours of ice cream?
Students can also consider questions that arise in relation to specific artforms: How is it possible to respond emotionally towards the plight of fictional characters that are known not to exist? Do rock/pop music and classical music require different aesthetic criteria for their appreciation and evaluation? Why do we take pleasure in the aesthetic representation of tragic events? Students will be guided through their reading of various classical and contemporary works on such issues, and encouraged to think for themselves about the problems addressed.
This module provides a survey of the history and archaeology of the eastern Mediterranean and the Middle East between the reign of Alexander the Great and the death of Cleopatra VII after the Roman victory at the Battle of Actium in 30 BC. Students will have the opportunity to explore the political histories, power structures, cultural developments, economic processes and shifting ideologies associated with the major Hellenistic kingdoms and ending with the Roman conquest of the eastern Mediterranean region. Teaching also considers how the Hellenistic period was a time of innovation, cultural connectivity, even globalisation, laying the foundations of a Hellenized world of city-states which endured into and defined the Roman construction of a world empire in its aftermath.
Renaissance monarchs often employed artistic display to project royal authority. Ruling elites commissioned pieces of art not only for the embellishment of their residences, but also as a suitable vehicle to display authority. Kings and Queens commissioned tapestries, sculptures, royal palaces, or lavishly decorated printed books that narrated their achievements and omitted their failures. This module examines the diverse ways rulers and their entourage imagined and created an image of kingship through the visual arts.
This module examines how and why the culture of Britain changed in the period of increasing contact with, and eventual incorporation into, the Roman Empire. Examining the key material, behavioural, ideological and structural changes to society in the period c. 100 BC to AD 450, it will question to what degree each aspect was a wholesale incorporation of ‘foreign’ ideas, technologies and goods, a local interpretation and adoption of these importations into an existing social system, or a local creation that was distinctly Romano-British, if often termed ‘Roman’.
Students can gain an introduction to the historical and archaeological sources, approaches and methods necessary for the study of the ancient world. Lectures provide a survey of key moments in history, 1000 BC-AD 400, structured around the research specialisms of the module teaching team.
This module gives students the opportunity to read one text (in translation) closely and discuss sections each week with a tutor. It offers the opportunity to develop skills in textual analysis, including researching an author; assessing the intended audience; and considering the social/political context, the significance of genre and style, and other factors in how we interpret and understand a text. Students also compare and critique research that has used the text and explore the possibilities it has to serve as primary evidence for the study of the ancient world.
This module focuses around a 12 week period of placement in a museum, historic house or private workshop. Students are responsible for negotiating the placement arrangement with support and guidance from their placement tutor. Students are encouraged to select a placement to suit their individual aspirations and needs. This concludes with a presentation, which is designed to allow all group members to benefit from the experience of their peers.
This module focuses around a 12 week part time placement in a museum, historic house or private workshop. Students are responsible for negotiating the placement arrangement with support and guidance from their placement tutor. Students are encouraged to select a placement to suit their individual aspirations and needs. This concludes with preparation of a portfolio, and a presentation, which is designed to allow all group members to benefit from the experience of their peers.
Beginning with the Royal Historical Society’s “Race, Ethnicity and Equality Report” (published in 2018), which raises urgent questions on the diversity of staff, students and curricula at History departments in UK universities, the module analyses live debates on “Decolonising the Curriculum” in higher education. We critique how histories of Empire, colonialism and slavery have been taught in Anglo-American settings, and introduce postcolonial analysis on archives, as well as the “Global South” and “indigenous knowledge” that have often been marginalised in Eurocentric historiographies.
Turning towards the University as a key apparatus of power in the contemporary world, the module then reveals the complex legacies of slavery in the making of a number of UK and US institutions including Liverpool, Bristol, Oxford (#RhodesMustFall), SOAS, University of Virginia and others. Introducing the new field of “Critical University Studies” (CUS), students will learn about the emergence of universities in former colonies including India and South Africa, as well as the phenomenon of “transnational education” that entails the establishment, by prestigious European and American institutions, of satellite campuses around the world. The module then unpacks public understandings of colonial history via recent scholarship on nationalism, patriotism, museums and memories, and ends with a hopeful reflection on pedagogies that will be more inclusive and intersectional in terms of race, class, gender, and sexual orientation. This module will be particularly suited to students who intend to develop careers in education.
The cultural heritage sector increasingly offers opportunities for the application of digital technologies as communication, research and recording tools. This module enables students to become familiar with some of these advanced recording techniques for the study and recording of objects.
The module looks at a number of ways in which historians have studied the family in Britain between c.1500 and 1800. It will examine a range of historical approaches from the demographic to the more qualitative and anthropological. Close attention is paid to the problems historians of the pre-industrial family confront in their examination of the surviving primary sources.
The aim of this module is to give students a thorough understanding of two intimately related philosophical traditions that came to prominence in the 19th and 20th centuries: existentialism and phenomenology. Each attempts to address the nature and meaning of human existence from the perspective of individual, first-person experience, focusing in particular on fundamental questions of being, meaning, death, nihilism, freedom, responsibility, value, human relations, and religious faith.
The module will examine selected existential themes through the writings of thinkers such as Kierkegaard, Nietzsche, Heidegger, Sartre, De Beauvoir, and Camus. Since existentialism is as much a artistic phenomenon as a philosophical one, students will also be given the opportunity to explore existentialist ideas in the works of various literary figures, such as Shakespeare, Dostoyevsky, Kafka, and Milan Kundera.
The civil wars that raged across England, Wales, Scotland and Ireland in the mid-seventeenth century were among the most turbulent and exhilarating times in British history. This module explores the diverse ways in which the wars were explained, experienced and remembered by those who lived through them. Students can consider the extent to which this period, often described as one of 'revolution', left a lasting impression on British society, culture, religion and politics.
The modern period has often been understood as a time when peace was considered the natural state of societies, where states and non-governmental groups have been concerned with achieving a lasting peace and avoiding repetitions of bloody conflict. Wars, however, have not become a thing of the past, and today we live in a condition of seemingly permanent war where civilians are often the primary targets. This module will look at how ideas and practices of war have altered in the last few hundred years, and how these notions have been contested and challenged. The module asks where these ideas came from, and how concepts of war and peace, and violence and non-violence have been reframed in various ways. The course is focussed on the nineteenth and twentieth centuries and moves chronologically from the Napoleonic wars, to contemporary conflicts through a series of case studies that cover wars, diplomacy, the aftermath of wars, and peace movements. Each case study will draw on key themes which run throughout the module, including pacifism, militarism, imperialism, culture, race, gender and nationalism.
This module will interrogate aspects of the history of gender and sexuality in Britain over a 250-year span, coinciding with the arrival of ‘modernity’. It will introduce students to debates over the relationship between gender, sexuality, and structural changes in society, economy and politics, as well as thinking about gender and sexuality as discourse and subjectivity. Further, it will introduce students to a wide range of source material for the social and cultural history of early modern and modern Britain and seek to develop their confidence in using such diverse sources skillfully.
The module takes a thematic approach, although within each theme, specific chronological examples will be examined. Thus continuity and change can be highlighted, and it is intended to resist a narrative of progress towards ‘modern’ liberal views of gender and sexuality. However, a clear chronological framework will also be developed through examples which will help students gain a clear understanding of context.
Italy is a highly-politicised and ideologically-divided country. Divisions and internal conflicts, which have reached dramatic peaks, are a permanent feature in Italian history. They mirror unsolved social and political contradictions that many historians consider to be the result of the process of the Italian Risorgimento. National unification was prompted by republicans, but it was the Monarchy that achieved it.
Works of fiction are not just a source of entertainment. They are a crucial and exciting route into understanding the past. Novels, short stories and poems allow us to understand how debates and ideas about society and identity circulated and how writers attempted to reinforce or change the way that readers looked at the world. This module will examine how a wide range of fiction produced in Britain in the nineteenth and twentieth centuries addressed the key themes of Class, Politics, Gender, Sexuality, Race and Conflict. Students will have the opportunity to examine the treatment of these concepts in genres as varied as crime fiction, popular romance, children’s literature, science fiction, war writing and feminist fiction.
How did people live and die in the middle ages? Drawing on the research expertise of the medievalists in the School, the module seeks to answer this question by addressing key themes relating to the life cycles of medieval people, from their childhood and education, via the roles that they took on in life (within families and in public; peaceful and violent), to their deaths. We will address primary sources that provide intimate insights into the everyday lives of medieval people: letters and autobiographies. Such sources will be contrasted with those that offer a more 'top-down' vision of how medieval society should function, such as rulebooks and conduct manuals. Finally, we will explore how people in the medieval period managed their material and spiritual interests through transactions recorded in documents such as charters and wills. A key aim of the module is to develop your research and writing skills by providing you with an opportunity to produce an extended piece of research. This, coupled with the intensive work with primary sources, will equip you to tackle a final year independent study in a wide range of medieval topics.
This module will give students a unique opportunity to develop their practical skills for studying objects while developing their understanding of the relationship between history and material culture. Students can explore how object-based study can enhance their practice as conservators and historians and how material culture studies can lead to insights that cannot be reached through other approaches.
This module explores the history of media controversy and ‘moral panic’ during the twentieth century. It is designed to introduce students to media texts (especially films and television programmes) that have sparked debate and extreme differences of opinion among audiences in Britain and America. Students will be expected to engage with a range of films, television programmes and primary source material.
This module will examine art in Britain from 1933 onwards in relation to migration. Beginning with the mass exile of artists, photographers, and designers from Nazi-occupied Europe in 1933, it will investigate how art and visual culture in Britain spanning the past ninety years has been shaped by migrants and refugees, and their descendants. We will look at the generation of artists who came to Britain from Africa, Asia, and the Caribbean in the 1950s and 1960s; the British Black arts movement of the 1980s; identity politics and art institutions in the 1990s; second-generation Jewish artists and Holocaust memory, as well as new generations of younger artists exploring heritage today. The module will examine how artists have dealt with experiences of migration and the associated experiences of displacement, dislocation, loss, and ‘otherness’, and in relation to constructions of class, gender and race. As well as focusing on the reception and changing status of émigrés in Britain, it will consider iconographies of exile, and how notions of memory and heritage have been explored and represented. The module will involve close engagement with a range of primary sources (oral histories, letters, exhibition catalogues and reviews) and theoretical writings (e.g. Edward Said, Marianne Hirsch, Stuart Hall).
People have migrated as long as the human race has existed and this module places this fundamental aspect of human experience at its heart. Issues surrounding migration and the movement of peoples are central to contemporary politics and society, as the management of people seeking refuge and better prospects preoccupies governments around the world. This situation makes ever more urgent our need to understand the history of migration and how it has shaped cultures across time and space. People on the move focuses upon the movement of people at particular points in modern history, considering the forces that propel people to risk their own lives and possibly those of their families, uproot from home and enter the potentially perilous and peripatetic life of a migrant. We will discuss the prospects and challenges of migration, and subsequently how diasporic cultures develop and the benefits and tensions surrounding integration. We will consider what happens when communities come into contact due to migration and the subsequent influences upon culture, religion, politics and identity. Through a series of in-depth case studies from the modern period, from the forced movement of the colonial era to twentieth century migration across the Atlantic, we will encounter a variety of geographical regions and processes of migration. A variety of historical sources will be interrogated to access the stories of migrants and about migrants, including texts (such legal and government documents, letters, memoirs and oral histories), images, objects and architecture. Addressing themes such as empire, economics, identity and religion in different contexts allows us to make meaningful comparisons between migrations across time and space.
This module explores a range of philosophical questions relating to the nature of science. How are scientific theories developed? Are scientific theories discovered through a ‘flash of genius’ or is something more methodical involved? How much of scientific discovery is down to careful observation? Do scientific theories tell us how the world really is? Do the entities scientific theories postulate – atoms, electromagnetic waves, and so on – really exist? Or are scientific theories merely useful models of reality? Is science independent of its social context? To what extent is scientific inquiry affected by gender, race or politics? Is there such a thing as truth that is not relative to a particular culture, social class or historical era? Drawing on accessible examples from a variety of scientific fields and by answering these and related questions, we shall try to reach an understanding of how science works.
East Africa became a significant theatre of empire from the mid-nineteenth century, when David Livingstone championed European intervention to bring ‘Christianity, commerce and civilisation’ to the region. This module will explore the expansion of the British Empire into East Africa from the late nineteenth-century era of ‘high imperialism’ until decolonisation in the 1960s. This region provides rich opportunities to deepen an understanding of imperialism and offers key themes in the history of empire, including exploration, slavery, race, identity, gender, imperial networks, cultural representation and indigenous agency.
This module provides an opportunity for Conservation students to spend a term studying at one of the University’s partner institutions. This opportunity has both academic and personal development dimensions. Study at another institution offers enhanced sporting, cultural and other activities to enhance students' overall profile, alongside the basic experience of adapting to and working effectively within a different academic culture. Please note that a limited number of places will be available each year.
Teaching History deepens students' understanding of the practice of teaching history in the classroom. The module encourages students, especially but not exclusively those who may be considering a career in education (or related industries), to think more deeply about pedagogic theory and teaching practice. Students will be given the opportunity to gain some practical experience in instructing their peers and online audiences. There will be a strong focus on reflecting on prior learning experiences and the module will begin by providing students with an overview of the history of history teaching. History teaching will be examined at primary and secondary level, and in other educational contexts.
This module examines Arthurian narratives, myths, and traditions within a variety of contexts and media, and traces a variety of themes associated with Arthur and his court, including history and national identity; violence; kingship and rule; loyalty and betrayal; and love, sex, and gender roles.
Students will be expected to assess the importance of a myth that spans more than a millennium and address how medieval texts made meaning within their specific socio-cultural situations, as well as how later periods make meaning through their deployment of the medieval in new contexts.
This module surveys the history of the Roman Empire not as a succession of emperors and achievements, victories and defeats, but as a complex of experiments in government and of attitudes to governance. Beginning with the transition from representative republican rule to the domination of an imperial dynasty and its network of élite dependants in the early first century, and concluding with the incipient takeover of this system by a newly Christianised ruling class in the early fourth century, students can explore the role of the emperor in the Roman world and the patterns of communication between him and his subjects.
This module aims to develop students' understanding of the political, social and cultural history of Late Antiquity (150-750), with a particular focus on two world-changing religious developments: the rise of Christianity and Islam. Although the geographical focus of our studies will be on eastern Mediterranean lands of an empire ruled from Constantinople, known to later scholars as the Byzantine Empire, the geographical range of the module will be wide and include western Europe, including the western Mediterranean, Persia, Arabia, and ‘barbarian’ territories beyond the Roman frontiers on the Rhine and Danube.
This module introduces students to the lives and experiences of women in the ancient world. By engaging with a wide range of material, visual and written evidence, students can investigate both the real historical circumstances of women’s lives and the ways in which they were constructed, represented and perceived.
The focus of this module is on the Roman world, and the material considered ranges in date from the Republican period to the end of the second Century AD. Material from Greece, especially where it affects Roman art, literature and ideas, will also be considered.
This module allows students the opportunity to specialise in a specific material discipline, or alternatively to continue to pursue broader options. Students are encouraged to consider their choice of specialism for this module in line with their choice of dissertation and placement.
This is a practical module covering the conservation treatment of one or more complex historic objects. Exact content will depend on object type chosen. This module allows students to choose to specialise in a specific material discipline, or alternatively to continue to pursue broader options.
The module is designed to extend students' knowledge and awareness of preventive conservation skills. Students can carry out live projects in environmental monitoring, surveying collections and pest management in order to further their experience in these areas, in addition to examining how external factors such as buildings and pollutants can impact on collections care.
This module covers the production of an exhibition of conservation work completed by students. Initial sessions discuss the theory of exhibition design and managing projects, before moving on to the detail of the exhibition itself. Students will be expected to manage all aspects of the exhibition, including curation, marketing and fundraising if applicable.
The module allows students to undertake a major research project in an area of their own choice (approx. 10,000 words).
The student is allocated a dissertation tutor following their decision on the topic to be researched. The initial stage of planning involves the student confirming a working title and agreeing the structure to their work. Regular tutorials with the dissertation tutor will aid the students’ progress and time management.
The research should address clear aims or hypotheses and may involve literature review and / or primary research through fieldwork or experimentation.
The choice of dissertation topic may be related to the students’ choice of placement and practical specialism.
† Some courses may offer optional modules. The availability of optional modules may vary from year to year and will be subject to minimum student numbers being achieved. This means that the availability of specific optional modules cannot be guaranteed. Optional module selection may also be affected by staff availability.
This module aims to introduce students to generic practical skills used in the treatment of historic objects. It provides a foundation to future work, although at the early stages the students work on exercises and simulations, prior to being allocated their first object.
Students can develop awareness of the practices and procedures common to areas of conservation treatment including laboratory and bench skills, documentation skills and basic decision-making skills.
The module supports students in planning and preparing for their professional life by providing a framework to successfully navigate their way through university study, including progression to postgraduate level, and from this springboard to their chosen professional destination. It is intended to provide students with the knowledge, skills and insights into how to manage the transitions into university and from there into the professional world.
In this module students have the chance to learn the theory and application of basic conservation principles related to observation, documentation, condition assessment and cleaning of historic objects; adhesives, consolidants, modelling and casting.
This module is designed to introduce students to basic chemistry concepts, and the scientific study of materials commonly found in cultural heritage. Students may develop a systematic approach to scientific investigation and examination of historic objects and an understanding to the nature of different materials, technological factors and the processes of deterioration.
This module aims to provide the underpinning basic theoretical knowledge related to historic materials, on which the discipline of conservation is based. Students are introduced to a range of conservation techniques, through lectures discussing a range of different material types and their potential deterioration.
This module provides an introduction to the recording skills necessary for a practising conservator. Various forms of documentation encountered in the practice of conservation are introduced, and drawing and photography recordings skills developed. Students can be introduced to the basic principles of photography, lighting techniques and their application in conservation. The conventions and standard representations used in record drawing are also introduced.
This module is designed as an introduction to visual and material culture, embracing the history of art and architecture, historical archaeology, and the conservation of historical buildings. It aims to enable students to interrogate visual and material objects throughout the past and to understand their functions and possible meanings of visual and material objects as primary sources.
This module aims to develop the basic skills introduced in year one and apply them to the conservation of objects related to a range of material types. Theoretical concepts introduced in Year 1 can be developed and underpin students’ practice.
The module offers the chance to develop important transferable skills for understanding of the behaviour of materials and manual dexterity. It also looks to reinforce and develop students' skills in conservation report-writing.
This module aims to further develop knowledge of materials science and its relevance to conservation. Students have the chance to develop skills in the use of scientific analytical techniques for the examination and identification of materials encountered in historic objects and their treatment.
This module looks to provide an introduction to the preventive conservation skills needed to set out as a practicing conservator. Students have the chance to develop an understanding of practical preventive conservation and collections management procedures, and can gain experience in environmental monitoring and surveying. Topics such as integrated pest management and emergency planning are also discussed.
This module provides students with the opportunity to resurrect and understand the ordinary lives of people like themselves and their forebears from the sources available to us. The course picks up on both well-established and recent trends in historical research that have sought to give voice to ordinary people and promote from the historical records the lives of marginalised people such as homosexuals, women, children, the working classes, ethnic minorities alongside more familiar narratives of the great and the good.
This module introduces students to philosophical questions about the nature of art and beauty. For example: What is art? Can anything be a work of art? Can a pile of elephant dung be art? Is beauty objectively real or only ‘in the eye of the beholder’? Can aesthetic judgements be right or wrong? Is Beethoven better than Beyoncé? Is Shakespeare better than Eastenders? Or are aesthetic disputes like deciding between the merits of different flavours of ice cream?
Students can also consider questions that arise in relation to specific artforms: How is it possible to respond emotionally towards the plight of fictional characters that are known not to exist? Do rock/pop music and classical music require different aesthetic criteria for their appreciation and evaluation? Why do we take pleasure in the aesthetic representation of tragic events? Students will be guided through their reading of various classical and contemporary works on such issues, and encouraged to think for themselves about the problems addressed.
This module provides a survey of the history and archaeology of the eastern Mediterranean and the Middle East between the reign of Alexander the Great and the death of Cleopatra VII after the Roman victory at the Battle of Actium in 30 BC. Students will have the opportunity to explore the political histories, power structures, cultural developments, economic processes and shifting ideologies associated with the major Hellenistic kingdoms and ending with the Roman conquest of the eastern Mediterranean region. Teaching also considers how the Hellenistic period was a time of innovation, cultural connectivity, even globalisation, laying the foundations of a Hellenized world of city-states which endured into and defined the Roman construction of a world empire in its aftermath.
Renaissance monarchs often employed artistic display to project royal authority. Ruling elites commissioned pieces of art not only for the embellishment of their residences, but also as a suitable vehicle to display authority. Kings and Queens commissioned tapestries, sculptures, royal palaces, or lavishly decorated printed books that narrated their achievements and omitted their failures. This module examines the diverse ways rulers and their entourage imagined and created an image of kingship through the visual arts.
This module examines how and why the culture of Britain changed in the period of increasing contact with, and eventual incorporation into, the Roman Empire. Examining the key material, behavioural, ideological and structural changes to society in the period c. 100 BC to AD 450, it will question to what degree each aspect was a wholesale incorporation of ‘foreign’ ideas, technologies and goods, a local interpretation and adoption of these importations into an existing social system, or a local creation that was distinctly Romano-British, if often termed ‘Roman’.
Students can gain an introduction to the historical and archaeological sources, approaches and methods necessary for the study of the ancient world. Lectures provide a survey of key moments in history, 1000 BC-AD 400, structured around the research specialisms of the module teaching team.
This module gives students the opportunity to read one text (in translation) closely and discuss sections each week with a tutor. It offers the opportunity to develop skills in textual analysis, including researching an author; assessing the intended audience; and considering the social/political context, the significance of genre and style, and other factors in how we interpret and understand a text. Students also compare and critique research that has used the text and explore the possibilities it has to serve as primary evidence for the study of the ancient world.
This module focuses around a 12 week period of placement in a museum, historic house or private workshop. Students are responsible for negotiating the placement arrangement with support and guidance from their placement tutor. Students are encouraged to select a placement to suit their individual aspirations and needs. This concludes with a presentation, which is designed to allow all group members to benefit from the experience of their peers.
This module focuses around a 12 week part time placement in a museum, historic house or private workshop. Students are responsible for negotiating the placement arrangement with support and guidance from their placement tutor. Students are encouraged to select a placement to suit their individual aspirations and needs. This concludes with preparation of a portfolio, and a presentation, which is designed to allow all group members to benefit from the experience of their peers.
Beginning with the Royal Historical Society’s “Race, Ethnicity and Equality Report” (published in 2018), which raises urgent questions on the diversity of staff, students and curricula at History departments in UK universities, the module analyses live debates on “Decolonising the Curriculum” in higher education. We critique how histories of Empire, colonialism and slavery have been taught in Anglo-American settings, and introduce postcolonial analysis on archives, as well as the “Global South” and “indigenous knowledge” that have often been marginalised in Eurocentric historiographies.
Turning towards the University as a key apparatus of power in the contemporary world, the module then reveals the complex legacies of slavery in the making of a number of UK and US institutions including Liverpool, Bristol, Oxford (#RhodesMustFall), SOAS, University of Virginia and others. Introducing the new field of “Critical University Studies” (CUS), students will learn about the emergence of universities in former colonies including India and South Africa, as well as the phenomenon of “transnational education” that entails the establishment, by prestigious European and American institutions, of satellite campuses around the world. The module then unpacks public understandings of colonial history via recent scholarship on nationalism, patriotism, museums and memories, and ends with a hopeful reflection on pedagogies that will be more inclusive and intersectional in terms of race, class, gender, and sexual orientation. This module will be particularly suited to students who intend to develop careers in education.
The cultural heritage sector increasingly offers opportunities for the application of digital technologies as communication, research and recording tools. This module enables students to become familiar with some of these advanced recording techniques for the study and recording of objects.
The module looks at a number of ways in which historians have studied the family in Britain between c.1500 and 1800. It will examine a range of historical approaches from the demographic to the more qualitative and anthropological. Close attention is paid to the problems historians of the pre-industrial family confront in their examination of the surviving primary sources.
The aim of this module is to give students a thorough understanding of two intimately related philosophical traditions that came to prominence in the 19th and 20th centuries: existentialism and phenomenology. Each attempts to address the nature and meaning of human existence from the perspective of individual, first-person experience, focusing in particular on fundamental questions of being, meaning, death, nihilism, freedom, responsibility, value, human relations, and religious faith.
The module will examine selected existential themes through the writings of thinkers such as Kierkegaard, Nietzsche, Heidegger, Sartre, De Beauvoir, and Camus. Since existentialism is as much a artistic phenomenon as a philosophical one, students will also be given the opportunity to explore existentialist ideas in the works of various literary figures, such as Shakespeare, Dostoyevsky, Kafka, and Milan Kundera.
The civil wars that raged across England, Wales, Scotland and Ireland in the mid-seventeenth century were among the most turbulent and exhilarating times in British history. This module explores the diverse ways in which the wars were explained, experienced and remembered by those who lived through them. Students can consider the extent to which this period, often described as one of 'revolution', left a lasting impression on British society, culture, religion and politics.
The modern period has often been understood as a time when peace was considered the natural state of societies, where states and non-governmental groups have been concerned with achieving a lasting peace and avoiding repetitions of bloody conflict. Wars, however, have not become a thing of the past, and today we live in a condition of seemingly permanent war where civilians are often the primary targets. This module will look at how ideas and practices of war have altered in the last few hundred years, and how these notions have been contested and challenged. The module asks where these ideas came from, and how concepts of war and peace, and violence and non-violence have been reframed in various ways. The course is focussed on the nineteenth and twentieth centuries and moves chronologically from the Napoleonic wars, to contemporary conflicts through a series of case studies that cover wars, diplomacy, the aftermath of wars, and peace movements. Each case study will draw on key themes which run throughout the module, including pacifism, militarism, imperialism, culture, race, gender and nationalism.
This module will interrogate aspects of the history of gender and sexuality in Britain over a 250-year span, coinciding with the arrival of ‘modernity’. It will introduce students to debates over the relationship between gender, sexuality, and structural changes in society, economy and politics, as well as thinking about gender and sexuality as discourse and subjectivity. Further, it will introduce students to a wide range of source material for the social and cultural history of early modern and modern Britain and seek to develop their confidence in using such diverse sources skillfully.
The module takes a thematic approach, although within each theme, specific chronological examples will be examined. Thus continuity and change can be highlighted, and it is intended to resist a narrative of progress towards ‘modern’ liberal views of gender and sexuality. However, a clear chronological framework will also be developed through examples which will help students gain a clear understanding of context.
Italy is a highly-politicised and ideologically-divided country. Divisions and internal conflicts, which have reached dramatic peaks, are a permanent feature in Italian history. They mirror unsolved social and political contradictions that many historians consider to be the result of the process of the Italian Risorgimento. National unification was prompted by republicans, but it was the Monarchy that achieved it.
Works of fiction are not just a source of entertainment. They are a crucial and exciting route into understanding the past. Novels, short stories and poems allow us to understand how debates and ideas about society and identity circulated and how writers attempted to reinforce or change the way that readers looked at the world. This module will examine how a wide range of fiction produced in Britain in the nineteenth and twentieth centuries addressed the key themes of Class, Politics, Gender, Sexuality, Race and Conflict. Students will have the opportunity to examine the treatment of these concepts in genres as varied as crime fiction, popular romance, children’s literature, science fiction, war writing and feminist fiction.
How did people live and die in the middle ages? Drawing on the research expertise of the medievalists in the School, the module seeks to answer this question by addressing key themes relating to the life cycles of medieval people, from their childhood and education, via the roles that they took on in life (within families and in public; peaceful and violent), to their deaths. We will address primary sources that provide intimate insights into the everyday lives of medieval people: letters and autobiographies. Such sources will be contrasted with those that offer a more 'top-down' vision of how medieval society should function, such as rulebooks and conduct manuals. Finally, we will explore how people in the medieval period managed their material and spiritual interests through transactions recorded in documents such as charters and wills. A key aim of the module is to develop your research and writing skills by providing you with an opportunity to produce an extended piece of research. This, coupled with the intensive work with primary sources, will equip you to tackle a final year independent study in a wide range of medieval topics.
This module will give students a unique opportunity to develop their practical skills for studying objects while developing their understanding of the relationship between history and material culture. Students can explore how object-based study can enhance their practice as conservators and historians and how material culture studies can lead to insights that cannot be reached through other approaches.
This module explores the history of media controversy and ‘moral panic’ during the twentieth century. It is designed to introduce students to media texts (especially films and television programmes) that have sparked debate and extreme differences of opinion among audiences in Britain and America. Students will be expected to engage with a range of films, television programmes and primary source material.
This module will examine art in Britain from 1933 onwards in relation to migration. Beginning with the mass exile of artists, photographers, and designers from Nazi-occupied Europe in 1933, it will investigate how art and visual culture in Britain spanning the past ninety years has been shaped by migrants and refugees, and their descendants. We will look at the generation of artists who came to Britain from Africa, Asia, and the Caribbean in the 1950s and 1960s; the British Black arts movement of the 1980s; identity politics and art institutions in the 1990s; second-generation Jewish artists and Holocaust memory, as well as new generations of younger artists exploring heritage today. The module will examine how artists have dealt with experiences of migration and the associated experiences of displacement, dislocation, loss, and ‘otherness’, and in relation to constructions of class, gender and race. As well as focusing on the reception and changing status of émigrés in Britain, it will consider iconographies of exile, and how notions of memory and heritage have been explored and represented. The module will involve close engagement with a range of primary sources (oral histories, letters, exhibition catalogues and reviews) and theoretical writings (e.g. Edward Said, Marianne Hirsch, Stuart Hall).
People have migrated as long as the human race has existed and this module places this fundamental aspect of human experience at its heart. Issues surrounding migration and the movement of peoples are central to contemporary politics and society, as the management of people seeking refuge and better prospects preoccupies governments around the world. This situation makes ever more urgent our need to understand the history of migration and how it has shaped cultures across time and space. People on the move focuses upon the movement of people at particular points in modern history, considering the forces that propel people to risk their own lives and possibly those of their families, uproot from home and enter the potentially perilous and peripatetic life of a migrant. We will discuss the prospects and challenges of migration, and subsequently how diasporic cultures develop and the benefits and tensions surrounding integration. We will consider what happens when communities come into contact due to migration and the subsequent influences upon culture, religion, politics and identity. Through a series of in-depth case studies from the modern period, from the forced movement of the colonial era to twentieth century migration across the Atlantic, we will encounter a variety of geographical regions and processes of migration. A variety of historical sources will be interrogated to access the stories of migrants and about migrants, including texts (such legal and government documents, letters, memoirs and oral histories), images, objects and architecture. Addressing themes such as empire, economics, identity and religion in different contexts allows us to make meaningful comparisons between migrations across time and space.
This module explores a range of philosophical questions relating to the nature of science. How are scientific theories developed? Are scientific theories discovered through a ‘flash of genius’ or is something more methodical involved? How much of scientific discovery is down to careful observation? Do scientific theories tell us how the world really is? Do the entities scientific theories postulate – atoms, electromagnetic waves, and so on – really exist? Or are scientific theories merely useful models of reality? Is science independent of its social context? To what extent is scientific inquiry affected by gender, race or politics? Is there such a thing as truth that is not relative to a particular culture, social class or historical era? Drawing on accessible examples from a variety of scientific fields and by answering these and related questions, we shall try to reach an understanding of how science works.
East Africa became a significant theatre of empire from the mid-nineteenth century, when David Livingstone championed European intervention to bring ‘Christianity, commerce and civilisation’ to the region. This module will explore the expansion of the British Empire into East Africa from the late nineteenth-century era of ‘high imperialism’ until decolonisation in the 1960s. This region provides rich opportunities to deepen an understanding of imperialism and offers key themes in the history of empire, including exploration, slavery, race, identity, gender, imperial networks, cultural representation and indigenous agency.
This module provides an opportunity for Conservation students to spend a term studying at one of the University’s partner institutions. This opportunity has both academic and personal development dimensions. Study at another institution offers enhanced sporting, cultural and other activities to enhance students' overall profile, alongside the basic experience of adapting to and working effectively within a different academic culture. Please note that a limited number of places will be available each year.
Teaching History deepens students' understanding of the practice of teaching history in the classroom. The module encourages students, especially but not exclusively those who may be considering a career in education (or related industries), to think more deeply about pedagogic theory and teaching practice. Students will be given the opportunity to gain some practical experience in instructing their peers and online audiences. There will be a strong focus on reflecting on prior learning experiences and the module will begin by providing students with an overview of the history of history teaching. History teaching will be examined at primary and secondary level, and in other educational contexts.
This module examines Arthurian narratives, myths, and traditions within a variety of contexts and media, and traces a variety of themes associated with Arthur and his court, including history and national identity; violence; kingship and rule; loyalty and betrayal; and love, sex, and gender roles.
Students will be expected to assess the importance of a myth that spans more than a millennium and address how medieval texts made meaning within their specific socio-cultural situations, as well as how later periods make meaning through their deployment of the medieval in new contexts.
This module surveys the history of the Roman Empire not as a succession of emperors and achievements, victories and defeats, but as a complex of experiments in government and of attitudes to governance. Beginning with the transition from representative republican rule to the domination of an imperial dynasty and its network of élite dependants in the early first century, and concluding with the incipient takeover of this system by a newly Christianised ruling class in the early fourth century, students can explore the role of the emperor in the Roman world and the patterns of communication between him and his subjects.
This module aims to develop students' understanding of the political, social and cultural history of Late Antiquity (150-750), with a particular focus on two world-changing religious developments: the rise of Christianity and Islam. Although the geographical focus of our studies will be on eastern Mediterranean lands of an empire ruled from Constantinople, known to later scholars as the Byzantine Empire, the geographical range of the module will be wide and include western Europe, including the western Mediterranean, Persia, Arabia, and ‘barbarian’ territories beyond the Roman frontiers on the Rhine and Danube.
This module introduces students to the lives and experiences of women in the ancient world. By engaging with a wide range of material, visual and written evidence, students can investigate both the real historical circumstances of women’s lives and the ways in which they were constructed, represented and perceived.
The focus of this module is on the Roman world, and the material considered ranges in date from the Republican period to the end of the second Century AD. Material from Greece, especially where it affects Roman art, literature and ideas, will also be considered.
This module allows students the opportunity to specialise in a specific material discipline, or alternatively to continue to pursue broader options. Students are encouraged to consider their choice of specialism for this module in line with their choice of dissertation and placement.
This is a practical module covering the conservation treatment of one or more complex historic objects. Exact content will depend on object type chosen. This module allows students to choose to specialise in a specific material discipline, or alternatively to continue to pursue broader options.
The module is designed to extend students' knowledge and awareness of preventive conservation skills. Students can carry out live projects in environmental monitoring, surveying collections and pest management in order to further their experience in these areas, in addition to examining how external factors such as buildings and pollutants can impact on collections care.
This module covers the production of an exhibition of conservation work completed by students. Initial sessions discuss the theory of exhibition design and managing projects, before moving on to the detail of the exhibition itself. Students will be expected to manage all aspects of the exhibition, including curation, marketing and fundraising if applicable.
The module allows students to undertake a major research project in an area of their own choice (approx. 10,000 words).
The student is allocated a dissertation tutor following their decision on the topic to be researched. The initial stage of planning involves the student confirming a working title and agreeing the structure to their work. Regular tutorials with the dissertation tutor will aid the students’ progress and time management.
The research should address clear aims or hypotheses and may involve literature review and / or primary research through fieldwork or experimentation.
The choice of dissertation topic may be related to the students’ choice of placement and practical specialism.
† Some courses may offer optional modules. The availability of optional modules may vary from year to year and will be subject to minimum student numbers being achieved. This means that the availability of specific optional modules cannot be guaranteed. Optional module selection may also be affected by staff availability.
We want you to have all the information you need to make an informed decision on where and what you want to study. In addition to the information provided on this course page, our What You Need to Know page offers explanations on key topics including programme validation/revalidation, additional costs, and contact hours.
We want you to have all the information you need to make an informed decision on where and what you want to study. In addition to the information provided on this course page, our What You Need to Know page offers explanations on key topics including programme validation/revalidation, additional costs, and contact hours.
This course is assessed by coursework in all three years. The way students are assessed on this course may vary for each module. Examples of assessment methods that may be used include practical work, presentations, blogs written assignments, reports, or dissertations. The University of Lincoln's policy is to ensure that staff return assessments to students promptly.
We follow a principle of authentic assessments, so that the types of assessments we use will, where possible, help people prepare for a career in heritage. Examples include communicating conservation to the public through a video or poster, and producing conservation reports about the objects treated within the practical modules.
This course is assessed by coursework in all three years. The way students are assessed on this course may vary for each module. Examples of assessment methods that may be used include practical work, presentations, blogs, written assignments, reports, or dissertations. The University of Lincoln's policy is to ensure that staff return assessments to students promptly.
We follow a principle of authentic assessments, so that the types of assessments we use will, where possible, help people prepare for a career in heritage. Examples include communicating conservation to the public through a video, blog, or poster, and producing conservation reports about the objects treated within the practical modules.
In the third year, students can work with a local museum to deliver training to their volunteers, gaining real experience of working with other heritage organisations.
Tour the magnificent city of Lincoln with two of our students as they talk you through some of the historic highlights Lincoln has to offer.
The University is home to Lincoln Conservation, a company that combines research, teaching, and commercial expertise. It specialises in architectural paint research and the digital and physical conservation of historic objects, decorative schemes, and buildings. The expertise of our consultants has helped to inform the restoration of the Midland Grand Hotel (now known as the St Pancras Renaissance Hotel), HMS Victory, and Southwell Minster.
Gain hands-on experience in our high-specification laboratories working on a range of historic materials provided by museums, historic houses, and private collections.
The second year features an optional 12 week placement, which can be taken full time, or part time alongside optional modules. Students have the opportunity to source their own work placement in a museum, historic house, or a private conservation studio either in the UK or overseas. Tutors can provide support in obtaining placements when required. Recent placement destinations have included the Tate Modern in London, Manx Museum, Isle of Man, and The Leather Conservation Centre in Northampton.
Our teaching team cover a range of different conservation specialisms, meaning that students have the opportunity to explore conservation of a broad range of different material types. While some students do choose to specialise during their third year or after progression to Master's level, others prefer to work with variety of materials throughout. Our classes of around 20 students per year means that we are able to understand students’ individual interests. We aim to help and encourage each student to develop their preferences and explore their strengths in an individualised way both within modules (where appropriate) and through additional activities.
Lincoln is bursting with history, making the city a wonderful place to study conservation. The city is full of old buildings, such as the cathedral, which would inspire any trainee conservator. Every staff member on the Conservation team has a vast array of skills, knowledge, and experience.
Graduates of this course can progress into a range of careers in the conservation and heritage industries. Links with employers around the world have opened up opportunities for our graduates in prominent institutions, such as Historic Royal Palaces, the V&A Museum, and the Metropolitan Museum of Art in New York. Graduates can choose to go on to undertake further study at Master’s or doctoral level.
104 UCAS Tariff points from a minimum of 2 A Levels or equivalent qualifications.
BTEC Extended Diploma: Distinction, Merit, Merit.
T Level: Merit
Access to Higher Education Diploma: 45 Level 3 credits with a minimum of 104 UCAS Tariff points.
International Baccalaureate: 28 points overall.
GCSE's: Minimum of three at grade 4 or above, which must include English. Equivalent Level 2 qualifications may be considered.
The University accepts a wide range of qualifications as the basis for entry and do accept a combination of qualifications which may include A Levels, BTECs, EPQ etc.
We may also consider applicants with extensive and relevant work experience and will give special individual consideration to those who do not meet the standard entry qualifications.
Non UK Qualifications:
If you have studied outside of the UK, and are unsure whether your qualification meets the above requirements, please visit our country pages https://www.lincoln.ac.uk/studywithus/internationalstudents/entryrequirementsandyourcountry/ for information on equivalent qualifications.
EU and Overseas students will be required to demonstrate English language proficiency equivalent to IELTS 6.0 overall, with a minimum of 5.5 in each element. For information regarding other English language qualifications we accept, please visit the English Requirements page https://www.lincoln.ac.uk/studywithus/internationalstudents/englishlanguagerequirementsandsupport/englishlanguagerequirements/
If you do not meet the above IELTS requirements, you may be able to take part in one of our Pre-sessional English and Academic Study Skills courses.
If you would like further information about entry requirements, or would like to discuss whether the qualifications you are currently studying are acceptable, please contact the Admissions team on 01522 886097, or email admissions@lincoln.ac.uk
96 to 112 UCAS Tariff points.
This must be achieved from a minimum of 2 A Levels or equivalent Level 3 qualifications. For example:
A Level: CCC to BBC
BTEC Extended Diploma: Distinction Merit Merit
T Level: Merit Overall
Access to Higher Education Diploma: 96 to 112 UCAS points to be achieved from 45 Level 3 credits.
International Baccalaureate: 28 points overall.
GCSE's: Minimum of three at grade 4 or above, which must include English . Equivalent Level 2 qualifications may be considered.
The University accepts a wide range of qualifications as the basis for entry and do accept a combination of qualifications which may include A Levels, BTECs, Extended Project Qualification (EPQ).
We may also consider applicants with extensive and relevant work experience and will give special individual consideration to those who do not meet the standard entry qualifications.
Non UK Qualifications:
If you have studied outside of the UK, and are unsure whether your qualification meets the above requirements, please visit our country pages
https://www.lincoln.ac.uk/studywithus/internationalstudents/entryrequirementsandyourcountry/ for information on equivalent qualifications.
EU and Overseas students will be required to demonstrate English language proficiency equivalent to IELTS 6.0 overall, with a minimum of 5.5 in each element. For information regarding other English language qualifications we accept, please visit the English Requirements page
If you do not meet the above IELTS requirements, you may be able to take part in one of our Pre-sessional English and Academic Study Skills courses.
If you would like further information about entry requirements, or would like to discuss whether the qualifications you are currently studying are acceptable, please contact the Admissions team on 01522 886097, or email admissions@lincoln.ac.uk
Successful applicants will be invited for interview, where they have the opportunity to go through their portfolio with a member of the academic team.
Those applicants coming from art, design, craft, or technology backgrounds should bring a portfolio of selected previous work. In making the choice of what to include, please bear in mind the skills that we are looking for include precision, dexterity, and attention to detail.
Students who do not have artistic evidence to present in a portfolio are very welcome to apply. Students are selected for interview on the strength of their application, but may also have a hobby, such as needlework, DIY or model-making, that demonstrates potential practical skills. Students can bring evidence of these instead if appropriate. Other suitable skills evidence can include communication skills, IT and computing skills, and presentation skills.
Going to university is a life-changing step and it's important to understand the costs involved and the funding options available before you start. A full breakdown of the fees associated with this programme can be found on our course fees pages.
For eligible undergraduate students going to university for the first time, scholarships and bursaries are available to help cover costs. To help support students from outside of the UK, we are also delighted to offer a number of international scholarships which range from £1,000 up to the value of 50 per cent of tuition fees. For full details and information about eligibility, visit our scholarships and bursaries pages.
There may be optional study trips, which would need to be funded by the student.
Students are required to cover the costs of their accommodation, travel, and general living expenses when on placement or study abroad. Opportunities for travel grants are available, more information can be provided by the programme leader. Please contact the University to find out more.
Going to university is a life-changing step and it's important to understand the costs involved and the funding options available before you start. A full breakdown of the fees associated with this programme can be found on our course fees pages.
For eligible undergraduate students going to university for the first time, scholarships and bursaries are available to help cover costs. To help support students from outside of the UK, we are also delighted to offer a number of international scholarships which range from £1,000 up to the value of 50 per cent of tuition fees. For full details and information about eligibility, visit our scholarships and bursaries pages.
There may be optional study trips, which would need to be funded by the student.
Students are required to cover the costs of their accommodation, travel, and general living expenses when on placement or study abroad. Opportunities for travel grants are available, more information can be provided by the programme leader. Please contact the University to find out more.
The best way to find out what it is really like to live and learn at Lincoln is to visit us in person. We offer a range of opportunities across the year to help you to get a real feel for what it might be like to study here.
