BA History & Psychology

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Key facts

  • UCAS Code: VC18
  • Flexible degree structure: focus your studies in areas that interest you

  • Study abroad: exchange partnerships with overseas universities

  • Second-year entry: may be available to suitably-qualified students

Study with us

Our BA (Hons) Humanities & Social Sciences degree, explained.

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Why this course?

Studying history – the story of humanity through the ages – develops your knowledge of the past and gives you a better understanding of the present.

Our classes cover some of the most important and interesting historical periods at home and abroad, including Scotland’s ‘Highland Problem’ in the 16th century, Slavery in World History and Cold War Europe, 1945-1991.

Our main focus in psychology is the study of human behaviour. Studying with us, you'll look at conditions of behaviour – how we learn, remember, coordinate our actions and interact with others – and the reasons for differences between individuals, such as personality or intelligence.

Due to the popularity of the psychology course and performance criteria for entry into Honours (Year 4) the numbers admitted to Years 2 and 3 are limited.

Throughout your studies, you'll receive excellent training in areas such as problem-solving, communication, research methods and interpretation.

Our BA degrees in Humanities & Social Sciences are initially broad-based. In Year 1, you'll study three subjects, including your chosen subject(s).

THE Awards 2019: UK University of the Year Winner

What you'll study

History

Year 1

You’ll look at the origins and shaping of our modern world by introducing themes including industrialisation, empire, political reform, war and social change.

Year 2

You’ll choose from a range of national history classes, most of which cover a period of a century or more.

Year 3

If you intend to study at Honours level you must take the class in Historiography and Research Methods. You also choose further classes from a list that includes: Theory & Practice of Oral History, Slavery in World History and Scotland & the Americas in the 17th century and many more.

Year 4

In your final year, you’ll write an Honours dissertation on a topic of your choice and choose from a range of classes. Student numbers for optional classes may be limited in Years 3 and 4.

Dissertation

All single Honours History students and many joint Honours students complete a 10,000-word dissertation, in which they demonstrate their research skills on a topic of their own choosing. The dissertation draws on scholarly literature and as much primary source material (documents, for example) as students can acquire. Honours students often say that this is the most satisfying part of their History degree.

Facilities

Our location in the Lord Hope building provides a social hub and access to student services such as the library, cafés, meeting areas and exhibition spaces.

The Andersonian Library, directly opposite in the Curran Building, has around a million print volumes as well as access to one million electronic books and over 105,000 e-journals. The library covers all subjects taught at Strathclyde and offers over 550 networked computers with access to the internet, email, a wide range of software and databases and extensive Wi-Fi zones for laptops/tablets.

Psychology

Year 1

The first year covers the basic principles of learning:

  • biological bases of behaviour
  • thinking
  • memory
  • personality
  • social influences on behaviour
  • changes in behaviour through the lifespan
  • research methods

Years 2 & 3

Due to the popularity of the course, performance-related criteria may be in place to manage entry into Honours (Year 4); this means that the numbers admitted to Years 2 and 3 of the course are limited. The range of classes provides a greater understanding of human development and interaction, cognitive processes, individual differences and biological influences on behaviour.

Year 4

We offer a variety of classes that allow you to study an area of psychology in greater depth. You'll study conceptual and historical issues in psychology and write a dissertation based on your research project.

International placement

There's an opportunity for you to take an optional international research placement through Erasmus.

The School of Psychological Sciences and Health has Erasmus exchange agreements with several European universities. We currently have active exchanges with:

  • Humboldt University zu Berlin, Germany
  • Universidad de A Coruna, Spain
  • University of Twente, Netherlands
  • University Tubingen, Germany
  • Radbout University, Nijmegen, Netherlands

For general queries about exchanges to and from the School of Psychological Sciences and Health, please email Dr Kellyanne Findlay (kellyanne.findlay@strath.ac.uk).

Major projects

You can undertake an optional summer research project working with a member of staff. In addition, there are opportunities to apply for funding to complete summer internships between year 3 and 4.

Single & joint Honours information

English, English and Creative Writing, History, Politics and International Relations and Psychology may be studied to Single or Joint Honours level.

Education, French, Spanish, Law, Journalism, Media and Communication and Social Policy are available only as Joint Honours Programmes. Economics, Human Resource Management, Marketing, Mathematics and Tourism can also be studied alongside a Humanities and Social Sciences subject.

The available subject combinations may change each year. Once accepted on the programme you'll be allocated an advisor of studies who will be able to let you know which subjects can be combined, in first year, and beyond.

How to become a psychologist

Find out all you need to know including what a psychologist does, the different types of psychologist and the steps you need to take to become one.

How to become a psychologist

Studying psychology at Strathclyde

Find out from our lecturers and students about what it's like to study psychology at Strathclyde.

Psychology's anything about people and how they behave, how they think, how they act in society, how they behave in different settings.

Dr Sally Wiggins, Senior Lecturer

Facilities

Our location in the Lord Hope building provides a social hub and access to student services such as the library, cafés, meeting areas and exhibition spaces.

Our high-quality facilities include six purpose-built experimental research laboratories:

  • driving simulator lab
  • memory lab
  • perception and action lab
  • psychophysiology lab
  • psycholinguistics lab
  • oculomotor lab

Student competitions

The British Psychological Society Undergraduate Award is awarded annually for outstanding academic performance in the final year. 

Postgraduate study 

Psychology graduates can progress into postgraduate training to become professional psychologists. We currently run a number of post-graduate courses which provide additional research training:

Go back

Course content

History

History 1A

This class focuses on the history of the British Isles from 1700 to 1914. It was a period of phenomenal change in terms of who ruled the country, the main economic activities, emerging cultural expression and attitudes and the growth of British power overseas on an unprecedented scale.

In the class we'll use the British Isles as a historical 'laboratory' to discuss key themes that have shaped the modern world.

We'll look at:

  • the formation of the British state
  • the ideas that were shaped by the Enlightenment, in which Scottish writers played an important part
  • why Britain industrialised and Ireland did not
  • the often dire social consequences of industrialisation
  • how and why Britain created the Empire
  • the growth of British overseas trade will be looked at
  • the impact of Britain on Asian, African and American societies
  • the ideological effects of the American War of Independence, the French Revolution and the 1798 rebellion in Ireland
  • the meaning of Victorian values in Scotland and the development of modern political parties and the growth of democracy
  • the roles of gender and class in shaping modern British and Irish society
This class will enable students to understand the origins of both modern British society and the beginnings of an increasingly integrated global community. In the tutorials, each meeting will involve the examination of a key document or two, as well as a discussion of that week's topic.

History 1B

This class follows on from History 1A and takes the story up to the end of the 20th century. We'll look at:

  • the effects of World War I on Scottish society and why Ireland broke away from the United Kingdom
  • the growth of the Labour Party and the rise of socialism will be traced
  • the effects of the Great Depression of the 1930s on British society
  • the reasons why the British government formulated a policy of appeasement, to show how foreign policy and domestic policy were inextricably linked
  • the impact of World War II on British society
  • the demands that led to the creation of the Welfare State will be explored
  • the new international realities facing Britain in 1945
  • the beginnings of the Cold War, to show how effectively Britain adapted to the loss of Great Power status
  • post-war society and the cultural revolution of the "Swinging Sixties". We'll ask whether a generation gap emerged
  • the long slow march of women's rights
  • the impact of immigration, to show the ways in which British society was changing fundamentally
  • the collapse of the traditional industrial economy in the 1980s and changes in Scottish family life, to show how social norms were being overturned
  • the advent and effects of devolution in Scotland, Wales and Northern Ireland

Just as in the first semester History class, we will use carefully selected documents in tutorials to help us analyse each topic.

Psychology

Psychology 1a

You'll take this class in semester 1 and are not expected to have any prior knowledge of psychology. It explores learning theory, developmental psychology, personality, biological psychology, and the scientific basis for psychology.

Psychology 1b

This class is taught in semester 2 and covers sensation and perception, cognitive psychology, social psychology, abnormal psychology, and research methods.

History

Choose three from this list

Scotland: Renaissance and Reformation

This course will focus on the period from the final establishment of the territorial boundaries of the Scottish kingdom in James III’s reign through to the Union of Crowns in 1603. In covering the era of the Renaissance and Reformation in Scotland, as well as the regnal union of 1603, it will focus on the reigns of successive Stewart monarchs and their subsequent accession to the English and Irish thrones, thereby creating a British imperial monarchy.

Scotland’s contact with Europe and its strained relations with England form core themes but political history will be studied in the light of the social, religious, economic and cultural developments that lend early-modern Scotland its distinct identity, thereby examining issues such as trade and economic development, the impact of the Renaissance in Scotland, literacy and the spread of reforming ideas, the arts, education and issues of identity.

Disease & Society

This class provides a broad introduction to the historical relationship between diseases and human societies in the early modern and modern periods.

It examines the core thesis that diseases and other health conditions have had dramatic impacts on history, shaping economic relations, political and social structures and cultural and religious beliefs.  However, it also explores the reverse of this, the thesis that human activities, ideas and behaviours have radically altered the diseases and conditions that afflict our societies over the last five hundred years.

The course is grouped around three themes:

  • infectious disease
  • chronic disease
  • society's responses to disease

Lectures in the first two sections focus on exploring the origins of key diseases/debilities, the ways in which social structures/behaviours have caused or abetted these conditions, and their impacts on society, economics, politics and culture.

In the final section, lectures focus more on the ways in which societies have sought to conceptualise, control and cure diseases. The key questions that students should be able to answer by the end is how have diseases and debilities shaped human societies, and how have human societies shaped diseases and debilities?

History of Scotland 1700-1832

This course will explore Scotland’s political, economic, religious, intellectual and social development in the aftermath of the Union of 1707 through to 1832.  The benefits, disadvantages and tensions that arose from the process of becoming part of the British state will be explored through such issues as:

  • causes and impact of union
  • the significance of Jacobitism
  • the nature and consequence of agricultural and industrial change
  • Empire
  • the role of the Scottish Enlightenment.

Modern Europe

This class examines some of the principal developments in international history of twentieth century Europe. It pays particular attention to:

  • the causes of the First World War
  • the impact of the war upon the international system
  • the rise of new powers within the international community after 1919
  • the causes of the Second World War
  • the Cold War and the forces driving European integration since 1945
  • the role of the USA and USSR in recent European history
In terms of geographical coverage the class will seek to balance consideration of Europe-wide developments with finer-focus treatment of French, Italian and German history. The class will introduce students to some of the main debates in the academic literature and encourage them to look at a range of relevant primary sources.

Psychology

Cognition & Neuropsychology

This class reveals how our understanding of higher mental functions has been enhanced through:

  • theoretical and experimental studies of normal human cognition
  • neuropsychological studies of how cognitive functions may be damaged as a result of brain lesions
Topics covered include disorders of the perceptual system, memory and attention, and the role of the frontal lobes in planning, motivation, emotion, and personality.

Social & Health Psychology

This class introduces social psychological theories and research that provide insights into why people believe what they believe, and why they behave the way they do.

Topics covered include attribution theory, aggression, prosocial behaviour, group influence, norms, conformity, obedience, and attitudes.

It ends with an introduction to health psychology, demonstrating how social psychological principles covered earlier in the class are applied to pressing, real-world health issues such as dietary behaviour, smoking/alcohol-use, and suicide.

Introduction to Research Design & Analysis

You'll be introduced to the main features of measurement, research design, and statistical analysis in psychology.

Following a general introduction, the course presents fundamental concepts, issues, and debates in the field of research methods.

You'll also become familiarised with the conceptual basis for inferential statistical testing, and introduced to different inferential statistics. Finally, a brief introduction to qualitative research methods takes place.

History

Oral History: Theory and Practice

Please note that this is compulsory for students who wish to use oral history in their dissertation.

Oral history is a way of engaging with the past via the experiences and memories of those who were there. ‘Oral history’ is a multifaceted term that refers to the sources (interviews), the methodology (interviewing), theory (analysis), and products (of which there are many).

This new class aims to alert students to the possibilities of using oral history as a way of understanding the past. It will examine key concepts and methodologies in oral history and explore how oral history has helped to shape historical understanding.

This class also has an important practice-based focus – students taking the class will gain an opportunity to develop practical skills in oral history interviewing and analysis as well as to reflect critically on theory in relation to practice. They will also get an opportunity to explore the application and use of history in the public arena through engaging with work on oral history and public history.

Because of the practical nature of this class and the limited supply of equipment, numbers are capped at 25.

Cold War Europe

Disability in Modern Britain

The aim of this class is to gain an understanding of the key role that disability plays in the study of the historical past.

The class will explore the ways in which disability has been defined, treated and experienced. It will place developments in disability policy within wider social, cultural and political contexts. Students will engage with, and think critically about, primary sources ranging from official papers, newspaper articles, and oral testimonies, in addition to relevant secondary source material.

The use of oral testimonies in particular will help you to consider the lived experiences of disabled people and the ways in which society sought to define and treat disability. 

Medicine & Warfare

This class explores the role that health and medicine has played in the major wars of the twentieth century. In particular, it considers the vital contribution that medicine has made to manpower economy, discipline and morale.

Focusing predominantly on Britain, the USA and Europe, the class analyses the ways that different countries have responded to the medical issues posed by modern warfare in both military and civilian contexts. As such, it considers issues such as wartime disability, welfare provision, occupational health and psychiatry, and explores the role that military doctors, women and humanitarian organisations have played in shaping medical responses to war.

The key objective of this class is to place military-medical developments within their wider social, cultural and political contexts and to examine the impact of military health and medicine on the lived experience of war.

France at War

The class begins with the traumatic episodes of the Franco-Prussian War and the Communes of 1871. By analysing the often problematic political and cultural consolidation of the Third Republic, this class will explore the ‘culture wars’ and the internal divisions that culminated in the Dreyfus Affair. After the humiliation of losing its status as Europe’s dominant power, France sought greatness in colonial expansion in Africa and Indochina, while seeking to consolidate national identity by transforming ‘peasants into Frenchmen’.

You'll explore the experiences of the First World War, assessing the strength of French unity in the face of the German enemy. The interwar clashes between fascism and the Popular Front will then be examined and how the First World War impacted upon French foreign policy and attitudes towards future war.

You'll spend three weeks exploring the enduring controversies of the Second World War, focusing upon the collapse, resistance, collaboration, and French involvement in the persecution of the Jews, as France faced its ‘hereditary enemy’ once again.

The class concludes with an analysis of the French withdrawal from Indochina and Algeria and an assessment of France’s position in the post-war global order.

A variety of sources will be explored throughout the class, including paintings, monuments, films, literary sources, newspaper reports, memoirs and archival documents. 

Propaganda & War in the Twentieth Century

This class examines means by which states conduct informal activities to promote their domestic and foreign objectives during wartime. In particular, it analyses the role of propaganda throughout the twentieth century, focusing on the use of modern mass communication and technology by states involved in conflicts.

The class is structured around a number of historical themes, which help shed light on the emergence of propaganda as an important means of modern warfare. Key themes analysed throughout the course include:

  • the First World War as the first ‘total war’
  • the growth of international radio broadcasting
  • the creation of centralised propaganda machines in Nazi Germany and the Soviet Union
  • home-front propaganda during the Second World War
  • propaganda, disinformation and the Cold War
  • the United States and the experience of Vietnam
  • information, media coverage and the Gulf War
  • 9/11 and the war on terrorism
During seminars, students will be exposed to relevant primary source material. Particular attention will be given to understanding the theory and practice of propaganda and analysing how technological developments have contributed to shaping modern information and mass persuasion.

Historiography

This class is compulsory for students who want to study history at Honours level.

This class will introduce students to the methods used by historians to reconstruct the past, exploring and analysing the techniques used by historians in doing primary research. The class is designed to demonstrate how students can use these techniques in their own work, particularly their 4th year/Honours dissertation.

Among the topics that will be covered are:

  • constructing bibliographies
  • using evidence
  • using academic conventions
  • constructing research plans
  • writing historical prose
The class will also introduce students to the subject of historiography – the history of history – and the ways in which our understanding and construction of history has evolved. The class is designed to promote independent learning and encourage students to reflect more deeply on the subject matter.

Madness and Society

Genocide in the 20th Century

The objectives of this class include introducing students to recent examples of genocide and related mass atrocities, and writing and thinking about these cases in a critical and engaged manner through analysis of primary and secondary materials.

Students will be introduced to historical, sociological, anthropological, and legal perspectives related to the occurrence of genocide and related atrocity crimes. Using case studies from the 20th century, we'll discuss:

  • contemporary issues related to the labelling of cases
  • the evolution of international legal, diplomatic, economic and military measures to prevent, interdict and punish atrocity crimes
  • the phenomenon of genocide denial
  • the politics of commemoration
  • the lingering legacies of violence on individuals and communities in the post-genocide period

Case studies will include clear-cut (recognized in international humanitarian law) examples of genocide, including:

  • the Armenian genocide
  • the Holocaust in Nazi-occupied Europe
  • the 1994 Rwandan genocide

Less clear-cut examples will also be looked at, such as:

  • Canada’s Residential School System
  • Stalinist crimes in Soviet Russia
  • Khmer Rouge atrocities in Cambodia
  • the scorched earth policies in Guatemala
  • ethnic cleansing surrounding the Bosnian War.

Society and Politics in Colonial India: 1880s-1947

This class will cover the political developments and social groups from the late-nineteenth century till the decolonisation of South Asia in 1947.

This is a key period in the social and political history of modern South Asia as it witnessed the growth of a mass-based anti-colonial struggle.  Simultaneously, the involvement of different social groups in this process led to the emergence of community and caste based identity politics.  Under pressure from demands for independence, the colonial state initiated a process of phased devolution of power, and decolonisation after the Second World War.  The class will compare these developments to raise questions about the 'modernity' of colonial society and polity.  The class will analyse how different social groups - such as the peasantry, the working class and tribal groups - participated in and shaped political movements in South Asia.

Students will also be encouraged to use the regional perspective of South Asian history to understand the different expressions of class, gender and ethnicity in non-Western societies.

Scotland’s Highland Problem

Historiography had tended to isolate Highland history from Scottish political development during the late medieval and early modern periods.  This class will re-address this trend, emphasising the Highlands as an integral part of Scottish society, at the same time exploring the division within Scotland between the ‘barbaric’ Highlands and the ‘civil’ Lowlands.

Students will study the nature and structure of clan society and place Highland events within the wider context of national and British politics during the sixteenth century.  While relations between the Scottish crown and its Highland subjects is the key theme of this class, students will analyse the extent to which such relations changed through time, and why.

The class will also highlight divergent policies within clan society itself, a factor which warns against treating the Highlands as a homogenous whole, instead taking into consideration regional, local and personal biases.  

Scottish Society since 1914

The class provides a broad survey of Scottish social history since 1914. The aim of this class is to explore the nature and development of Scottish society in the twentieth century by assessing the impact of industrialisation and the problems associated with de-industrialisation, as well as the development of an urban society.

By the end, the successful student should have expanded their knowledge of contemporary Scottish history and have a good idea of the diversity of issues, techniques and arguments which historians have deployed in the study of twentieth-century Scotland. Among the themes to be covered are:

  • the extent to which Scotland had a recognisable culture and identity
  • the myths and realities of 'Red Clydeside'
  • the notion that Scotland was a more intensely patriarchal society than the rest of Britain
  • the idea that Scotland was an anti-immigrant, racist and religiously intolerant society

Psychology

Research Methods in Psychology

This class builds on year 2 and equips you with a broader, more advanced set of methodological and analytic skills. These skills are essential for carrying out the year 4 dissertation and for being able to read and understand articles published in academic journals.

Individual Differences

You're encouraged to think scientifically about conceptual and practical issues related to the study of individual differences, with specific reference to intelligence and personality. You'll gain the chance to put this knowledge into practice by designing your own measurement instrument.

Cognition

You'll be introduced to some of the core topics in cognitive psychology

  • Perception and action, particularly how we perceive time and recognise faces
  • Memory and learning, including models of episodic and working memory
  • Language, including word production, sentence comprehension, and discourse processing
  • Thinking, specifically problem solving, deductive reasoning and judgement and decision making.

Development

This class reviews the ways that children develop from infancy right through to the end of adolescence. Key theories are presented and used to explore the extent to which children’s development is continuous or stage-like and whether specific skills develop more quickly than others. Issues relating to infancy, ‘theory of mind’ (understanding others’ thoughts and beliefs), executive function (planning and monitoring abilities), language, and communication form the core themes in the class.

Psychobiology

The purpose of this class is to provide the opportunity for you to learn the basic principles of brain function, and to encourage you to address the implications of this understanding for their own view of how behaviour is generated. It includes coverage of electrophysiology and psychopharmacology, neuroanatomy, research methods in neuroscience. There are focused sections relating to the visual system and the motor system.

Social Psychology

This class allows you to consider current ideas and positions within social psychology. Four themes drive the class

  • Attitudes and attitude change, covering the Theory of Planned Behaviour and the Health Belief Model
  • Identity, with a focus on social, personal and group identities
  • Prejudice, connecting both attitudes and identities, and covering a broad range of areas such as social representations, stereotyping, prejudice and conflict
  • Epistemology, where consideration is given to the theory of knowledge, how social psychological knowledge is produced, and to what effect

History

Compulsory classes

Special subject classes (taught over both Semesters 1 & 2)

The Scramble for the Middle East: Arab Nationalism, Zionism and European Colonial Powers, 1914-1939

The interwar years are central to any analysis of the decline of European colonial rule in the Middle East and the formation of nation states. It was in the 1920s and 1930s that British and French mandatory authorities faced the emergence of nationalist movements throughout the Arab world as well as the increasing competition and penetration of hostile forces.

Students will examine historical themes and events that are significant to the development of political and cultural identities in the Middle East. Through the analysis of primary sources, students will focus on:

  • the debate surrounding British and French colonial practices
  • the emergence of the Zionist movement and the creation of a Jewish home in Palestine
  • the radicalisation of Arab nationalism and its impact upon the relations between local political elites and European colonial powers
  • the increasing tension between Jewish and Arab communities in Palestine
  • the creation of the mandates in Palestine, Transjordan, Syria and Lebanon and the process that led to the independence of Egypt and Iraq
  • the challenge brought by German and Italian subversive activities to British and French strategic interests in the region

Twentieth-Century Czechoslovakia

The class will explore major themes in twentieth-century European history:

  • the post-World War I settlement
  • the rise of fascism
  • the origins and course of the Second World War, Soviet expansion, the Cold War, the social and political revolutions of the 1960s and the waning of the Soviet Union in the 1980s and 1990s -- from the perspective of a central European country which was created in 1918, dissolved in 1993, and whose opinions were seldom taken into account by the Great Powers.

Students will obtain a solid grounding in the history of Czechoslovakia from its creation to its dissolution. The class should also offer a useful introduction to themes in twentieth-century European history more generally.

Independent reading will concentrate heavily on source material, enabling students to taste the excitement as well as the frustrations of historical research. By being encouraged to view European affairs from a Czech perspective while at the same time having special responsibility for one other European country, students will be led to consider the problems of historical bias and subjectivity, and should develop historical empathy as well as considerable sensitivity to the complexity of international affairs.

Rwanda: Peace, Conflict & the Politics

The purpose of this special subject is to introduce students to the study of peace and conflict, broadly defined, and to encourage them to write and think about these subjects in a critical and engaged manner informed first and foremost by history-based discourse, but also borrowing from political science, anthropology, and related disciplines.

The module will focus on the case study of Rwanda, with individual classes proceeding chronologically.

The first semester will cover the pre-colonial period to the start of the second Hutu Republic in 1973, while the second semester will cover 1973 to present.

Throughout, students will analyse relevant primary and secondary sources to explore the benefits of applying a historical lens to understanding a nation whose recent history includes both periods of peace and political stability, and several manifestations of state-sanctioned violence, including colonialism, small-scale ethnic, regional, and political conflicts, civil war, genocide, and authoritarianism.

Students seeking careers in human rights advocacy, international law, diplomacy, and journalism will also find this course particularly relevant.

Plantation in Ulster

This class will explore the plantations that took place in Ulster during the late sixteenth and early seventeenth centuries.

Students will examine the emergence of the idea for plantation in Ireland, why Ulster was regarded as suitable for plantation, and the various endeavours by English and Scots to settle in the north of Ireland, whether by private enterprise or by the state. This will culminate in the official Plantation of Ulster, a 'British' project initiated by James VI and I in the early years of his reign as king of England, Ireland and Scotland.

Students will also look at a couple of cases studies of individuals who were involved in plantation, enabling a detailed study of the political, social, economic and confessional reasons why they chose to migrate to and settle in Ireland at this time.

Elective classes

France at War, 1870-1962

The class begins with the traumatic episodes of the Franco-Prussian War and the Communes of 1871. By analysing the often problematic political and cultural consolidation of the Third Republic, this class will explore the ‘culture wars’ and the internal divisions that culminated in the Dreyfus Affair. After the humiliation of losing its status as Europe’s dominant power, France sought greatness in colonial expansion in Africa and Indochina, while seeking to consolidate national identity by transforming ‘peasants into Frenchmen’.

You'll explore the experiences of the First World War, assessing the strength of French unity in the face of the German enemy. The interwar clashes between fascism and the Popular Front will then be examined and how the First World War impacted upon French foreign policy and attitudes towards future war.

You'll spend three weeks exploring the enduring controversies of the Second World War, focusing upon the collapse, resistance, collaboration, and French involvement in the persecution of the Jews, as France faced its ‘hereditary enemy’ once again.

The class concludes with an analysis of the French withdrawal from Indochina and Algeria and an assessment of France’s position in the post-war global order.

A variety of sources will be explored throughout the class, including paintings, monuments, films, literary sources, newspaper reports, memoirs and archival documents.

Medicine & Warfare in the Twentieth Century

This class explores the role that health and medicine has played in the major wars of the twentieth century. In particular, it considers the vital contribution that medicine has made to manpower economy, discipline and morale.

Focusing predominantly on Britain, the USA and Europe, the class analyses the ways that different countries have responded to the medical issues posed by modern warfare in both military and civilian contexts. As such, it considers issues such as wartime disability, welfare provision, occupational health and psychiatry, and explores the role that military doctors, women and humanitarian organisations have played in shaping medical responses to war.

The key objective of this class is to place military-medical developments within their wider social, cultural and political contexts and to examine the impact of military health and medicine on the lived experience of war.

Cold War Europe

Scottish Society

The class provides a broad survey of Scottish social history since 1914.

The aim of this class is to explore the nature and development of Scottish society (and place it in a wider context) and to examine dominant narratives of Scotland and Scots in the twentieth century.

By the end, the successful student should have expanded their knowledge of contemporary Scottish history and have a good idea of the diversity of issues, methodologies and arguments which historians have deployed in the study of twentieth-century Scotland.  Among the themes to be covered are:

  • gender relations (for example, analysis of the Scottish ‘hard man’ narrative)
  • religion (including sectarianism and secularisation)
  • health and deprivation
  • the arts and culture (including festivals, theatre, cinema and television)
  • industry (and de-industrialisation and its impacts)
Overall, this class will explore the extent to which Scotland had a recognisable national culture and identity and assess and deconstruct narratives of Scottish society since 1914.

Scotland’s Highland Problem

Historiography had tended to isolate Highland history from Scottish political development during the late medieval and early modern periods.  This class will re-address this trend, emphasising the Highlands as an integral part of Scottish society, at the same time exploring the division within Scotland between the ‘barbaric’ Highlands and the ‘civil’ Lowlands.

Students will study the nature and structure of clan society and place Highland events within the wider context of national and British politics during the sixteenth century.  While relations between the Scottish crown and its Highland subjects is the key theme of this class, students will analyse the extent to which such relations changed through time, and why.

The class will also highlight divergent policies within clan society itself, a factor which warns against treating the Highlands as a homogenous whole, instead taking into consideration regional, local and personal biases.  

Madness and Society

Genocide in the 20th Century

The objectives of this class include introducing students to recent examples of genocide and related mass atrocities, and writing and thinking about these cases in a critical and engaged manner through analysis of primary and secondary materials.

Students will be introduced to historical, sociological, anthropological, and legal perspectives related to the occurrence of genocide and related atrocity crimes. Using case studies from the 20th century, we'll discuss:

  • contemporary issues related to the labelling of cases
  • the evolution of international legal, diplomatic, economic and military measures to prevent, interdict and punish atrocity crimes
  • the phenomenon of genocide denial
  • the politics of commemoration
  • the lingering legacies of violence on individuals and communities in the post-genocide period

Case studies will include clear-cut (recognized in international humanitarian law) examples of genocide, including:

  • the Armenian genocide
  • the Holocaust in Nazi-occupied Europe
  • the 1994 Rwandan genocide

Less clear-cut examples will also be looked at, such as:

  • Canada’s Residential School System
  • Stalinist crimes in Soviet Russia
  • Khmer Rouge atrocities in Cambodia
  • the scorched earth policies in Guatemala
  • ethnic cleansing surrounding the Bosnian War.

Society & Politics in Colonial India

This class will cover the political developments and social groups from the late-nineteenth century till the decolonisation of South Asia in 1947.

This is a key period in the social and political history of modern South Asia as it witnessed the growth of a mass-based anti-colonial struggle.  Simultaneously, the involvement of different social groups in this process led to the emergence of community and caste based identity politics.  Under pressure from demands for independence, the colonial state initiated a process of phased devolution of power, and decolonisation after the Second World War.  The class will compare these developments to raise questions about the 'modernity' of colonial society and polity.  The class will analyse how different social groups - such as the peasantry, the working class and tribal groups - participated in and shaped political movements in South Asia.

Students will also be encouraged to use the regional perspective of South Asian history to understand the different expressions of class, gender and ethnicity in non-Western societies.

Psychology

Dissertation in Psychology

The dissertation is an opportunity for you to undertake an original piece of research, closely supervised by a single member of staff. Dissertations can be of such high standards that they are subsequently published in peer-reviewed academic journals.

Semester 1 & 2 classes

Psychology Work Placement

This class will support students' development in applying their knowledge and understanding of psychological theory and evidence in a work setting, as well as their ability to articulate the knowledge, understanding, and skills they have developed through the placement, their studies, and other extra-curricular activities.

The class aims to provide students with an opportunity to gain practical, work-based experience in an area that is professionally relevant to psychology. The placement experience should encourage the transfer of academic psychological knowledge, understanding, and subject-specific skills to an applied context. Students will also be supported in developing reflective and professional skills, and the ability to articulate these skills. This class is intended to support students' transition into employment and/or further study after graduation. It is also anticipated that there will be benefits to placement providers in the roles fulfilled by students, and in the longer term in supporting the development of the future workforce.

The placement involves completing a minimum of 60 hours of active engagement within a suitable organisation. An additional 50 hours has been added to account for travel time.

Students will be responsible for setting up a placement with an organisation relevant to their interests. We hope to provide students a list of organisations who have indicated a willingness to receive applications from students seeking a placement. 

In the assessment for the class, students are required to submit a 2000 word written assessment that covers:

  • An account of their role within the placement organisation, including a critical reflection on the student's professional practice in fulfilling the requirements of the role. The student will also relate back to the self-evaluation assessment written at the beginning of the placement;
  • Demonstrate an understanding of the application of psychological theory and evidence relevant to the placement organisation and/or experience in the placement role;
  • Discussion of their personal and professional development, following the placement, with a view to their future development.

Advanced Organisational Behaviour

Advanced Organisational Behaviour is an Honours year elective, which runs over two semesters, offered in the degree subject Human Resource Management (within the Department of Work, Employment and Organisation). It is also an elective in Psychology. There is no prerequisite for Psychology students and it is expected that students with no prior experience of HRM courses will be able to fully engage with this class. The class draws from organisational behaviour, work psychology and work sociology to explore current topics within work and employment, and the implications for people management.  

Elective

These classes are subject to change year-on-year and may not be the same for each academic year.

Cross-cultural Psychology

This optional class aims to help students gain an understanding of the ways in which human psychology is influenced by cultural context. This class builds upon your third-year psychology classes, attempting to expand the topics covered in these classes by emphasising the role culture plays in the mental life of human beings. This class will start with an introduction to cross-cultural psychology, discussing its various definitions and general theoretical orientations. Then, the class will explore the similarities and differences in social behaviour across cultures, and how culture influences people’s emotions and values. This class will also discuss intercultural contact (i.e., acculturation, cross-cultural competence).

This optional class will be delivered by a combination of lectures and seminars. An experiential/problem-based learning approach is adopted. Relevant theories and empirical research will be discussed, and students will have the opportunity to explore how the knowledge can be used to in real-world scenarios. Overall, this class will enhance students’ understanding of different perspectives on psychology and increase their awareness of cultural differences in psychology.

 

 

Psychology of Mental Health

Mental health problems are a growing public health concern worldwide, at both personal and societal levels. This class will explore the application of psychology to the field of mental health, with the consideration of the theoretical, practical and ethical underpinnings of the mental health field. The class will also explore approaches to psychological assessment, formulation and treatment that are commonly used in mental health practice.

  • Lectures will cover the following key areas:
  • Psychological assessment
  • Psychological formulation
  • Overview of most common mental health problems (e.g. depression, anxiety)
  • Clinical practice and psychological interventions
  • Positive mental health

Critical Thinking and Common-sense Reasoning

This class has two broad aims: 1) to provide students with an introduction to critical thinking and review some of the theoretical and empirical literature around critical thinking and epistemological thinking, and 2) to give students the opportunity to practice critical thinking and thereby develop and sharpen their skills in this important area. Literature on critical thinking and epistemological thinking will be reviewed, and both everyday aspects of critical thinking (such as interpretation of articles published in newspapers and on the world wide web) and more technical aspects (such as critiquing journal papers within psychology) will be covered. Following three lectures setting out the theoretical background, teaching will be workshop-based, in which students will work in tutorial groups engaging in critiquing exercises. Different kinds of articles will be jointly critiqued, beginning with ‘everyday’ materials such as newspaper opinion pieces, thence moving on to informal presentations of psychological material in the form of discussion articles published in magazine-style journals such as ‘The Psychologist’, and ultimately building up to the critique of published articles in psychology journals. This will therefore simultaneously broaden the students’ knowledge on a psychological topic of great practical significance (just how good are ordinary members of the public at thinking critically?) and at the same time help to develop their skills in a way that should positively impact their studies of psychology at Honours level.

Belief and Anomalistic Experience

This class introduces students to the scientific study of belief in religion and belief in / experience of ‘paranormal’ phenomenaThe content is not concerned with the veracity of experiences or beliefs but rather how psychology can measure associated variables, explain the formation and maintenance of beliefs and examine the effect that holding such beliefs or having such experiences can have, both physically and psychologicallyStudents will be expected to critically evaluate experimental methodology and theories of cognition in relation to the class content. 

 

Critical Review

This is a one semester class in which students will select an approved psychology topic for intensive, non-empirical study. Students will demonstrate an in-depth understanding of the conceptual and theoretical content of an area of psychology drawn from a list of approved topics. This class affords Honours students an opportunity to develop and demonstrate skills in literature search, information assimilation, evaluation and in depth critical analysis of a chosen topic. The class places emphasis on independent student learning. The course will help the student to develop critical writing skills over a period of time through independent writing and self-directed study. The aims are:

i. to develop an extensive in-depth knowledge of one key topic area in psychology.

ii. to develop critical thinking skills such as questioning the assumptions and conclusions of others and looking at alternative ways of dealing with questions, facts, and arguments.

iii. to develop and refine skills relating to the systematic acquisition of information.

iv. to develop and extend essay writing skills, including discussing and formulating arguments, summarizing, and presenting materials.

Introduction to Sleep Health

This class provides an introduction to the field of sleep health, which is a developing area of sleep psychology that focuses on the evaluation and treatment of sleep disorders by addressing behavioural, psychological, and physiological factors that interfere with sleep. Sleep disorders impair quality of life and contribute to physical and mental health problems. Despite this, they are an under-recognised and under-treated threat to public health. Sleep experts have long recognised the need for greater public awareness of the impact of poor sleep and the importance of promoting the evidence-base for appropriate assessment and treatment. This class will introduce students to the specialist, multidisciplinary area of sleep health with a very clear focus on insomnia disorder, the most common sleep disorder and the one of the most prevalent mental health complaints in Europe. 

 

The Psychology and Cognitive Neuroscience of Face Recognition

In this class, we will cover the psychology, cognitive neuroscience, and real world applications of face perception and recognition. The class will cover current theory in relation to face recognition, but importantly we will also assess the critical use of faces in real world and forensic contexts. For example, faces are of critical importance in criminal identification in policing and the justice system (e.g. from CCTV, bystanders, juries and the victims of crime), and in the prevention of identity fraud (e.g. should we put our faces on our credit/debit cards?). There will also be a clinical aspect to this class as we’ll look at individual differences in face recognition, looking at patients with prosopagnosia and Metropolitan Police Super-recognisers. Each of these areas will be explored in detail, to show how our understanding of the science of face perception can inform us about our interest in, and reliance on, faces. 

 

 

Psychology and Ageing

It is understood that our population is ageing; for example, the fastest growing age group comprises those aged over 85 years. The potential for health, economic, and social burden due to ageing is therefore increasing. With a better understanding of ageing processes, the burden of an ageing population could be minimised, successful ageing and better quality of life promoted, and the contributions of older adults to society celebrated. Contemporary psychological theories of ageing will be presented from a number of perspectives, and the class will draw upon research that has used a variety of methodological approaches. Students will also be encouraged to engage with the material via a range of teaching methods, including traditional lecture content, video clips, and interactive tasks. Typically, we will address: theoretical and methodological approaches to studying psychology and ageing; cognitive ageing; lifestyle factors; emotion in older age; ageing in society, including stereotyping; ageing in the workplace/retirement; wisdom; the positive influences of older adults in society. Teaching delivery is anticipated to be via 5 on-campus sessions and an online peer review task.  

Psychological Assessment

This class will build upon knowledge developed in second (Cognition & Neuropsychology C8201) and third year level (Cognition C8304). Specifically, it will provide further understanding on how to apply principles of psychological assessment in broader contexts. The class will pursue three aims: 1) promote understanding and knowledge about the contributions and challenges of psychological assessment in various contexts and settings, 2) familiarise with aspects related to the selection of appropriate testing procedures and 3) the generation of hypotheses to guide such procedures and interpret their outcomes.

The class will offer a critical appreciation of a range of tests, procedures and techniques used to better understand a person’s psychological makeup and behaviour. Knowledge will be acquired on how such tests and procedures are used in experimental and applied settings. Learning will involve case discussions, discussion of commonly used tests, with students investigating cases and procedures. Students will develop an appreciation of the types of psychological testing.

Psychology of Physical Activity

The aim of the class is to facilitate the development of knowledge and understanding of theories and evidence-based research in relation to the psychology of physical activity. This class will provide opportunities for students to develop their critical evaluation skills of theory and research and to gain experience of measurement and behaviour change techniques in this area. The aim is also to give students the opportunity to apply what they have learned to a ‘real-world’ case study by implementing a behaviour change intervention to increase active behaviours.  This class extends material covered in previous years in biological, social, cognitive and health psychology but is applied to physical activity behaviour. Level 4 classes are very popular with students as they cover focussed, specialist topics and staff expertise.   

Evolutionary Approaches to Human Mate Preferences

This lecture series will critically examine the contribution that evolutionary theories have made to our understanding of human mate preferences. It will cover fundamental questions in the area, such as how mate preferences are shaped by environmental and hormonal factors, and will have a strong focus on recent methodological and theoretical controversies in the literature. 

Considering Sleep Through the Behavioural Lens

Sleep is a multidisciplinary field and is relevant for a variety of medical fields such as neurology, respiratory medicine, cardiology, and psychiatry. The focus thereby lies on the physiological aspects of sleep, as well as the organic sleep disorders such as sleep apnoea or narcolepsy. However, sleep is also a behaviour, and examining sleep through the behavioural lens has implications for the field of psychology at the individual and also the public health level. If we can understand how to change sleep behaviour, we can initiate change in the individuals and the public's health and wellbeing. In this class, we will explore the importance of examining sleep at the behavioural level, which can be modified to improve health and wellbeing. 

Neuropsychology of Ageing and Dementia

The class will offer you the opportunity to acquire an in-depth understanding of the theories and empirical data that are relevant within the field of neuropsychology of ageing and dementia. It will cover the differences between normal and pathological decline in old age and will provide information on the neuropsychological profiles and pathologies which characterize different forms of dementia. It will provide you with a solid foundation in neuropsychology. You will learn to identify the features which can aid early diagnosis and differential diagnosis of the dementias (e.g. Alzheimer's disease, Vascular dementia and Lewy body dementias). You will become familiar with how different aspects of cognition are distributed within the brain and will be aware of the consequences of impairment.

Different methodologies that are used for the study of the dementias will also be explored (e.g. neuropsychological assessment, functional and structural neuroimaging) and you will learn to critically evaluate the benefits and pitfalls of each method.
Overall, the class will provide you with key knowledge that will be relevant for the study of neurological conditions, for health-based research more broadly, and relevant should you choose to work in academia, healthcare or other industries (linked to older adults or neurological populations).

Theory and practice of learning and cognition

Cognitive Psychology (CP) is central to the understanding processes that are required for memory, attention, and learning. It can also provide insights into cognitive conditions that affect how people function and behave. CP underpins all aspects of psychological theory and practice (synonymous with developmental, social, educational and neuro psychology). The class will explore and critically examine key learning theory and consider transference and application from theory to real life contexts.  

Study abroad

International Work Placement

This class is an option which is available to a restricted number of students who'll apply to take part. It involves a placement with a European University partner working in a research team during the summer between years 3 and 4. Additional assessment is to be completed during semester 1 of year 4.

Learning & teaching

History

As a history student, you'll be expected to attend lectures and seminars and take part in group projects. Bibliographic search sessions in the University Library will also be provided. We encourage close, critical reading of texts and the evaluation of historical controversies to help self-directed learning and improve your analytical skills.

Psychology

Our methods include:

  • lectures
  • small-group tutorials
  • practical labs
  • online tutorials
  • online wikis
  • group work
  • problem-based learning
  • one-to-one supervision

These methods are used across all years of the degree and aim to provide you with opportunities to learn and work in different ways.

Assessment

History

You'll be assessed using methods including:

  • group work
  • projects
  • presentations
  • dissertations
  • document analysis
  • essays
  • exams

Psychology

We assess students using:

  • class tests
  • essays
  • practical reports
  • dissertations
  • individual presentations
  • group presentations
  • degree exams

Online and face-to-face group project work is also included in the course. Students take part in practical assignments from first-year onwards.

Glasgow is Scotland's biggest & most cosmopolitan city

Our campus is based right in the very heart of Glasgow. We're in the city centre, next to the Merchant City, both of which are great locations for sightseeing, shopping and socialising alongside your studies.

Life in Glasgow
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Entry requirements

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Highers

Standard entry requirements*:

  • 1st sitting: AAAA 
  • 2nd sitting: AAAAB 

(including English plus at least one other social science subject from those listed under preferred subjects below; plus National 5 Maths or Application of Maths at B to C.)

Minimum entry requirements**:

  • 1st sitting: AABB 
  • 2nd sitting: AABBB 

(including English at B plus at least one other social science subject from those listed under preferred subjects below; plus National 5 Maths or Application of Maths at C.)

Preferred subjects

  • Classical Studies
  • Drama
  • Economics
  • Gaelic
  • Geography
  • History
  • Modern Studies
  • Modern Language (German/French/Spanish/Italian)
  • Philosophy
  • Politics
  • Psychology
  • Religious, Moral and Philosophical Studies
  • Sociology
  • Biology
  • Human Biology
A Levels

ABB-BBB

(GCSE English Language 6/B or Literature 6/B, GCSE Maths 4/C)

Year 2 Entry: AAA - ABB

International Baccalaureate

32-30

Irish Leaving Certificate

Two H2 passes and three H3 passes including English

 

HNC

Social Sciences:

Year 1 entry: A in Graded Unit; Maths National 5 B, or equivalent

HND

Social Sciences:

AAB in Graded Units may enable second-year entry to History with Politics & International Relations or Psychology with six HNC/HND credits in each of the two subjects

International students

View the entry requirements for your country.

Additional Information

Students are required to register with the Scottish Government’s Protecting Vulnerable Groups scheme.

*Standard entry requirements

Offers are made in accordance with specified entry requirements although admission to undergraduate programmes is considered on a competitive basis and entry requirements stated are normally the minimum level required for entry.

Whilst offers are made primarily on the basis of an applicant meeting or exceeding the stated entry criteria, admission to the University is granted on the basis of merit, and the potential to succeed. As such, a range of information is considered in determining suitability.

In exceptional cases, where an applicant does not meet the competitive entry standard, evidence may be sought in the personal statement or reference to account for performance which was affected by exceptional circumstances, and which in the view of the judgement of the selector would give confidence that the applicant is capable of completing the programme of study successfully.

**Minimum entry requirements

Find out if you can benefit from this type of offer.

Contextual Admissions for Widening Access

We want to increase opportunities for people from every background.

Strathclyde selects our students based on merit, potential, and the ability to benefit from the education we offer. We look for more than just your grades. We consider the circumstances of your education and will make lower offers to certain applicants as a result.

Find out if you can benefit from this type of offer.

Placements

Every one of our flexible BA options gives students the chance to gain valuable industry experience as part of a credit-bearing work placement class in their third or fourth year.
 
Learn about placements

The Flexible BA

With our BA (Honours) degree, you can choose from subjects in Humanities, Social Sciences and Business, with two of your three subject choices taught by the Faculty of Humanities & Social Sciences.

The BA degree is a four-year course allowing you try new subjects, develop your own ideas, build a broad range of knowledge and enhance your employability.

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Subject combinations

Use our subject picker tool to see the combinations available to you in Year 1 of the BA Humanities & Social Sciences degree. Please note that in Year 2 you'll continue with two of these subjects.

Explore the structure of the BA Humanities & Social Sciences degree for detailed information on Single and Joint Honours options.

 

 

University preparation programme for international students

We offer international students (non-UK/Ireland) who do not meet the academic entry requirements for an undergraduate degree at Strathclyde the option of completing an Undergraduate Foundation Programme in Business and Social Sciences at the University of Strathclyde International Study Centre. ​

Upon successful completion, you can progress to your chosen degree at the University of Strathclyde.

International students

We've a thriving international community with students coming here to study from over 140 countries across the world. Find out all you need to know about studying in Glasgow at Strathclyde and hear from students about their experiences.

Visit our international students' section

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Fees & funding

All fees quoted are for full-time courses and per academic year unless stated otherwise.

Fees may be subject to updates to maintain accuracy. Tuition fees will be notified in your offer letter.

All fees are in £ sterling, unless otherwise stated, and may be subject to revision.

Annual revision of fees

Students on programmes of study of more than one year (or studying standalone modules) should be aware that the majority of fees will increase annually. The University will take a range of factors into account, including, but not limited to, UK inflation, changes in delivery costs and changes in Scottish and/or UK Government funding. Changes in fees will be published on the University website in October each year for the following year of study and any annual increase will be capped at a maximum of 10% per year.

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Scotland

To be confirmed.

Fees for students who meet the relevant residence requirements in Scotland are subject to confirmation by the Scottish Funding Council. Scottish undergraduate students undertaking an exchange for a semester/year will continue to pay their normal tuition fees at Strathclyde and will not be charged fees by the overseas institution.

England, Wales & Northern Ireland

To be confirmed subject to confirmation by the UK government.

Republic of Ireland

If you are an Irish citizen and have been ordinary resident in the Republic of Ireland for the three years prior to the relevant date, and will be coming to Scotland for Educational purposes only, you will meet the criteria of England, Wales & Northern Ireland fee status. For more information and advice on tuition fee status, you can visit the UKCISA - International student advice and guidance - Scotland: fee status webpage. Find out more about the University of Strathclyde's fee assessments process.

International

£21,550

University preparation programme fees

International students can find out more about the costs and payments of studying a university preparation programme at the University of Strathclyde International Study Centre.

Additional costs

Course materials & costs

All recommended texts and computer software packages are available from the University Library and our portal, Pegasus.

Students should purchase a standard calculator. It's required for the duration of the course.

International students

International students may have associated visa and immigration costs. Please see student visa guidance for more information.

Available scholarships

Take a look at our scholarships search for funding opportunities.

Please note: All fees shown are annual and may be subject to an increase each year. Find out more about fees.

 

How can I fund my studies?

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Students from Scotland

Fees for students who meet the relevant residence requirements in Scotland, you may be able to apply to the Student Award Agency Scotland (SAAS) to have your tuition fees paid by the Scottish government. Scottish students may also be eligible for a bursary and loan to help cover living costs while at University.

For more information on funding your studies have a look at our University Funding page.

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Students from England, Wales & Northern Ireland

We have a generous package of bursaries on offer for students from England, Northern Ireland and Wales:

You don’t need to make a separate application for these. When your place is confirmed at Strathclyde, we’ll assess your eligibility. Take a look at our scholarships search for funding opportunities.

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International Students

We have a number of scholarships available to international students. Take a look at our scholarship search to find out more.

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Apply

Please note that you only need to apply once for our BA degree programme.

For instance, if you have applied for BA Honours English and are considering your options for a Joint Honours degree, e.g. a BA Joint Honours in English and French you only need to apply for one or the other on UCAS.

If accepted on to the BA programme, you can study one of the many available subject combinations.

Start date:

History & Psychology (1 year entry)

Start date:

History & Psychology (1 year entry)

Start date: Sep 2025

History & Psychology (1 year entry)

full-time
Start date: Sep 2025

UCAS Applications

Apply through UCAS if you are a UK applicant. International applicants may apply through UCAS if they are applying to more than one UK University.

Apply now

Direct Applications

Our Direct applications service is for international applicants who wish to apply to the University of Strathclyde at this time.

Apply now

Start date:

History & Psychology (1 year entry)

Chat to a student ambassador

If you want to know more about what it’s like to be a Humanities & Social Sciences student at the University of Strathclyde, a selection of our current students are here to help!

Our Unibuddy ambassadors can answer all the questions you might have about courses and studying at Strathclyde, along with offering insight into their experiences of life in Glasgow and Scotland.

Chat to a student ambassador
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Contact us

Prospective student enquiries

Telephone: +44 (0) 141 444 8600

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