Social Policy

Social Policy - BA (Hons)

UCAS code L430

This is an archived page and for reference purposes only

2018

Are you interested in real world issues such as poverty, health, crime and education? Do you want to make a difference? As a social policy student, you examine global societal issues and the policy response to them. You gain an understanding of social justice, public policy and welfare and how these impact on an individual's wellbeing and independence.

2018

Overview

The School of Social Policy, Sociology and Social Research is one of the best in the country for teaching and research. Our academics are internationally recognised for their expertise in social policy.

Our degree programme  

In your first year, you explore the nature of social challenges such as ageing, neglect, crime, health, education, employment and homelessness. As your understanding develops, you study how social and public policies are devised and directed towards alleviating social problems. You can also choose optional modules on criminology, modern culture or sociology.   

In your second and final years, you extend your knowledge about the purposes and use of social and public policy and the role of government. You develop your research and analytic skills and explore the nature of welfare systems in different countries and how this impacts on social inequality.

The varied expertise in the School means we are able to offer optional modules that include explorations of childhood, family, environmentalism, gender, political change, crime, race, violence and work, among others. This means that you can choose to study areas of particular interest to you or that relate directly to your career choice.

Throughout your degree, our academics challenge you to develop your own opinions and ideas, and encourage you to become an independent thinker. We offer high levels of support and our staff are friendly and accessible.

Student view

Kent student Isobel talks about her course at the University of Kent.


Year abroad

You can choose to spend a year or a term abroad at one of our partner institutions. You don’t have to make a decision before you enrol at Kent but certain conditions apply. See Course structure for full details.

Extra activities

The Social Studies Society is run by Kent students for anyone with an interest in criminology, sociology, law, social policy, economics and politics.

There are events available throughout the year for students from the School of Social Policy, Sociology and Social Research. These may include:

  • research seminars and webcasts
  • career development workshops
  • informal lectures by guest experts followed by group discussion.

Independent rankings

Social Policy at Kent was ranked 3rd for research quality in The Complete University Guide 2018.

Social Policy at Kent was ranked 12th in The Guardian University Guide 2018 and 14th in The Times Good University Guide 2018

For graduate prospects, Social Policy at Kent was ranked 8th in The Times Good University Guide 2018 and 11th in The Complete University Guide 2018.

Social Policy and Administration at Kent was ranked in the top 100 in the QS World University Rankings 2017.

Teaching Excellence Framework

Based on the evidence available, the TEF Panel judged that the University of Kent delivers consistently outstanding teaching, learning and outcomes for its students. It is of the highest quality found in the UK.

Please see the University of Kent's Statement of Findings for more information.

TEF Gold logo

Course structure

The following modules are indicative of those offered on this programme. This listing is based on the current curriculum and may change year to year in response to new curriculum developments and innovation.  

On most programmes, you study a combination of compulsory and optional modules. You may also be able to take ‘wild’ modules from other programmes so you can customise your programme and explore other subjects that interest you.

Stage 1

Modules may include Credits

This course is designed to provide students with an introduction to the ways sociologists attempt to document and explain the social experience of everyday life. Each week the category of 'social experience' is held up for analytical scrutiny in relation to a particular component of ‘everyday life’. The course aims to illustrate the value of sociology for helping individuals to better understand the contents and conditions of their social experience of the world. It also aims to document the ways in which sociological theories and methods have developed in correspondence with the evolution of modern societies. The curriculum will include topics such as: Sex, Gender and Sexuality, Racial and Ethnic Identities, Risk and Society, Crime and Deviance, Health, Media, Religion or Family.

View full module details
15

Sociology is the study of human societies. It is a discipline committed to the attempt to map out and explain the constitution of society. It also aims to attend to and explain the distinctive character of people's social experience of the world. Sociologists operate from the premise that, by working to explain human characteristics and behaviours in social terms and as relative products of society, they stand to offer insights into some of the major forces that determine our thoughts and behaviours. They work under the conviction that human beings are fundamentally social beings and are products of distinct forms of society. This course is designed to provide you with a basic introduction to Sociology. A particular focus is brought to how sociologists venture to understand the social structures and determinant social forces that shape our living conditions and life chances. It also outlines some of the ways in which such matters are addressed as problems for sociological theory and empirical sociological research.

The curriculum will include topics such as:

What is Sociology?

Theories and Theorizing

Methods and Research

Cities and Communities

The State, Social Policy and Control

Globalization

Work, Employment and Leisure

Inequality, Poverty and Wealth

Stratification, Class and Status

View full module details
15

This course is designed to help students understand and critique the numbers and research they encounter in their everyday lives. The first half of the course focuses on teaching the knowledge and skills need to critically evaluate factual quantitative claims. Each lecture uses example quantitative claims, largely drawn from the news media, to teach a particular quantitative skill. For example, highlighting a statistic based on a biased sample to teach students the principles of sampling. The seminars build on the content of the lectures and aim to teach students the practical, computer-based skills needed to evaluate quantitative claims.

The second half of the course is based around students conducting their own research, and also brings in qualitative skills element. Students apply the critical and quantitative skills they have learned to conducting their own mixed-methods project.

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15

The module aims to develop the understanding of the policy making process and the role of the different actors within the wider context of the tools and limits of the ability of the UK national government to influence behaviour. It has a particular focus on processes of social control as they relate to social policy. Learning will be centred around two main tasks:

i. Understanding the links between social policy and the regulation of behaviour e.g. the uses and outcomes of incentives, sanctions and educative communication to promote behavioural changes sought by policy makers.

ii. Taking topical examples of policy issues, contextualised analysis of the policy making process, its 'stages', key actors and

institutions will be used to explore how and why particular policy options emerge and evolve. A central concern will be to help students understand the nature of support and opposition for particular policy proposals and the implications for developing alternative policies.

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15

Health ,care and wellbeing are central concerns in all our lives; and they raise questions of the interconnected roles of the state, the market and the individual in their creation and support. In

this module we explore how we understand and conceptualise these areas, and the potential role of policy interventions in support of them. The module examines the social determinants of

health, exploring the ways in which often replicate wider inequalities in society. It asks how we might best address changing health needs, particularly in relation to the growing proportion of

older people, exploring these in the context of the new politics of the NHS. What are the best structures to deliver health care? How should these best be funded? Life style is increasingly

implicated in health outcomes, and the module explores the dilemmas raised by rising levels of obesity and alcohol consumption. These are matters of personal choice, but they challenge the

health and wellbeing of the population, and raise questions of how choices are shaped in the context of market production. Governments increasingly declare that they are interested not simply in health or prosperity, but also of wellbeing. The module explores what this means, and why there is a new interest in this area. It also examines the interface between health and care, both institutionally and conceptually and in turn, how these relate to issues of wellbeing. The module's content covers a range of issues affecting adults and children/young people.

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15

Crime is a major social and political issue and the source of much academic and popular debate. Key criminological issues will be examined during the course of the module within their wider sociological and social policy context. There will be a particular focus on understanding the nature and extent of crime and victimisation, analysing public and media perceptions of crime, and exploring the relationship between key social divisions (age, gender and ethnicity) and patterns of offending and victimisation.

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15

This module introduces students to discussions and debates surrounding modern culture. It looks at why culture has always been such a contested sphere and has a decisive impact on society at large. Students will look at culture in the widest sense, ranging from ‘the arts’ to the banalities of everyday life in our consumer society; at how culture has expressed and organised the way people think and live from the days of 'protestantism' to those of post-punk. Books, magazines, radio, TV, movies, cartoons, fashion, graffiti, the cult of celebrity, youth subcultures and pop music will be used to understand class, history, sexuality, colonialism, revolution, conflict and globalisation.

View full module details
15
You have the opportunity to select wild modules in this stage

Stage 2

Modules may include Credits

This module provides a broad introduction to welfare services in modern Britain, with a focus on England. Successful students will improve their understanding of the recent history and current organisation of the following areas of social welfare provision. These include education, health, social care, and housing.

The module starts with a basic mapping and description of key institutions and issues. It then moves on to: The policy-making process: paying for welfare services; social policy implementation by government and professions; assessing the impact of social policies.

The teaching will emphasise debates, arguments and controversies. Students will learn how to put together an argument and persuade others.

View full module details
30

In this module you will begin to understand the process and debates surrounding how researchers learn more about the social world. What techniques and approaches do social researchers draw upon to organise, structure and interpret research evidence? How do we judge the quality of research? What are the strengths and weaknesses of the range of frameworks and methodologies? The first part of the module introduces you to the conceptual issues and debates around the ‘best’ way to explore social questions, forms and issues, and an overview of some popular methods for doing so. In the Spring Term, you will spend most of your time applying what you have learned in a group research project and an individual research design project.

View full module details
30

The coalition government has argued that following the 2008 financial crisis and the subsequent double-drip recession adoption, the UK has no option but to pursue austerity policies. This has included a huge squeeze on spending on cash transfers often referred to as 'welfare'.

This module focuses on poverty and inequality and how such social security policies impact upon them. Students will analyse the nature, extent and causes of poverty and inequality, with reference to the UK. The module will make students aware of current issues in welfare reform as it relates to groups vulnerable to poverty including: people who are unemployed; people who are sick or disabled; older people; children; lone parents; people from Black or minority ethnic groups. The module also shows how social security policies encompass different principles of need, rights and entitlement for users of welfare services.

It is designed to be of interest to Sociology and Health and Social Care students as well as Social Policy students.

View full module details
15

In broad terms, this module explore the workings of child social care and relationships between children, families and the state. This includes a range of interventions and service provision – covering the areas of family support, child protection and out-of-home care for looked after children. In social scientific terms, the focus is on the dynamic social construction of problems such as child abuse or neglect, their intersection with social divisions and the shaping of state and civil society responses.

The following is an indicative list of topics:

• Social Work & Social Care for Children

• Supporting Families and Children in Need

• Child Protection – An Historical Overview

• What is Child Maltreatment? Contemporary Debates

• (Re)Discovering Child Sexual Abuse and Exploitation

• Understanding Child Maltreatment: private troubles and public issues

• The State as Parent: Looked After Children and Leaving Care

• Adoption: Private Lives and Public Policy

• Interethnic and International Adoption

• Child Welfare and Disabled Children

View full module details
15

The module will begin with (locally timetabled, formative) training sessions for the students in the Autumn term. These will include sessions on the sections of the national curriculum that are degree specific, the relationship with the teacher, how to behave with pupils, as well as how to organise an engaging and informative session on an aspect of the specific degree subject drawn from the national curriculum. These sessions will be run by members of the Partnership Development Office.

After training the student will spend approximately 6 hours in a school in the Spring term (this session excludes time to travel to and from the School, preparation and debrief time with the teacher). Generally, they will begin by observing lessons taught by their designated teacher and possibly other teachers. Later they will act somewhat in the role of a teaching assistant by working with individual pupils or with a small group. They may take 'hotspots': brief sessions with the whole class where they explain a topic or talk about aspects of university life. Finally, the student will progress to the role of "teacher" and will be expected to lead an entire lesson.

The student will be required to keep a weekly log of their activities. Each student will also create resources to aid in the delivery of their subject area within the curriculum. Finally, the student will devise a special final taught lesson in consultation with the teacher and with the local module convener. They must then implement and evaluate the lesson.

View full module details
15

‘Health’, ‘illness’ and ‘medicine’ are by no means static concepts. Their meaning has changed over time, and there is competition and conflict over what they mean. For example, in recent decades, health has come to mean much more the absence of disease. This is the age of healthy eating, sexual health, holistic health, healthy lifestyles and healthy living. We live in a time when medicine can mean homeopathy or acupuncture, as well as heart surgery and vaccinations. ‘Health’ is also something we seem to worry about, and panic over; recent years have witnessed high profile scares about eating beef, using the contraceptive pill and mobile phones, and giving babies the MMR vaccine. ‘Health, Illness and Medicine’ discusses key ideas and concepts developed by social scientists that can help us understand these, and other, aspects of our society.

View full module details
30

This module introduces students to the sociological approach to understanding and critiquing mental health. It begins by outlining historical definitions of mental health and how policy and practice have changed over time from incarceration in large institutions to present-day community care. Sociological perspectives of mental illness (for example, labelling and social causations of mental ill-health) are considered alongside psychiatric and psychological approaches to treating people with mental illnesses. The module then looks at social inequalities in relation to opportunities to recover, including gender and race, as well as other 'actors' within the field such as carers).Mental health and the criminal justice system as well as religion/spirituality are also explored. Please note, as this is not a clinical module material covered will not include in-depth investigations of specific diagnoses of mental illnesses

View full module details
15

This is a 15 credit course which will enhance your CV, particularly if you are hoping to work in the public or voluntary sector. You will be supported to undertake three placements in a variety of volunteering roles, both on and off campus; attend four lectures on the voluntary sector and complete a reflective learning log to help you think about your experiences and the transferable skills you are gaining.

The following 2 units are compulsory:

Active community volunteering

Project Leadership

Plus 1 unit selected from the following:

Active university volunteering

Training facilitator

Mentoring

Committee role

All students taking this module are expected to attend four sessions that provide the academic framework for understanding volunteering, as well as practitioner knowledge that will be helpful as you progress through your placements, and invaluable preparation for your essay. These sessions last one hour each and are spaced evenly throughout the academic year.

View full module details
15

The module provides an overview of the contribution of the third sector to social, economic and political life. It includes analysis of definitions and categorisations, exploration of the theories which underpin the study of the third sector, an examination of theories and the current state of volunteering and charitable giving, examination of the historical and current public policy agenda in relation to the third sector in the UK, the EU and more generally and, an overview of current issues in the third sector and how social scientists go about studying them.

View full module details
15

Year abroad

Going abroad as part of your degree is an amazing experience and a chance to develop personally, academically and professionally.  You experience a different culture, gain a new academic perspective, establish international contacts and enhance your employability.

The year abroad takes place between Stages 2 and 3 at one of our partner universities.  Places and destination are subject to availability, language and degree programme.  For a full list, please see Go Abroad.

To be eligible for the year abroad all students must obtain an average of 60% in the first and second years of their degree. In addition, those students studying on a Tier 4 visa must ensure they comply with the prevailing UKVI visa regulations governing course changes that are applicable to their individual circumstances. 

You are expected to adhere to any academic progression requirements in Stages 1 and 2 to proceed to the year abroad.  The year abroad is assessed on a pass/fail basis and will not count towards your final degree classification.

Stage 3

Modules may include Credits

Welfare states face many challenges in the contemporary world. This course takes a comparative approach by systematically analysing key fields to show how a variety of countries have identified and tackled problems of social policy. It starts with a consideration of theoretical frameworks but most of the course is directed at consideration of welfare issues in different countries and to specific topics such as globalisation, migration, population ageing, disability and austerity measures.

View full module details
30

This module introduces students to the sociological approach to understanding and critiquing mental health. It begins by outlining historical definitions of mental health and how policy and practice have changed over time from incarceration in large institutions to present-day community care. Sociological perspectives of mental illness (for example, labelling and social causations of mental ill-health) are considered alongside psychiatric and psychological approaches to treating people with mental illnesses. The module then looks at social inequalities in relation to opportunities to recover, including gender and race, as well as other 'actors' within the field such as carers).Mental health and the criminal justice system as well as religion/spirituality are also explored. Please note, as this is not a clinical module material covered will not include in-depth investigations of specific diagnoses of mental illnesses

View full module details
15

The coalition government has argued that following the 2008 financial crisis and the subsequent double-drip recession adoption, the UK has no option but to pursue austerity policies. This has included a huge squeeze on spending on cash transfers often referred to as 'welfare'.

This module focuses on poverty and inequality and how such social security policies impact upon them. Students will analyse the nature, extent and causes of poverty and inequality, with reference to the UK. The module will make students aware of current issues in welfare reform as it relates to groups vulnerable to poverty including: people who are unemployed; people who are sick or disabled; older people; children; lone parents; people from Black or minority ethnic groups. The module also shows how social security policies encompass different principles of need, rights and entitlement for users of welfare services.

It is designed to be of interest to Sociology and Health and Social Care students as well as Social Policy students.

View full module details
15

This is a 15 credit course which will enhance your CV, particularly if you are hoping to work in the public or voluntary sector. You will be supported to undertake three placements in a variety of volunteering roles, both on and off campus; attend four lectures on the voluntary sector and complete a reflective learning log to help you think about your experiences and the transferable skills you are gaining.

The following 2 units are compulsory:

Active community volunteering

Project Leadership

Plus 1 unit selected from the following:

Active university volunteering

Training facilitator

Mentoring

Committee role

All students taking this module are expected to attend four sessions that provide the academic framework for understanding volunteering, as well as practitioner knowledge that will be helpful as you progress through your placements, and invaluable preparation for your essay. These sessions last one hour each and are spaced evenly throughout the academic year.

View full module details
15

This module aims to enable students to design and conduct their own piece of research. This can be primary research where students collect and analyse their own data, or it can be library based, where students research existing literature or re-analyse data collected by others. The research can be about a particular policy or policy area, social problem, social development, or matter of sociological interest. The dissertation will usually be set out as a series of chapters. In order to assist students with designing and writing a dissertation a supervisor – a member of staff in SSPSSR - will have an initial meeting with students (during the summer term of Year 2 where possible) and then during the Autumn and Spring terms students will have at least six formal dissertation sessions with their supervisor. These may be held individually or with other students. In addition there will be two lectures by the module convenor which will also support students’ progress.

View full module details
30

The module provides an overview of the contribution of the third sector to social, economic and political life. It includes analysis of definitions and categorisations, exploration of the theories which underpin the study of the third sector, an examination of theories and the current state of volunteering and charitable giving, examination of the historical and current public policy agenda in relation to the third sector in the UK, the EU and more generally and, an overview of current issues in the third sector and how social scientists go about studying them.

View full module details
15

This course will provide students with a sociological understanding of the changing and central importance of individualization for contemporary society, situated both in historical and global comparative terms. The fracturing of collective bonds and assumptions and the casting of individuals into a 'life of their own making' is driven by a combination of economic, technological and cultural forces and is becoming apparent across the globe. This has provoked concern with the implications for social order, mental health and even the future of families and populations. The neglected theme of individualization allows us to examine changing social norms, the changing boundaries of private and public, the management of social order and cohesion in increasingly diverse societies and how anxieties concerning these developments may be overstated or misplaced. At the same time, this module will also emphasize the importance of attending to the ethical and practical implications of unchecked individualization in a variety of contexts and through different case studies

View full module details
15
You have the opportunity to select wild modules in this stage

Teaching and assessment

We use a variety of teaching methods, including lectures, case study analysis, group projects and presentations, and individual and group tutorials. Many module convenors also offer additional ‘clinic’ hours to help with the preparation of coursework and for exams.

Assessment is by a mixture of coursework and examinations; to view details for individual modules click the 'read more' link within each module listed in the course structure.

Programme aims

The programme aims to:

  • produce thoughtful, flexible and well-trained social scientists with an up-to-date knowledge of social welfare provision in industrial societies 
  • enable you to link theoretical knowledge with empirical enquiry and to identify and understand different ideological positions on welfare provision
  • give you the skills and abilities to enable you to become an informed citizen, capable of participating in the policy process and equipped for a dynamic labour market.

Learning outcomes

Knowledge and understanding

You gain knowledge and understanding of:

  • the origins and development of UK welfare institutions
  • the current sources of welfare in the UK, including health and social services, social security, housing and education
  • the operation and financing of the policy process and the political economy of welfare
  • welfare provided by the private and voluntary sectors and the mixed economy of care
  • key concepts used in social policy, such as need, equity, inequality, poverty, exclusion, identity, difference and diversity
  • local, regional, national and supra-national dimensions of social policy
  • the main sources of data relating to social welfare and the methods used to collect and analyse data
  • inter-disciplinary approaches to issues in social policy
  • the key concepts and theories of welfare and the ability to apply these in a comparative approach.

Intellectual skills

You develop intellectual abilities in:

  • problem-solving, the skills to seek solutions to social problems and individual needs
  • research, including the skills to identify a research question and collect and manipulate data to answer that question
  • evaluation and analysis, including the skills to assess the outcomes of policy intervention
  • recognising and showing sensitivity to the values and interests of others and to the dimensions of difference.

Subject-specific skills

You gain subject-specific skills in:

  • identifying and using concepts and theories in social policy to analyse social issues
  • seeking out and using statistical data relevant to social issues
  • the investigation of an empirical issue
  • how to distinguish between technical, normative, moral and political questions.

Transferable skills

You gain transferable skills that enable you to:

  • study and learn independently, using library and internet sources
  • learn and be reflective, adaptive and collaborative in your approach
  • make short presentations to fellow students and staff
  • communicate ideas and arguments to others, both in written and spoken form
  • prepare essays and reference the material quoted according to conventions
  • use IT to conduct on-line searches, communicate by email and in written documents and access data sources
  • develop skills in time management and work to deadlines
  • work collaboratively, negotiate, listen and deliver results.

Careers

Graduate destinations

Our Social Policy graduates are highly sought after and have gone on to enjoy careers in areas as diverse as:

  • civil service
  • banking and financial services
  • teaching and research  
  • corporate relations
  • human resources.

Many of our graduates choose to go on to further study at Master’s and PhD level.

Help finding a job

The School of Social Policy, Sociology and Social Research has its own employability team who work with businesses to maximise opportunities for our students. We also hold an Employability Month every February and run networking events throughout the year to help you develop your skills and contacts.

The School has excellent links with local outside agencies, such as the probation and youth justice services, the police and social services.

The University has a friendly Careers and Employability Service which can give you advice on how to:

  • apply for jobs
  • write a good CV
  • perform well in interviews.

Career-enhancing skills

As well as your subject-specific knowledge, you also develop the key transferable skills graduate employers look for. These include:

  • excellent communication skills
  • organisational and research skills
  • the ability to analyse problems
  • teamworking
  • an understanding of, and sensitivity to, the values and interests of others.

You can also gain additional skills by signing up for our Kent Extra activities, such as learning a new language or volunteering.

If you choose to take the year abroad option, you further increase your skills by gaining experience of living and studying in a different culture and developing an international perspective.

Independent rankings

For graduate prospects, Social Policy at Kent was ranked 8th in The Times Good University Guide 2018 and 11th in The Complete University Guide 2018Of Social Policy students who graduated from Kent in 2016, 100% were in work or further study within six months, making them the most successful in the UK (DLHE).

Entry requirements

Home/EU students

The University will consider applications from students offering a wide range of qualifications. Typical requirements are listed below. Students offering alternative qualifications should contact us for further advice. 

It is not possible to offer places to all students who meet this typical offer/minimum requirement.

New GCSE grades

If you’ve taken exams under the new GCSE grading system, please see our conversion table to convert your GCSE grades.

Qualification Typical offer/minimum requirement
A level

BBB

Access to HE Diploma

The University will not necessarily make conditional offers to all Access candidates but will continue to assess them on an individual basis. 

If we make you an offer, you will need to obtain/pass the overall Access to Higher Education Diploma and may also be required to obtain a proportion of the total level 3 credits and/or credits in particular subjects at merit grade or above.

BTEC Level 3 Extended Diploma (formerly BTEC National Diploma)

Distinction, Distinction, Merit

International Baccalaureate

34 points overall or 15 at HL

International students

The University welcomes applications from international students. Our international recruitment team can guide you on entry requirements. See our International Student website for further information about entry requirements for your country.

If you need to increase your level of qualification ready for undergraduate study, we offer a number of International Foundation Programmes.

Meet our staff in your country

For more advice about applying to Kent, you can meet our staff at a range of international events.

English Language Requirements

Please see our English language entry requirements web page.

Please note that if you are required to meet an English language condition, we offer a number of 'pre-sessional' courses in English for Academic Purposes. You attend these courses before starting your degree programme. 

General entry requirements

Please also see our general entry requirements.

Fees

The 2018/19 annual tuition fees for this programme are:

UK/EU Overseas
Full-time £9250 £15200
Part-time £4625 £7600

For details of when and how to pay fees and charges, please see our Student Finance Guide.

For students continuing on this programme, fees will increase year on year by no more than RPI + 3% in each academic year of study except where regulated.* 

Your fee status

The University will assess your fee status as part of the application process. If you are uncertain about your fee status you may wish to seek advice from UKCISA before applying.

Fees for Year in Industry

For 2018/19 entrants, the standard year in industry fee for home, EU and international students is £1,385

Fees for Year Abroad

UK, EU and international students on an approved year abroad for the full 2018/19 academic year pay £1,385 for that year. 

Students studying abroad for less than one academic year will pay full fees according to their fee status. 

General additional costs

Find out more about accommodation and living costs, plus general additional costs that you may pay when studying at Kent.

Funding

University funding

Kent offers generous financial support schemes to assist eligible undergraduate students during their studies. See our funding page for more details. 

Government funding

You may be eligible for government finance to help pay for the costs of studying. See the Government's student finance website.

Scholarships

General scholarships

Scholarships are available for excellence in academic performance, sport and music and are awarded on merit. For further information on the range of awards available and to make an application see our scholarships website.

The Kent Scholarship for Academic Excellence

At Kent we recognise, encourage and reward excellence. We have created the Kent Scholarship for Academic Excellence. 

For 2018/19 entry, the scholarship will be awarded to any applicant who achieves a minimum of AAA over three A levels, or the equivalent qualifications (including BTEC and IB) as specified on our scholarships pages

The scholarship is also extended to those who achieve AAB at A level (or specified equivalents) where one of the subjects is either Mathematics or a Modern Foreign Language. Please review the eligibility criteria.

Full-time

Part-time

The Key Information Set (KIS) data is compiled by UNISTATS and draws from a variety of sources which includes the National Student Survey and the Higher Education Statistical Agency. The data for assessment and contact hours is compiled from the most populous modules (to the total of 120 credits for an academic session) for this particular degree programme. 

Depending on module selection, there may be some variation between the KIS data and an individual's experience. For further information on how the KIS data is compiled please see the UNISTATS website.

If you have any queries about a particular programme, please contact information@kent.ac.uk.