Kompleks Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. Gedung D Lantai 18, Jalan Jenderal Sudirman, Pintu Satu, Senayan, Jakarta, Indonesia 10270
University of Warwick
Warwick is one of the UK’s leading universities, with an acknowledged reputation for excellence in research and teaching, for innovation, and for links with business and industry. We’re ranked 61st in the world in the QS World University Rankings, making Warwick one of Europe’s top 20 universities. We are ranked in the world’s top 100 universities for 16 subjects.
We’re one of the UK’s top 10 universities, ranking 6th in the Guardian University Guide 2022. The Times Higher Education’s World University Rankings 2022 ranked us 9th in the UK and 78th in the world. We are proud to be University of the Year Runner-Up in The Sunday Times Good University Guide 2022, and to have been named University of the Year for Teaching Quality by the same publication. The Times Higher Education ranking places us 78th in the world.
Warwick’s location in the heart of England affords our students easy access to the rest of the UK, with London under one hour away by train. Shakespeare’s birthplace and The Royal Shakespeare Company’s theatres in Stratford-upon-Avon are within half an hour by road, and we’re well-placed too for day trips to other key UK cultural sites such as Stonehenge and Bath.
The idea of the “quest” was an animating principle throughout the premodern world. Through the quest an individual could fight evil, heal a broken social order, discover previously-unknown worlds, forge new alliances, and find their true selves along the way. How do we conceive of the quest in an age that Max Weber characterised as dominated by rationalisation, intellectualisation, and above all, a profound sense of “disenchantment” (Entzauberung)? What currency does the idea of the quest have in the modern, bureaucratic, secular world? This module explores the problem that lies at the outset of all quests: the departure from emotional comfort and epistemological certainty to face unknown realms of fear and enchantments (broadly conceived). Why do we leave? What do we hope to gain? How can we truly depart and break down what holds us back? Furthermore, the module explores this problem through case studies that focus on from various fields. Each case study is framed through the lens of a particular “quest,” with each path converging on the central problems of departure, enchantment, and facing the unknown. As such, “the quest” lens functions as an intervention in multiple contemporary problems that resist easy solutions, and can only be approached from a transdisciplinary perspective, such as that of the “disenchantment of the modern world,” and the many avenues we seek out in order to re-enchant it and construct meaning.
This is a core module in the second year of the the BA in Liberal Arts course. It complements the other core module with each exploring a major organizing concept of contemporary society from different intellectual perspectives. This module complements its sister Y2 core module in Sustainability with each exploring a major organizing concept of contemporary society from different intellectual perspectives. Where Sustainability draws on contemporary ecological, economic and regulatory challenges and the development of effective evidence-based policy, Consumption instead primarily focuses on cultural interventions and sociological and historical theoretical frameworks. The module critically examines the role that consumption plays in contemporary society, analysing different theorisations of processes of consumption and cultural works which engage with issues of consumption. Using a transdisciplinary Problem-Based learning approach, this module will encourage students to interrogate problems at the intersection of the arts, humanities and social sciences.
This is an interactive and practical module aiming to inspire students about entrepreneurship by giving them an interdisciplinary overview of the entrepreneurial process and the individual entrepreneur. It highlights the interdisciplinary/transdisciplinary nature of enterprise/entrepreneurship as a field of study and ‘lift the curtain’ on entrepreneurship for students from all disciplinary backgrounds. The module aims to help the students appreciate the complexities of entrepreneurship and develop an enterprising mindset through an interdisciplinary overview of the process that leads to business creation. This includes reflections on different aspects of the entrepreneurial process such as the motivation to start a business, opportunity identification, social and legal responsibilities, financial resources and business planning.
On this module you will engage in a critical consideration of psychiatry and psychopathology (mental ill-health) drawing on a variety of perspectives. In the past this has included neuroscience, neuroimaging, psychiatry, literature, philosophy and history. A central aim of the module will be to describe and explore the tension between a purely neuroscientific conception of mental ill-health and the brain, and person-centred conceptions of mental ill-health and the mind. The module will be interdisciplinary and will draw on intellectual history, the history and sociology of medicine and psychiatry, psychology, neuroscience, philosophy and literature. This module aims to: Help students understand how wider social, intellectual and cultural movements have impacted upon medicine, neuroscience and psychiatry, provide opportunities for students to critically explore the development of psychiatry and mental health, contrasting perspectives from science, the arts and humanities, facilitate students in understanding the limitations of a purely neuroscientific conception of mental health and psychopathology.
Forms of Identity investigates a wide range of identities (e.g. personal, national, gender, ethnic, racial, spiritual, linguistic, genetic, organisational) through interactive seminars, readings, and practical exercises which will support students in reflecting on major issues associated with these themes in an interdisciplinary manner. It will encourage students to consider the increasing prominence of consumer, hybrid, border, and marginal identities, and the notion that identity can shift, that it can be fragmented, and that a variety of identities can exist simultaneously. Each week, a different subject specialist from, for example, sociology, politics, biology, philosophy, psychology or the arts, will introduce their discipline’s understanding of identity, which will be followed by a consolidation session, geared to facilitate active, interdisciplinary engagement with the topics.
Sustainability is the most significant societal challenge of our age and it is therefore imperative that all subjects should be engaging with this critical topic that will be so central to their future life and career. The module aims to present the issue of sustainability from a variety of cross-disciplinary perspectives, including academics with expertise in the natural, applied and social sciences and humanities but also people with direct engagement with sustainability issues in estates, in careers and from outside the university. In doing so, it will provide a variety of sources of knowledge that will allow students to connect to their own experience, but also to provide a multifaceted understanding of the topic.
The changes to global climate being brought about by human activity present one of the greatest challenges to confront humanity, and are likely to have a profound effect over the working lives of today’s students. Understanding them requires a comprehensive approach spanning multiple disciplines. The aim of this module is to equip students to begin to do this, by providing a grounding in the central scientific, economic and political issues surrounding climate change. To provide undergraduates from a wide range of backgrounds with an up to date view of the central challenges that climate change poses. This will be delivered from experts across different disciplines, each describing challenges in their field at a level suitable for all. Following the course we aim to equip students to address these challenges.
Global energy markets are in a period of dramatic transition. The emergence of shale gas, mostly notably in the US, has been disruptive to the industry, leading to falling oil prices. This has challenged the long-time dominant position of international oil companies (e.g. BP, Shell, ExxonMobil) in the petroleum sector. Natural gas has emerged as a potentially important ‘bridging fuel’ to a low carbon future, with several leading national economiesincluding China, making the switch from carbon-intensive oil and coal to this ‘lower-carbon’ alternative. Away from oil and gas, renewable energy sources are becoming increasingly cost competitive and are gaining societal and governmental support. The energy transition alters the global dynamics of energy security, with some countries finding their energy independence challenged, whilst others enjoy the economic growth that is inherently linked to energy abundance. A similar distinction can be made between populations with regards to energy equity: the accessibility and affordability of energy, and as with energy security this too is in a state of flux due to changing market conditions. These three dimensions: sustainability, energy security and energy equity constitute an ‘energy trilemma’; the focus of this module. The module addresses the challenges posed by the trilemma to national, regional and local economies, and in developing, emerging and developed economic contexts. In addition to the trilemma’s aforementioned dimensions, the module will also consider concerns of energy efficiency, ‘green growth’, sustainable energy governance and cooperation, and technology and infrastructure. In this regard, the module will broaden the student’s knowledge and understanding of the key issues around the UN’s Sustainable Development Goal 7.
This module offers an in-depth examination of Sustainable Development Goal 3 (good health and well-being) and the broader field of global health. This module will involve a blend of conceptual foundations, case study analysis, and work with real-life qualitative and quantitative data. Teaching and case studies will be interdisciplinary, drawing on medical as well as social science research. It focuses focus on concepts and dimensions of global health and equip students with a big-picture understanding of health governance and health systems. A broad range of global health priorities within and beyond the Sustainable Development Goals will further enable students to grasp and discuss key issues that will dominate global health in the coming decades (e.g. universal healthcare, antimicrobial resistance), their relationship to international development and other sustainable development goals, and their global and local dimensions.
The module draws on Warwick’s world leading research, especially those involved in the university’s Global Research Priority on Food, to deliver subject and analytical knowledge, as well as research and communication skills, to equip students with a multi-disciplinary toolkit for positive participation in the creation of more sustainable food systems. The module aims to examine the relationship between Food and Sustainability using theories and methods from the sciences, social sciences and humanities. By the end of the module, students should be able to: apply a “Food Systems” approach to the identification, research and analysis of broadly conceived sustainability issues, emerging in food production, processing and consumption, evaluate the contrasting technical and governance responses proposed for issues generate by global food needs, employ visual mapping of food systems for analytical purposes in creating a mixed media campaign, apply a critical understanding of key concepts, particularly food security, sovereignty and sustainability in analysis of food systems. Where relevant, reflect on and evaluate personal and collective food consumption choices in relation to sustainable development concerns