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UCL Department of Risk and Disaster Reduction

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Global Humanitarian Studies BSc

This multidisciplinary programme aims to educate and train future generations of humanitarian leaders in the theory and practice of humanitarian action.

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Information for prospective students

For applicants' attention
  • Resits: We consider applicants who are undertaking resits.
  • Second-year entry: We will not consider applications to enter the second year of our degree programmes.
  • Alternative personal statement: We will not consider alternative personal statements.
  • Mature applicants: Mature applicants (aged 21 or over at the start date of the degree programme): We understand that good applicants might have breaks in their education for various reasons, and we want mature students to excel at UCL. We will only consider applicants who have met or are predicted to meet entry requirements. If those qualifications were completed more than three years ago, then the applicant will be referred to our admissions tutor to see if they can be considered.
  • UCL Undergraduate Preparatory Certificate (UPC): UPC students will receive a conditional offer for their chosen degree if they are predicted to meet its entry requirements (and have a relevant personal statement).
  • Access to HE Diploma: We consider Access to HE Diploma for all of our programmes. Please note, where subject-specific requirements are stipulated at A level we may review your Access to HE syllabus to ensure you meet the subject specific requirements prior to a final decision being communicated.
  • BTEC: Only the Level 3 Extended Diploma is acceptable for entry to UCL: Pre-2010: Edexcel level 3 BTEC National Extended Diploma (NQF); Pre-2016: Edexcel level 3 BTEC Extended Diploma (QCF); Post-2016: BTEC level 3 National Extended Diploma (RQF)

Contact us
If you have any queries, please contact the RDR Education team: irdr-education@ucl.ac.uk


About the Global Humanitarian Studies BSc

During your undergraduate studies, you will learn about the political, historical and development context, but you will also gain an understanding of the emergence, impacts and response to humanitarian crises. The critical and analytical research skills you will acquire, grounded in practice, will equip you to anticipate evolving humanitarian threats and manage widening vulnerability and crisis response.


Why study with the Department of Risk and Disaster Reduction?

As a student in the Department of Risk and Disaster Reduction (RDR) you will benefit from learning in a truly multidisciplinary environment. Staff and students in the RDR come from a range of backgrounds and our research crosses traditional boundaries to produce innovative results. As well as your timetabled teaching, we have an active seminar series on international development, specialised masterclasses, high-profile public meetings and networking events with senior policymakers, UN managers and front-line workers.

Our staff are leaders in their field and course content is informed by the cutting-edge research taking place in the department. The RDR is featured regularly in global press and media outlets, providing commentary a wide range of risk and disaster reduction subjects, including most recently the Coronavirus pandemic, extreme weather and storms, and flooding and flood risk. 


Programme structure

You will study this course full time over three years. You will take a compulsory central core of humanitarian studies running through all three years with optional modules from within the department and our partner departments. The compulsory central core comprises five 15-credit taught modules in years one and two and, in year three, three-15 credit taught modules and 30 credits from the independent research project. The remaining 45 credits each year is comprised of optional taught modules. You can select modules from your chosen specialism and humanitarian affairs, which provide both breadth and depth according to your interests. You'll be able to find out more about the different specialism modules during the first few weeks of the programme, with plenty of support to help you choose the ones that are right for you. 

There are 150 study hours per module, totalling 1200 hours per year. For a taught 15-credit module you will spend about 20 hours in lectures, 20 in practicals, seminars, tutorials, fieldwork, and the remainder in independent study (approximately double for a 30-credit module).

You can find out more about the structure of the programme in the UCL Prospectus.

Compulsory modules

Please note these modules are indicative and may be subject to change. You can find more details about module content, including assessment methods, in the UCL Module Catalogue.

Year 1


Year 2


Year 3


Optional modules

You can find more details about module content, including assessment methods, in the UCL Module Catalogue.

Optional RDR modules

Year 1

Year 2

Year 3


Optional modules in other departments

Students can select non-RDR thematic optional modules. Please note some modules in other departments have a cap on student numbers, pre-requisites, or timetable restrictions and therefore may not be available for all students. You will find out more at our module selection sessions during induction but if you have a query in the meantime, please contact irdr-education@ucl.ac.uk.

Year 1

Year 2 

Year 3 

Some modules in other departments have a cap on student numbers or pre-requisites and therefore may not be available for all students. We also cannot guarantee that there will not be timetable clashes.


Meet the team

Our teaching team includes lecturers from across the department. Find out more on our People page.

Dr Lisa Guppy, Programme Leader

Lisa Guppy
Hi! I'm Dr Lisa Guppy and I am the Programme Leader and I also teaching on the programme. I have worked across humanitarian, peace and development fields, primarily United Nations organisations, across Asia, Africa, North America and the Middle East.

Prof Mohammad Shamsudduha (“Shams”), Undergraduate Tutor

Shams Headshot
Hello! I am Prof Mohammad Shamsudduha but everyone calls me Shams. I am the Undergraduate Tutor for the BSc, which means I'm here to help students with all things academic, and I teach the Climate and Natural Hazard Risks and the Humanitarian Data Science modules. I am a geoscientist by academic background and my research is centred around earth’s water resources, environment, and people. I look forward to meeting you all!

Read more about Shams in this interview on the MAPS faculty website.


Dr Shipra Jain, Admissions Tutor

Shipra Jain
I am Dr Shipra Jain, the admissions tutor for the BSc. I am responsible for overseeing the admissions process, from talking to prospective students to ensuring applications are dealt with efficiently. You'll meet me at our online events and open days.

Nicola Jordan, Work Placements Manager

Nicola Jordan
Hi! I'm Nicola and I work with students to support them undertaking a voluntary internship during their BSc studies. I can also help with some of the employment skills you'll need to get you job-ready at the end of your degree programme.

Careers and employability

This programme was created to help professionalise the humanitarian sector. Teaching and module content is based on consultation with global and national employers, and the key skills you will acquire will prepare you for you future humanitarian career, whichever specialism you choose.

Between the second and third years, we will use our extensive networks to help facilitate an optional four-week summer placement, in the UK or internationally, to help you connect your academic learning with skills in the humanitarian workplace.

Find out more about our student placements.

We also hold an annual Careers Discovery Evening to give you an insight into working in the sector and introduce you to some key employers. This is a great place to start looking for internship hosts too!

UCL was ranked in the top 20th in the world in the 2022 QS Graduate Employability Rankings for graduate employability, placing us 3rd in the UK and 1st in London. 

Graduate destinations

After graduation, many of our students go on to work in industry or pursue further studies in risk, disaster reduction, humanitarian aid, and emergency response. Recent graduates from the programme have successfully secured internships and employment at organisations including the International Coalition for Sustainable Infrastructure (ICSI) and Holcim Group Ltd. Other students are pursuing further studies at the Institute of Ismaili Studies in London.


Frequently asked questions

What is humanitarianism?

Humanitarianism means different things to different people, groups and organisations. For many, humanitarianism is about saving lives, reducing suffering and improving the conditions that people are living in.

At the international level, humanitarianism is associated with the United Nations, governments and non-governmental organisations undertaking life-saving interventions during conflicts and disasters. But humanitarian action can also include practices of relief and care undertaken by ad hoc and unskilled individuals and groups, such as local volunteers.

To study humanitarianism requires examining responses to conflict, disasters, climate change, pandemic and other emergencies from a range of different perspectives and using lenses and tools from a range of different disciplines, as the problems and solutions relating to crisis are multidimensional.

How do I choose my optional modules on the Global Humanitarian Studies BSc?

The main advice we give is to choose what interests and excites you! Take a look at the module information, read around the topic of humanitarianism online, and get advice from staff during induction.

While you have to choose your optional modules when you apply to the degree, you will have the opportunity to change in the first two weeks or so of the programme, after a discussion with the Departmental Tutor.

Over the course of your degree you’ll also have access to the numerous seminars, talks and events put on by RDR and other parts of UCL.

How does a Global Humanitarian Studies degree differ from International Development Studies?

Humanitarianism is different from international development as it refers to efforts to save lives and reduce suffering primarily after an emergency, like a conflict or disaster. International development aid tends to focus on longer term structural change in a society, with or without an emergency—for example the alleviation of poverty or improving the governance. However, humanitarianism and international development are not two distinct forms of action; emergency relief and development aid can complement, overlap, transition into each other, or even undermine each other. 

Humanitarian Studies as an academic area is a relatively new field of study that has grown in significance and impact since the 1990s. While it builds on theories and approaches from other areas, like International Development or Security, Humanitarian Studies has its own unique set of thinkers, approaches, dilemmas and questions, that focus primarily on the policy, practice, theory and ethics of relief during and after a crisis.

Check out the United Nations’ latest humanitarian case studies on their “Centre for Humanitarian Data” website to see what current humanitarian crises are in focus: https://centre.humdata.org/category/case-study/ 

How does a Global Humanitarian Studies degree link to Geography and other social science subjects?

The BSc in Global Humanitarian Studies does not replace single discipline degree programmes, such as Geography. Instead, it draws on relevant literature, debates and learning tools from these disciplines, and combines the most relevant, in order to tackle the multidimensional questions within Humanitarian Studies. 

Students on the BSc will therefore have the chance to engage with a range of topics familiar to geographers, while learning about how other disciplines approach these questions. Topics might include:

  • vulnerability (e.g. what makes populations vulnerable to particular crises in different locations around the world?) 
  • resilience (e.g. how can populations be supported to adapt and “bounce back” from crises?) 
  • urbanisation (e.g. how is the expansion of megacities affecting vulnerability and the ability of humanitarian organisations to respond?)
  • borders (What role do borders and boundaries – whether political or natural – play is crisis response?)
  • decolonisation (e.g. how have racism and legacies of colonialism shaped - and are still shaping - the aid industry?)
How does a Global Humanitarian Studies degree link to Maths and other Science subjects?

The BSc in Global Humanitarian Studies does not replace single discipline degree programmes, such as Mathematics. Instead, it draws on relevant literature, debates and learning tools from these disciplines, and combines the most relevant, in order to tackle the multidimensional questions within Humanitarian Studies. 

Students on the BSc will therefore have the chance to engage with a range of topics familiar to mathematicians, while learning about how other disciplines approach these questions. Topics might include:

  • Geospatial analysis (e.g. how to use mapping technologies to understand a hazard risk or humanitarian need?)
  • Data analytics/Big data (e.g. how can data innovations improve the effectiveness of emergency responses).

Find out more

Find out more about the course, fees and funding, teaching and assessment on our course information page.

You can ask our staff and students questions about life in the department at one of the UCL open days or chat to a current student on Unibuddy.


Student work

These policy briefs were created by groups of students as part of the Humanitarian Policy (IRDR0039) module. Projects like these help students refine their group work, research and communication skills and the proposals they put forward could have real-world impact.

Poster view of brief
Poster view of brief
poster view of brief

'Parental alienation and domestic abuse'
By Kaily Phan, Ella Tomkins, Harmony Jenkins, Changhao Huang and Ming Lu.
This brief includes a proposal of three key recommendations aimed at preventing the application of parental alienation in the Family Court from encroaching on the rights of women and children.

Read full brief

‘Putting child welfare at the centre of Hague policy’
By Tiffany Mihardja, Haleemah-Sadiah Afolabi, Elizabeth Kay, Evie Lunn, Olivia Rix and Erin Smith.
This policy brief and an accompanying blog were published by FiLiA's Hague Mothers.

Read full brief

'The harm of forced child removal and violence and the problems caused by inadequate policies’
by Qianhui Xu, Beining Diao, Adriana Iza Mercado, Hans Mehta, Nesya Prianto.
This brief was submitted to the UN inquiry on violence against wormn and their children (AWG/C).

Read full brief


IOM DTM – UCL RDR Environmental Displacement Hackathon

On the 5th of June 2023, the UN International Organization for Migration's (IOM) Displacement Tracking Matrix (DTM) team in London hosted its first hackathon event in collaboration with UCL’s Department of Risk and Disaster Reduction (RDR). The event focused on team problem-solving and analysis to help tackle global questions on environmental and natural hazard-related displacement. It encouraged student participants to utilise their GIS, quantitative methods and/or data visualisation skills to develop new ideas, as well as gain first-hand insight into how data is collected and used in emergency contexts, humanitarian crises, and responses.

As the winners of the hackathon, Jasmine Andean, and Melanie Larre, both pursuing a Global Humanitarian Studies undergraduate degree at UCL, had the opportunity to develop their hackathon idea further together with DTM London from August to September. Their research focused on a comparative analysis between media reports of floods and DTM’s Emergency Tracking Tool (ETT) data on internal displacement driven by flooding in Burundi in 2021. They aimed to determine whether there were differences in the relationship between the severity of an event and the resulting internal displacement across affected locations.

Read the full article on the DTM website and watch their video about the research and their experiences:

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