Anthropological approaches and knowledge have been popularised across various disciplines and are increasingly relevant in making sense of contemporary lifeworlds. The programme connects with a growing need for anthropologically-based expert knowledge. The roles of specialists who can offer anthropological expertise have been recognised widely. Experts in these areas are in high demand by various agencies. For instance, anthropologists are increasingly sought by organisations in the management of diversity, difference and conflict resolution. In these contemporary contexts, the programme is highly relevant in offering offering rigorous studies in anthropological approaches. As an intellectually-strong programme, it provides advanced understandings of anthropological theories and knowledge conventions

The programme utilises the expertise of anthropologists at UEL who have long-term research experience in various countries. It also draws on specialist expertise by staff members working in the related area of Refugee Studies. The programme offers three core modules: the first module grounds students in main anthropological debates; the second module extends these debates to consider processual forms of anthropological knowledge. The third module is the double dissertation module which rigorously guides students to conduct anthropological fieldwork and submit an ethnographic dissertation.  The programme provides students with opportunities to examine a host of settings and organisations in relation to pressing contemporary concerns. A number of options are available from the MA in Refugee Studies which engages with anthropological discussions on migration, belonging and displacement. A further option from the MSc in Anthropology, Human Rights and Justice programme offers specialist understandings on rights’ issues.

Students prepare focused anthropological projects and develop their work through a range of assessments. This range includes critical academic portfolios and reports. They have opportunities to present on their work in a supportive atmosphere and to develop anthropological expertise for a range of specialist roles in employment settings.

The programme is relevant for graduates seeking to obtain advanced theoretical grounding in anthropology and desirous of carrying out anthropological fieldwork at Master’s level. It is also suitable for ‘people-specialists’ or professionals who wish to add to their academic anthropological background. It is designed for both graduates and professionals interested in the concept of knowledge translation and in applying anthropological knowledge across diverse sectors and disciplines. Candidates who seek a post-graduate qualification in anthropology in preparation for doctoral studies will also find this programme suitable.

 The MSc in Anthropology at UEL

• Advanced studies in theoretical issues in anthropology and ethnographic fieldwork approaches
• Training in anthropological conventions to develop an ethnographic dissertation.
• A critical and intellectually-strong programme to develop reflexive skills in the study of people
• Field trips and a research retreat
• A focus on key anthropological debates.
• A range of optional modules from the MA in Refugee Studies.
• An optional module from the MSc in Anthropology, Human Rights and Justice
• A focus on practice as part of anthropological knowledge and its wider application in contemporary settings.
• An assessment of the diversity and wide relevance of anthropological research topics.
• Specialist supervision and sustained guidance on an anthropology research topic for your dissertation
• Flexible studies available through part-time options and intermediate qualifications.

In the case of applicants whose first language is not English, then IELTS 6.5 (or equivalent) is required. International qualifications will be checked for appropriate matriculation to UK Higher Education postgraduate programmes. Students that apply to enter stages of the programme may be admitted through normal Accreditation of Experiential Learning (AEL) or Accreditation of Certificated Learning (ACL) processes, or through an approved articulation agreement. Therefore such applicants must be able to demonstrate evidence that they have the required learning outcomes as listed in the modules for which they are seeking exemption.

Programme Structure

Students have further opportunities to participate and develop independent research/critical thinking skills through a number of research exercises. They engage in study groups and peer group appraisals as part of self-reflexive approaches. They conduct critical reviews of their work and obtain supportive feedback in formative assessments. Students incorporate fieldtrips into their work. They are supported by individual supervisory sessions to develop their research and write an ethnographic dissertation. Students further benefit from research seminars and programmes of visiting speakers held by the various research centres and groups in the School.  

Knowledge

• Reflexive understandings of key anthropological theories.
• Critical analyses of anthropological approaches.
• Critical assessment of anthropological connections and interventions in contemporary settings and in relation to your studies.
• Transferability of anthropological knowledge in academic and practice-oriented contexts.

Thinking skills

• Nuanced approaches in conducting research on contemporary settings.
• Critical analyses of primary and secondary data
• Development of an anthropological research problem based on theoretical and empirical issues.
• Assessment of certain key ethnographic/anthropological work and their contributions.

Subject-Based Practical skills

• Advanced understandings of anthropological knowledge and its application in contemporary settings.
• Anthropological skills in accessing a fieldsite and establishing relations with research participants
• Skills in accessing secondary data.
• Skills in developing and implementing an anthropological research project.

Skills for life and work (general skills)

• Advanced skills as a specialist/cultural broker.
• Critical skills in debating complex issues.
• Abilities to examine human complexity and discuss a range of issues and ideas.
• Advanced skills in analysing and writing and presenting on your work.

The typical duration of this programme is one year full-time or two years part-time. It is possible to move from full-time to part-time study and vice-versa to accommodate any external factors such as financial constraints or domestic commitments. Any such flexible arrangements will likely impact on the overall duration of the study period.

The teaching year begins in September or February. A typical student registered in a full-time attendance mode will study the equivalent of 180 credits over the year.  A typical student registered in a part-time attendance mode will study for one day and/or one evening per week and will complete 90 credits.

Full-time Students usually complete 180 credits in year (inclusive of dissertation module); part-time students must complete 90 credits in year one and 90 credits in year two (includes dissertation module).

Knowledge is developed through

• Lectures
• Tutorials
• Seminars
• Workshops
• Fieldtrips/Research retreats
• Study visits

Thinking skills are developed through

• Seminar and workshops discussions
• Fieldwork and reflective periods
• Tutorials
• Primary and secondary research

Practical skills are developed through

• Library research and data retrieval
• Reports/essays and project writing
• Presentations (which use diverse media)
• Primary fieldwork-led research

Skills for life and work (general skills) are developed through

• Guidance for independent study
• Fieldwork
• Oral presentations
• Academic writing

Knowledge is assessed by

• Critical portfolios
• Oral presentations
• Primary fieldwork-led research
• Reflexive work on research

Thinking skills are assessed by work on

• Portfolios
• Dissertation
• Seminar papers and presentations
• Research proposals

Practical skills are assessed by

• Presentations
• Research proposal
• Dissertation

Skills for life and work (general skills) are assessed by

• Preparing portfolios, seminar papers, ethnographic research
• Presenting work and using a range of media
• Developing a research plan
• Carrying fieldwork

• There would be enough qualified staff to teach the programme;
• Adequate resources would be in place;
• The overall aims and objectives were appropriate;
• The content of the programme met established standards;
• The programme met any professional/statutory body requirements;
• The proposal met other internal quality criteria covering a range of issues such as admissions policy, teaching, and learning and assessment strategy and student support mechanisms.

This is done through a process of programme approval. The process involves consulting academic experts inclusive of subject specialists from other institutions.

How we monitor the quality of this programme

• External examiner reports (considering quality and standards)
• Statistical information (considering issues such as the pass rate)
• Student feedback

On the basis of these mechanisms and other information, programme teams undertake the annual Review and Enhancement Process. The annual Review is coordinated at School level and includes student participation. The Quality and Standards Committee monitors the process.

Once every six years an in-depth review of the whole field is conducted. The review panel includes at least two external subject specialists.  The panel considers documents, looks at student work, speaks to current and former students and speaks to staff before drawing its conclusions.  The panel provides a report highlighting good practice and identifying areas where action is needed.

The role of the programme committee

The role of external examiners

• To ensure the standard of the programme;
• To ensure that justice is done to individual students.

External examiners fulfil these responsibilities in a variety of ways including:

• Approving exam papers/assignments;
• Attending assessment boards;
• Reviewing samples of student work and moderating marks;
• Ensuring that regulations are followed;
• Providing feedback through an annual report that enables us to make improvements for the future.

Listening to the views of students

• Module evaluations;
• Student/Staff consultative committee  (meeting at least once per semester).

Students are notified of the action taken through:

• Circulating the minutes of the programme committee;
• Providing details on the programme notice board.

Listening to the views of others

• Questionnaires to former students
• Group discussion with former students