UNIVERSITY OF KENT
MODULE SPECIFICATION TEMPLATE
Confirmation that this version of the module specification has been approved by the School
Learning and Teaching Committee:
…………………30/01/2015………………….(date)
SECTION 1: MODULE SPECIFICATIONS
1.
Title of the module
The Anthropology of Business (SE584)
2.
School or partner institution which will be responsible for management of the module
School of Anthropology and Conservation
3.
Start date of the module
Spring 2016
4.
The number of students expected to take the module
80
5.
Modules to be withdrawn on the introduction of this proposed module and consultation with
other relevant Schools and Faculties regarding the withdrawal
None.
6.
The level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or Postgraduate
[M])
[H] Honours (FHEQ level: 6)
7.
The number of credits and the ECTS value which the module represents
15 credits
8.
Which term(s) the module is to be taught in (or other teaching pattern)
Spring term
9.
Prerequisite and co-requisite modules
None
10. The programmes of study to which the module contributes
BA Social Anthropology, BA in Social Anthropology with a Year Abroad programs
including all BA in Social Anthropology joint and subsidiary programs; this
module is also suitable as an optional module for students of the following
degree programmes: BSc Anthropology; BSc Anthropology with a Year Abroad,
BSc Medical Anthropology. Also, Kent Business School BBA.
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11. The intended subject specific learning outcomes
On successful completion of this module students should have:
 11.1 - a clear understanding of the cultural diversity of organizational forms in the
economic sphere
 11.2 - knowledge of local, regional and international features of social and
organisational structures
 11.3 - knowledge of the diversity of livelihoods, social and kinship organisation,
gender relations, and epistemologies 1
 11.4 - an appreciation for how ethnography contributes to theory
 11.5 - the ability to discuss key issues and debates in the culture of capital
 11.6 - the ability to critically discuss organisations in terms of social changes BA
Soc Anth PLO sections
 11.7 - the ability to rethink some of their own cultural assumptions in terms of the
experience of local peoples and environments, and
 11.8 - an understanding of how anthropologists form questions about
ethnographic material .
12. The intended generic learning outcomes are:
On successful completion of this module students will be able to:
 12.1 - communicate, organise and summarise information; respond critically to
written information; make a structured argument in written and oral forms.
 12.2 - problem solve, identify problems; formulate ways of problem solving;
evaluate alternative solutions.
 12.3 - work with others, participate in joint, learning and communication; sharing
ideas and skills;
 12.4 - understand group dynamics.
These outcomes are related to programme learning outcomes in providing the
opportunity for analytical and critical study of recent anthropological research and
debates. They contribute to the programme specifications of the BA in
Social
Anthropology as follows:
PLO 12.B.2 Critical and analytical skills
PLO 12.B.3 Ability to express ideas in writing and orally
PLO 12.B.7 Ability to review and summarize information
PLO 12.B.8 Data retrieval skills
13. A synopsis of the curriculum
Anthropology has an important role to play in the examination of our own
organizational lives as embedded in various forms of capitalism. This
module will allow students to gain anthropological perspectives on business
formations, structures, practices and ideologies. Businesses – be they
individuals, families, corporations, nation-states or multi-lateral corporations
- have identities that are invariably distinct from one another and which are
forged upon and promote particular social relationships. Ethnographic casestudies, with a strong emphasis on the stock market in the last third of the
course will provide the basis for discussing how these social relationships
that enact power, are embedded in broader cultural processes such as
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ethnicity, nationalism, migration, and kinship as well as ideologies of
gender, aesthetics and religion among others. Acknowledging the multiple
dynamic relationships between businesses, people and marketplaces will
allow us to evaluate their roles as reactive producers, consumers and
disseminators of cultural processes within our surrounding environments,
extending from the local to the global.
14. Indicative Reading List
Bestor, Ted 2004. Tsukiji: The Fish Market at the Center of the World. University of
California Press
Comaroff , John and Jean Comoroff (in press, 2008) “Ethnicity, Inc.
Frank, Thomas 1997. The Conquest of Cool: Business Culture, Counterculture and
the Rise of Hip Consumerism. University of Chicago Press
Hart, Keith, and Horacio Ortiz. 2014. "The Anthropology of Money and Finance:
Between Ethnography and World History". Annual Review of Anthropology. 43:
465-482.
Ho, Karen Zouwen. 2009. Liquidated: an ethnography of Wall Street. Durham: Duke
University Press.
Hoffer, Lee D. 2006. Junkie business: the evolution and operation of a heroin dealing
network. Australia: Thomson/Wadsworth.
Ortiz, Horacio. 2014. "The Limits of Financial Imagination: Free Investors, Efficient
Markets, and Crisis". American Anthropologist. 116 (1): 38-50.
Zaloom, Caitlin 2006. Out of the Pits: Traders and Technology from Chicago to
London. University of Chicago Press
15. Learning and Teaching Methods, including the nature and number of contact hours and the
total study hours which will be expected of students, and how these relate to achievement
of the intended module learning outcomes
Learning and Teaching Methods:
 The module will be conducted within a single term and consist of of 24 contact
hours, typically comprising 12 lectures, 11 seminars and a one-hour course test.
Seminars will build on material presented in lectures. Students will have to prepare
for seminars and are encouraged to actively engage in critical discussion of current
topics.
 Independent learning hours: seminar preparation (20), assimilation of material
presented in lectures and seminars (30); additional reading (40); revision for exam
(36).
 Total: 150 hours
Achievement of module learning outcomes:
 Lectures will address learning outcomes 11.1 – 11.8 and 12.1, 12.3, 12.4
 Seminars will address learning outcomes 11.1 – 11.8 and 12.1 – 12.4
 Independent Study will address learning outcomes 11.1 – 8 and 12.1 – 12.3
16. List each applicable assessment method and their weighting and indicate which module
learning outcomes (both section 11 specific and section 12 generic) are addressed by that
assessment method, as above.
Assessment is by 100% coursework. The coursework components comprise
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UNIVERSITY OF KENT
an essay (40%), a class test requiring short and multiple-choice answers and
factual knowledge (30%), a student ‘briefing’ in the form of an oral presentation
(15%) and lecture and class attendance and participation (15%). The oral
presentation will be carried out during the seminars. The essay (2500-3000
words) will address major theoretical debates in relation to the module. The
class test will test the range of students’ knowledge of substantive issues and
theoretical approaches to the subject. The class test, the oral presentation and
the essay together are designed to cater to the different learning strengths of
students as well as ensuring their mastery of the module’s objectives.
Lecture and seminar attendance and seminar participation: Seminars are facilitated so
as to be all-inclusive. Seminars will be assessed based on the weekly tracking of each
student’s level of preparedness for seminars (as measured by their response to
systematic broad random questioning), their oral contributions to discussion and
degree of participation in the debates around which many of the seminars will be
structured (as measured by their relevant oral interventions). During each session
these variables are tracked on index cards as major /minor or no contribution. A major
contribution is based on active involvement in debating with a demonstration of having
read the material. A minor contribution is based on either the student’s ability to
participate in a debate or show knowledge of the readings but not both. ‘No
contribution’ is based on an inability to respond to broad random questioning and only
a minimal head-nodding level of participation in debates. The formula which produces
a mark for this assessment unit takes into account seminar and lecture attendance as
well.
Table of subject and generic learning outcomes supported by these methods:
Assessment
Method
Subject Learning
Outcomes
Generic Learning
Outcomes
Class test
11.1, 11.3-11.8
12.1, 12.2, 12.4
Essay
11.1-11.8
12.1, 12.2, 12.4
Oral Presentation
11.1-11.3, 11.5-11.8
12.1, 12.3, 12.4
Class Participation
11.1-11.8
12.1, 12.3, 12.4
17. Implications for learning resources, including staff, library, IT and space
Additional books will need to be purchased so as to provide continual up-to-date
materials for this module, including visual materials. These expenditures are
covered by the School’s library budget as well as through our journal
subscriptions. Also the existing Library and IT resources satisfy at least 90% of
required materials.
18. The School recognises and has embedded the expectations of current disability equality
legislation, and supports students with a declared disability or special educational need in
its teaching. Within this module we will make reasonable adjustments wherever necessary,
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UNIVERSITY OF KENT
including additional or substitute materials, teaching modes or assessment methods for
students who have declared and discussed their learning support needs. Arrangements for
students with declared disabilities will be made on an individual basis, in consultation with
the University’s/Collaborative Partner’s (delete as applicable) disability/dyslexia support
service, and specialist support will be provided where needed.
19. Campus(es) where module will be delivered:
Canterbury
If the module is part of a programme in a Partner College or Validated Institution, please
complete the following:
20. Partner College/Validated Institution:
21. University School responsible for the programme:
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UNIVERSITY OF KENT
SECTION 2: MODULE IS PART OF A PROGRAMME OF STUDY IN A UNIVERSITY
SCHOOL
Statement by the School Director of Learning and Teaching/School Director of Graduate
Studies (as appropriate): "I confirm I have been consulted on the above module proposal
and have given advice on the correct procedures and required content of module
proposals"
.....13/02/2015..................................
Date
................................................................
Director of Learning and Teaching
Dr. TATYANA HUMLE
…………………………………………………
Print Name
Statement by the Head of School: "I confirm that the School has approved the
introduction of the module and, where the module is proposed by School staff, will be
responsible for its resourcing"
10/02/2015
..............................................
Date
.................................................................
Head of School
Prof Joao Pina de Cabral
…………………………………………………….
Print Name
SECTION 3: MODULE IS PART OF A PROGRAMME IN A PARTNER COLLEGE OR
VALIDATED INSTITUTION
(Where the module is proposed by a Partner College/Validated Institution)
Statement by the Nominated Officer of the College/Validated Institution (delete as
applicable): "I confirm that the College/Validated Institution (delete as applicable) has
approved the introduction of the module and will be responsible for its resourcing"
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UNIVERSITY OF KENT
.................................................................
Nominated Responsible Officer
College/Validated Institution
..............................................
of
Partner
Date
………………………………………………….
Print Name
…………………………………………………..
Post
………………………………………….
Partner College/Validated Institution
Module
Last updated July 2014
Specification
7
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