UNIVERSITY OF KENT
Please note: This specification provides a concise summary of the main features of the
programme and the learning outcomes that a typical student might reasonably be expected to
achieve and demonstrate if he/she passes the programme. More detailed information on the
learning outcomes, content and teaching, learning and assessment methods of each module can
be found in the programme handbook. The accuracy of the information contained in this
specification is reviewed by the University and may be checked by the Quality Assurance Agency
for Higher Education.
BSc (Hons) Human Ecology
1. Awarding Institution/Body
University of Kent
2. Teaching Institution
University of Kent
3. School responsible for management
of the programme
School of Anthropology and Conservation
4. Teaching Site
Canterbury
5. Mode of Delivery
Full-time
Part-time
6. Programme accredited by
n/a
7. Final Award
BSc (Hons)
Diploma in Human Ecology (for students who exit
at Stage 3 but have successfully completed
Stage 2)
Certificate in Human Ecology (for students who
exit at Stage 2 but have successfully completed
Stage 1)
8. Programme
Human Ecology
9. UCAS Code (or other code)
10. Credits/ECTS Value
360 credits / 180 ECTS credits
11. Study Level
Undergraduate
12. Relevant QAA subject benchmarking
group(s)
Earth sciences, environmental sciences and
environmental studies; Geography; Anthropology.
13. Date of creation/revision
April 2015
14. Intended Start Date of Delivery of this
Programme
from September 2015
15. Educational Aims of the Programme
The programme aims to:



To produce a broad, sophisticated and interdisciplinary approach to the study of humanenvironment relationships as socio-ecological, complex, and dynamic systems
To equip students with strong, state-of-the-art technical skills for quantitative, qualitative and
spatial data collection and analysis of human-environment interactions
To provide students with a sound foundation in the scientific and humanistic approaches to the
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





study of human-environment relationships, allowing them to consider the interaction between
biophysical, ecological, historical and socio-cultural processes and dynamics
To sensitise students to the importance of pattern, process, scale, time and space in the study
of complex systems and how these affect our understanding of biological, social and cultural
diversity, as well as of human adaptation to the environment and to environmental change
To facilitate the educational experience of students through innovative opportunities for
learning during fieldwork and hands-on approaches to analytical tools
To provide students with the opportunity to gain direct, practical experience relating to
research and to the applied dimensions and social impact of their degree, with options for
work, study and field trips abroad
To ensure that the learning experience provides transferable skills necessary for professional
development, analytical problem-based solving, interpersonal development, autonomous
practice and team-working, in a manner which is efficient, reliable and enjoyable to students
To equip interdisciplinary graduates with the ability to think critically and creatively and with the
necessary practical and research skills to prepare them for high-level postgraduate studies or
for a competitive job market
To prepare graduates for leading employment roles in the interdisciplinary fields of human
ecology, nature conservation, environmental protection and sustainable development, in the
commercial, private or public sectors
16 Programme Outcomes
The programme provides opportunities for students to develop and demonstrate knowledge and
understanding, qualities, skills and other attributes in the following areas. The programme
outcomes have references to the subject benchmarking statement for Earth sciences,
Environmental Sciences and Environmental Studies (ES3), Anthropology (Anthro) and Geography
(Geo).
A. Knowledge and Understanding of:
1. Fundamental concepts of Human Ecology and how they relate to patterns and processes
(ES3-3b/3c)
2. Biological and evolutionary perspectives on human adaptation to the environment (ES3-3c )
3. Human diversity in conceptions of human-environment interactions (ES3-3b/3c; Anthro-4.6,
5.2; Geo-3.8)
4. Principles of biocultural diversity, its threats and conservation (ES3-3b/3c; Anthro-4.6, 5.2)
5. The cognitive and social aspects of traditional environmental knowledge systems and their
potential in tackling social and environmental crises (ES3-3b/3c; Anthro-4.6, 5.2))
6. Social and cultural adaptation to the environment and to environmental change (ES3-3b/3c;
Anthro-4.6, 5.2)
7. Socio-cultural, political and institutional aspects of landscapes and ecosystems, landscape
history, social memory, representation and identity (ES3-3b/3c; Anthro-4.6, 5.2; Geo-3.2)
8. The role of social, political, economic and cultural factors in shaping landscapes and
ecosystems, both ‘natural’ and anthropogenic (ES3-3b/3c; Geo-3.2, 3.5)
9. Environmental and land-use change processes and patterns and their relation to the coevolution of social and ecological system and complexity (ES3-3b/3c; Geo-3.2)
10. The different concepts and analytical frameworks of space and time (ES3-3b/3c; Geo-3.3,
3.6)
11. Principles of biodiversity conservation and habitat management (ES3-3b/3c; Geo-3.5)
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12. Valuation, ecosystem services and their relation to governance and political-economy (ES33b/3c)
Teaching/learning and assessment methods and strategies used to enable outcomes to be
achieved and demonstrated
Methods and strategies to achieve outcomes involve specific modules that cover areas of
knowledge and understanding. Modules use a variety of approaches enabling students to gain
theoretical and practical understanding, through formal lectures, seminars, workshops, laboratory
exercises and fieldwork.
Most modules are assessed through a mixture of coursework – including not only essays and
written reports but also more practical tasks such as presentations and mini-projects – as well as
exams. Some modules are assessed only by coursework.
Students undertake independent research projects (or in special circumstances dissertation
projects) beginning at the end of the second year, which they finish during their third year. This
allows students to understand the processes of conducting independent research, such as: project
design, data collection, analysis, and write up. Students are encouraged to select projects that are
of special interest to them in order to stimulate motivation.
Skills and Other Attributes
B. Intellectual Skills:
1. General learning and study skills (ES3-3.5-3.12; Anthro-5.4; Geo-4.4)
2. Critical and analytical skills (ES3.3-7; Anthro-5.4; Geo-4.4)
3. Ability to express ideas in writing and orally (ES3-3.9; Anthro-5.4; Geo-4.4)
4. Design, implementation, analysis and write-up of a research project (ES3-3.8; Geo-4.4)
5. Ability to effectively research, organise and interpret scholarly materials (ES3-3.7; Anthro-5.4;
Geo-4.4)
6. Ability to formulate and test theories (ES3-3.7 Geo-4.4)
7. Ability to make a structured and logical argument (ES3-3.8-3.9; Anthro-5.4; Geo-4.4)
8. Ability to use mixed methods for problem solving (ES3-3.8; Anthro-5.4; Geo-4.4)
Teaching/learning and assessment methods and strategies used to enable outcomes to
be achieved and demonstrated
Students are encouraged to engage critically during seminars and lectures, and participate in
group discussions, hands-on participatory classroom and field activities, simulations,
brainstorming sessions, laboratory demonstrations and role playing. Assignments are designed
to build and strengthen many of these skills and include presentations, poster production, miniprojects, and other practical tasks. In addition, research projects require considerable
organisational, analytical, study and writing skills, and offer an opportunity for students to test
concepts and methods they have learnt during individual modules.
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C. Subject-specific Skills:
1.
2.
3.
4.
5.
6.
Field biology skills (surveys, sampling, etc.) (ES3-3.8; Geo-4.5)
Research skills in natural/biological scientific research (ES3-3.8, 3.10; Geo-4.5)
Research skills in qualitative and quantitative analyses of social and ethnographic data
(Anthro-5.2-5.3; Geo-4.5)
Mapping and spatial analysis skills (Geographic Information Systems) (ES3-3.10; Geo-4.5)
Skills in laboratory work (ecological, biological anthropology) (ES3-3.8; Geo-4.5)
Documentation of local knowledge systems (Anthro-5.2)
7.
Skills in research design, statistics (ES3-3.8, 3.10; Anthro-5.4 ; Geo-4.5)
8.
Skills in interactive media research tools, including online research and visual approaches
(Anthro-5.2)
9.
Skills for appraising environmental, landscape and land-use changes (ES3-3.8; Geo-4.5)
10. Skills to evaluate sustainability of resource use
11. Skills for advising decision makers on land-use changes and management of socialecological systems
Teaching/learning and assessment methods and strategies used to enable outcomes to be
achieved and demonstrated
Students learn specific skills through fieldwork, practical and analytical exercises in seminars,
computer practical and tutorials, laboratory demonstrations, role playing, written essays of real or
imaginary case studies, analysis of their own and pre-existing datasets, and written reports of
human environment interactions, human adaptation to environmental change, landscape
management, conservation and planning. In addition, students learn specific skills from research
presentations given by visiting speakers and postgraduate students.
Assessment of specific skills is done through written essays and reports, posters, oral
presentations, written unseen examinations, mini-projects and research projects (or dissertations).
D. Transferable Skills:
1. Digital/IT/online skills
2. Presentation skills
3. Report and proposal writing
4. Time management
5. Library skills
6. Independent research skills
7. Group work skills
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Teaching/learning and assessment methods and strategies used to enable outcomes to be
achieved and demonstrated
Students learn transferable skills related to presentation, writing, group work and time
management during coursework exercises involving essays, reports, debates, and oral
presentations of research results. Independent research skills are developed through conducting,
analysing and writing research projects. Basic computing and supplementary library training are
available through the university library and the Unit for Enhancement of Learning and Teaching.
Students are recommended to make use of these facilities
For more information on the skills developed by individual modules and on the specific learning
outcomes associated with any Certificate or Diploma awards relating to this programme of study,
see the module mapping.
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17 Programme Structures and Requirements, Levels, Modules, Credits and Awards
This programme is studied over three years full-time or six years part-time.
The programme is divided into three stages, each stage comprising modules to a total of 120
credits. Students must successfully complete each module in order to be awarded the specified
number of credits for that module. One credit corresponds to approximately ten hours of 'learning
time' (including all classes and all private study and research). Thus obtaining 120 credits in an
academic year requires 1,200 hours of overall learning time. For further information on modules
and credits refer to the Credit Framework at http://www.kent.ac.uk/teaching/qa/creditframework/creditinfo.html.
Each module is designed to be at a specific level. For the descriptors of each of these levels, refer
to Annex 2 of the Credit Framework at http://www.kent.ac.uk/teaching/qa/creditframework/creditinfoannex2.html. To be eligible for the award of an honours degree students must
obtain 360 credits, at least 210 of which must be Level I or above, and at least 90 of which must
be level H or above.
Compulsory modules are core to the programme and must be taken by all students studying the
programme. Optional modules provide a choice of subject areas, from which students will select a
stated number of modules.
Where a student fails a module(s) due to illness or other mitigating circumstances, such failure
may be condoned, subject to the requirements of the Credit Framework and provided that the
student has achieved the programme learning outcomes. For further information refer to the Credit
Framework at http://www.kent.ac.uk/teaching/qa/credit-framework/creditinfo.html.
Where a student fails a module(s), but has marks for such modules within 10 percentage points of
the pass mark, the Board of Examiners may nevertheless award the credits for the module(s),
subject to the requirements of the Credit Framework and provided that the student has achieved
the programme learning outcomes. For further information refer to the Credit Framework.
The programme is intended to give students an interdisciplinary education in Human Ecology. The
programme offers considerable choice of modules at all stages, which allows students to maintain
a broad perspective or to specialise in particular disciplines or subjects such as anthropology,
environmental anthropology, nature conservation or environmental sociology.
When choosing modules in Stages 2 and 3, students should take heed of any pre-requisite or corequisite modules
Fallback awards:
Students successfully completing Stage 1 of the programme and meeting credit framework
requirements who do not successfully complete Stage 2 will be eligible for the award of the
Certificate in Human Ecology.
Students successfully completing Stage 1 and Stage 2 of the programme and meeting Credit
Framework requirements who do not successfully complete Stage 3 will be eligible for the award
of the Diploma in Human Ecology.
Code
Title
Level
Credits
Term(s)
Stage 1
Compulsory Modules
SE308
Skills for Anthropology & Conservation
C
15
1
DI305
Biodiversity
C
15
1
SE306
Animals, People and Plants
C
15
2
DI304
Economic and Environmental Systems
C
15
2
Optional Modules Students must select 60 additional credits. Normally, from the following list:
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SA303
Environmental Issues: Social Science
Approaches
C
30
1/2
SE301
Introduction to Social Anthropology
C
30
1/2
SE302
Foundations of Biological Anthropology
C
30
1/2
DI310
Skills for Wildlife Conservation and
Management
C
15
1
SE307
Thinkers and Theories: An Introduction to the
History and Development of Anthropology
C
15
2
SE309
Violence and conflict in the Contemporary
World
C
15
1
DI311
The Green Planet
C
15
2
DI303
Surveying and Monitoring for Biodiversity
C
15
2
Alternatively, up to 30 credits from a range of modules not listed here may be selected with the
agreement of the programme convenor. In selecting first year modules students should be aware
of any prerequisites stipulated for modules they want to take in Stages 2 and 3.
Stage 2
Compulsory Modules
SE542
Human Ecology
H
15
2
DI508
Skills for Conservation Biologists
H
15
2
DI528
Conservation Social Science: Methods and
Research Design
H
15
1
DI530
Spatial Analysis: Principles and Methods
H
15
1
Optional Modules Students must select 60 additional credits, at least 45 of which should be from
the following:
DI506
Tourism and Conservation
H
15
2
DI531
Human Wildlife Conflict and Resource
Competition
H
15
1
DI532
Creative Conservation
H
15
2
DI535
Tropical Ecology and Conservation
H
15
1
SE580*
Primate Behaviour and Ecology
H
15
2
SE593*
Evolution of Human Diversity
H
15
1
SE585
Anthropology of Eating
H
15
1
SE549*
Anthropology of Health, Illness and Medicine
H
15
2
SE552*
Culture and Cognition
H
15
1
SE547*
Southeast Asian Societies
H
15
1
SE579*
Anthropology of Amazonia
H
15
2
SE592*
Ethnography of Central Asian Societies
H
15
1
SE601*
European Societies
H
15
2
LW585
Environmental Law I
H
15
1
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Alternatively, up to 30 credits from a range of modules not listed here may be selected with the
agreement of the programme convenor.
Prerequisites apply to modules marked by asterisk (*)
Stage 3
Compulsory Modules
SE594*
Anthropology of Development
H
15
1
DI522
Research project
H
30
1/2
Optional Modules Students must select 75 additional credits, at least 45 of which should be from
the following:
DI501
Climate Change and Conservation
H
15
1
DI506
Tourism and Conservation
H
15
2
DI510
Global Biodiversity
H
15
1
DI518
Contemporary conservation science
H
15
1
DI532
Creative Conservation
H
15
2
SE580*
Primate Behaviour and Ecology
H
15
2
SE593*
Evolution of Human Diversity
H
15
1
SE585
Anthropology of Eating
H
15
1
SE549*
Anthropology of Health, Illness and Medicine
H
15
2
SE552*
Culture and Cognition
H
15
1
SE554*
Visual Anthropology Theory
H
15
1
SE547*
Southeast Asian Societies
H
15
1
SE579*
Anthropology of Amazonia
H
15
2
SE592*
Ethnography of Central Asian Societies
H
15
1
SE601*
European Societies
H
15
2
Alternatively, up to 30 credits from a range of modules not listed here may be selected with the
agreement of the programme convenor.
Prerequisites apply to modules marked by asterisk (*)
Some of these modules only run every other year, so may not be available for students
undertaking a placement year - students should ensure they select the module in the year that
they can register for it.
(There is a separate programme specification entitled “[Standard SAC programme] with a Year in
Professional
Practice”
(see
http://www.kent.ac.uk/socsci/studying/pos-specs/20142015/anthropology/index.html), which is applicable to the BA or BSc programmes provided by the
School of Anthropology and Conservation; all relevant information about the option of a placement
year is provided in the aforementioned programme specification)
18 Work-Based Learning
Disability Statement: Where disabled students are due to undertake a work placement as part of
this programme of study, a representative of the University will meet with the work placement
provider in advance to ensure the provision of anticipatory and reasonable adjustments in line with
legal requirements.
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19 Support for Students and their Learning
















School and University induction programme
Programme/module handbooks
Library services, see http://www.kent.ac.uk/library/
Student Support http://www.kent.ac.uk/studentsupport/
Student Wellbeing www.kent.ac.uk/studentwellbeing/
Centre for English and World Languages, see http://www.kent.ac.uk/cewl/index.html
Student Learning Advisory Service, see http://www.kent.ac.uk/uelt/about/slas.html
PASS system, see https://www.kent.ac.uk/uelt/quality/code2001/annexg.html
Academic Adviser system
Kent Union, see www.kentunion.co.uk/
Careers and Employability Services, see www.kent.ac.uk/ces/
Counselling Service www.kent.ac.uk/counselling/
Information Services (computing and library services), see www.kent.ac.uk/is/
Undergraduate student representation at School, Faculty and Institutional levels
International Development Office, see www.kent.ac.uk/international/
Medical Centre, see www.kent.ac.uk/counselling/menu/Medical-Centre.html
20 Entry Profile
The minimum age to study a degree programme at the university is normally at least 17 years old
by 20 September in the year the programme begins. There is no upper age limit.
20.1 Entry Route
For fuller information, please refer to the University prospectus
Specific entry requirements for the programme: A-level ABB, IB Diploma 33 points overall OR 16
points at Higher
Required subjects:
GCSE English Language and Mathematics grade C
A level natural science (e.g., Biology, Chemistry, Environmental Science) grade B or above
A level social science (e.g., Anthropology, Sociology, Geography) grade B or above
In exceptional circumstances, we may consider promising candidates who do not have the formal
entrance requirements but who have obtained several years of relevant experience or other
qualifications in the subject area.
International students can also qualify for entry with school certificates and higher school
certificates awarded by a body approved by the University. If English is the student’s second
language they must demonstrate proficiency in English.
IELTs requirements for international applicants: Average 6.5 in IELTs test, minimum 6.0 in reading
and writing.
20.2 What does this programme have to offer?

An interdisciplinary approach that integrates natural and social sciences for the study of
human-environment relationships, understood as socio-ecological, complex, and dynamic
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

systems
A broad range of state-of-the-art technical skills for quantitative, qualitative and spatial
analysis of human-environment interactions that are valuable in a wide variety of careers
related to human ecology, nature conservation, environmental protection, sustainable
development and environmental resource management.
Research-led teaching by staff who are internationally recognised hands-on learning, including
the opportunity to conduct research in a variety of areas, including the tropics.
20.3 Personal Profile
This programme is especially suitable for both school leavers and mature students with:
 An interest in the study of human-environment interactions
 A willingness to engage in informed debate about current and often controversial issues
relating to socio-ecological, complex and dynamic systems

A commitment to develop the critical thinking and analytical skills required to address real-life
problems
21 Methods for Evaluating and Enhancing the Quality and Standards of Teaching and
Learning
21.1 Mechanisms for review and evaluation of teaching, learning, assessment, the
curriculum and outcome standards


Student module evaluations






External Examiners system, see http://www.kent.ac.uk/teaching/qa/codes/taught/annexk.html
Annual programme and module monitoring reports, see
http://www.kent.ac.uk/teaching/qa/codes/taught/annexe.html
Periodic programme review, http://www.kent.ac.uk/teaching/qa/codes/taught/annexf.html
Annual staff appraisal
Peer observation
Quality Assurance Framework, http://www.kent.ac.uk/teaching/qa/codes/index.html
QAA Higher Education Review, see http://www.qaa.ac.uk/InstitutionReports/types-ofreview/higher-education-review/Pages/default.aspx
21.2 Committees with responsibility for monitoring and evaluating quality and standards






Staff-Student Liaison Committee
School Learning and Teaching Committee
Faculty Learning and Teaching Committee
Faculty Board
Learning and Teaching Board
Board of Examiners
21.3 Mechanisms for gaining student feedback on the quality of teaching and their learning
experience




Student module evaluations
Staff-Student Liaison Committee
Student rep system (School, Faculty and Institutional level)
Annual NSS
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21.4 Staff Development priorities include:










PGCHE requirements
HEA (associate) fellowship membership
Annual appraisals
Institutional Level Staff Development Programme
Academic Practice Provision (PGCHE, ATAP and other development opportunities)
Professional body membership and requirements
Programme team meetings
Research seminars
Conferences
Study leave
22 Indicators of Quality and Standards




Results of periodic programme review (2013)
QAA Higher Education Review (2015)
Annual External Examiner reports
Annual programme and module monitoring reports
22.1 The following reference points were used in creating these specifications:





QAA UK Quality Code for Higher Education
QAA Benchmarking statement/s for ES3, Geography, Anthropology
School and Faculty plan
University Plan/Learning and Teaching Strategy
Staff research activities
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Programme Title:
Stage 1
DI522
DI530
DI528
DI508
SE594
SE542
DI303
Compulsory modules
SE309
DI311
SE307
DI310
SE302
SE301
DI304
SA303
Optional modules
SE306
DI305
SE308
Compulsory
modules
Stage 2 & 3
Programme Learning outcomes
Knowledge and Understanding:
A1
X
X
A2
X
A3
X
A4
X
X
X
X
A5
X
A6
X
A7
X
A8
X
A9
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
A12
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
A10
A11
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Intellectual Skills:
B1
X
X
X
X
X
X
X
X
X
X
X
B2
X
X
X
X
X
X
X
X
X
X
B3
X
X
X
X
X
X
X
X
X
X
B4
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
12
Human Ecology
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UNIVERSITY OF KENT
B5
X
B6
X
B7
X
B8
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Subject-specific Skills:
C1
X
X
X
C2
X
X
X
C3
X
X
X
X
X
X
X
X
X
X
X
X
X
X
C4
X
X
C5
X
X
C6
X
X
X
X
C7
X
X
X
C8
X
X
C9
X
C10
C11
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Transferable Skills:
D1
X
X
D2
X
X
D3
X
D4
X
X
X
D5
X
X
X
D6
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
13
Human Ecology
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
UNIVERSITY OF KENT
Stage 2 & 3
LW585
SE601
SE592
SE579
SE547
SE554
SE552
SE549
SE585
SE580
SE593
DI531
DI535
DI532
DI518
DI510
DI506
DI501
Optional modules
Programme Learning outcomes
Knowledge and Understanding:
A1
A2
X
X
X
X
A3
X
A4
X
X
X
A7
X
A8
X
A9
X
X
X
X
X
A5
A6
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
A10
A11
X
X
X
X
A12
X
X
X
X
X
Intellectual Skills:
B1
X
X
X
X
B2
X
X
X
X
B3
X
X
X
X
B4
B5
X
X
X
X
X
X
X
X
X
X
X
X
14
Human Ecology
X
X
UNIVERSITY OF KENT
B6
B7
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
B8
X
X
X
X
X
Subject-specific Skills:
C1
X
C2
X
X
X
C3
X
X
C4
X
X
X
X
X
X
C8
X
X
X
X
X
X
X
X
X
X
X
X
X
X
C10
C11
X
X
X
C6
C9
X
X
C5
C7
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Transferable Skills:
D1
X
X
D2
X
D3
X
D4
X
X
D5
X
X
D6
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
15
Human Ecology
X