PROGRAMME SPECIFICATION
PROGRAMME SPECIFICATION
Programme title:
Anthropology
Final award (BSc, MA etc):
MSc Anthropology, Environment and Development
(where stopping off points exist they should be
detailed here and defined later in the document)
UCAS code:
L6UC
(where applicable)
Cohort(s) to which this programme
specification is applicable:
2008 intake onwards
(e.g. from 2015 intake onwards)
Awarding institution/body:
University College London
Teaching institution:
University College London
Faculty:
Social and Historical Sciences
Parent Department:
Anthropology
(the department responsible for the administration of
the programme)
Departmental web page address:
www.ucl.ac.uk/Anthropology/
(if applicable)
Method of study:
Full-time/Part-time
Full-time/Part-time/Other
Criteria for admission to the
programme:
http://www.ucl.ac.uk/prospstudents/gradprospectus/shs/anthropology/taught/index.shtml
Length of the programme:
1 year Full-time, 2 years Part-time
(please note any periods spent away from UCL, such
as study abroad or placements in industry)
Level on Framework for Higher
Education Qualifications (FHEQ)
(see Guidance notes)
Relevant subject benchmark statement
(SBS)
Level 7
http://www.qaa.ac.uk/academicinfrastructure/benchmark/default.
asp
(see Guidance notes)
Brief outline of the structure of the
programme
and
its
assessment
methods:
Refer to registry web page
www.ucl.ac.uk/registry
(see guidance notes)
Board of Examiners:
Name of Board of Examiners:
Board of examiners in MSc Anthropology, Environment and
Development
n/a
Professional body accreditation
(if applicable):
EDUCATIONAL AIMS OF THE PROGRAMME:
Develop learners’ interest in and knowledge and understanding of a broad based Anthropological approach
to environment and development issues.
PROGRAMME OUTCOMES:
The programme provides opportunities for students to develop and demonstrate knowledge and understanding,
qualities, skills and other attributes in the following areas:
A: Knowledge and understanding
Knowledge and understanding of:
- a broad based anthropological approach
to issues in environment and
development through the use of
combined social and biological theory and
data
- specialist anthropological topics on
specific human/environment issues
- core topics in human ecology,
environmental change and social theory
- methods used in environmental and
social research, evaluation and
monitoring
Teaching/learning methods and strategies:
Lectures, seminars, small group presentations and
discussion, tutorials, laboratory and practical work,
independent directed reading, interactive teamwork,
video, film and web based courses, intensive contact
with and feedback from research active staff and fellow
postgraduates. Non-assessed formative coursework
helps students gain confidence in dealing with a range of
complex theoretical and empirical material.
Assessment:
A wide variety of methods of assessment are used in
different core and optional courses, including assessed
formative coursework, assessed summative coursework,
unseen examination (essay), take-home exam, lab
books, dissertation (oral presentation of dissertation and
written report are both assessed).
B: Skills and other attributes
Intellectual (thinking) skills:
1. reason critically;
2. apply anthropological approaches to
social and biological processes;
3. identify and solve problems;
4. demonstrate and exercise
independence of mind and thought;
5. critical reading, analysis and
interpretation;
evaluate and integrate conflicting sources,
evidence, theories and interpretation.
Teaching/learning methods and strategies:
Intellectual skills are developed through the teaching and
learning programme outlined above. Each course,
whatever the format of the teaching, involves discussion
of key issues, practice in applying concepts both orally
and in writing, analysis and interpretation of material, and
individual feedback sessions for students on work
produced.
Assessment:
The variety of assessment methods employed all place
great emphasis (as shown in their assessment criteria)
on the learner's ability to demonstrate skills (1-6) through
the production of coherent written and practical
responses either to problems or tasks set. The
dissertation is the culmination of their development and
their demonstration of their skills and also allows the
students to develop an in-depth knowledge of an aspect
of anthropology and ecology of development which
interests them.
C: Skills and other attributes
Practical skills (able to):
1. search, retrieve, sift and select and
analyse material from a variety of
sources;
2. plan, undertake and report a
bibliographically-based piece of
research;
3. use advanced anthropological field
methods in order to collect data to
answer specific questions;
4. apply key methods and concepts of
social and environmental theory and
analysis.
Teaching/learning methods and strategies:
All learners receive initial guidance on how to identify,
locate and use both electronic and printed material
available in libraries and elsewhere. Comprehensive
bibliographies are provided for each course at the outset,
as are guidelines for the production of coursework
essays and extended essays. As an advanced Master’s
course learners are expected to supplement these with
independent research. Lectures, practicals, tutorials and
seminars are given on key anthropological and
environmental concepts, theories and ethnographies.
Practical classes enable learners to understand the
different methods used in anthropology and
environmental studies. Ethnographic case studies
ensure all learners understand the key role of research
methods and grounded data in social/environmental
interactions.
Assessment:
Skills 1,2 and 4 are assessed through assessed essays,
unseen examinations, projects, take-home examinations
and the dissertation. Skill 3 is assessed through
practical books written up during and after practical
classes on methodology and research skills and in data
collection for the dissertation.
D: Skills and other attributes
Transferable skills (able to):
1. structure and communicate ideas
effectively both orally and in writing;
2. manage time and work to deadlines;
3. participate constructively in groups;
4. work independently;
5. find information and use information
technology, including word
processing and Powerpoint
6. be self-reliant;
7. assess the relevance and importance
of the ideas of others;
8. understand graphical and quantitative
material and undertake quantitative
analysis of data;
9. optional – opportunities to develop
research skills to higher levels in
field/lab work, genealogical , textual,
archival analysis among other
possibilities.
Teaching/learning methods and strategies:
All courses require regular written work, usually in the
form of essays, and regular feedback on this is given to
the learner to develop not only their understanding but
also their powers of expression (skill 1). Skill 2 is learnt
(rather than taught) through the management of time to
meet the various and sometimes conflicting deadlines
(all notified at the outset of each course) for submission
of coursework. Skills 3 and 7 are developed in classes,
seminars and tutorials, which rely on discussion and
interaction, as well as presentations given by individuals
or groups of students. Skills 4, 6 and 9 are particularly
developed during the dissertation project which is the
student’s personal research interest. IT skills are largely
developed through individual learning and through some
of the practical classes. Quantitative analysis is
developed through methodological and research skills
practical classes. An assessed presentation forms an
integral part of the dissertation project, and both group
and individual presentations are required for many of the
optional courses.
Assessment:
Effective communication of ideas is an important
criterion in assessing all areas of a learner's work, and
the regular feedback as well as the final mark reflect this.
The products of skills 4, 6 and 7 are assessed by both
the coursework and extended essays produced, which,
although supervised, are nevertheless the results of
independent thought and work/research by the learner.
Skill 5 is assessed through the assembly of necessary
information for essays, etc., and their production on PCs.
Skills 2 and 3 are not formally assessed. Skill 8 is
assessed through the practical books submitted for
practical courses and through students ability to
synthesise quantitative data in essays and exams. Skill
1 is formally assessed in the presentation component of
the dissertation project and in some optional courses. It
is not formally assessed in other components of the
programme. IT skills are not formally assessed but are
an essential aspect underlying the production of most
pieces of assessed work.
The following reference points were used in designing the programme:
 the Framework for Higher Education Qualifications:
(http://www.qaa.ac.uk/en/Publications/Documents/qualifications-frameworks.pdf);
 the relevant Subject Benchmark Statements:
(http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/subject-benchmark-statements);
 the programme specifications for UCL degree programmes in relevant subjects (where applicable);
 UCL teaching and learning policies;
 staff research.
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 takes
full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes,
content and teaching, learning and assessment methods of each course unit/module can be found in the
departmental course handbook. The accuracy of the information contained in this document is reviewed annually by
UCL and may be checked by the Quality Assurance Agency.
Programme Organiser(s)
Caroline Garaway (Chair of Board of Examiners and Course Tutor)
Name(s):
Date of Production:
27 May 2008
Date of Review:
January 2014
Date approved by Head of
Department:
Date approved by Chair of
Departmental Teaching
Committee:
Date approved by Faculty
Teaching Committee