Image representing Social Anthropology and Social Policy

Social Anthropology and Social Policy - BA (Hons)

UCAS code LL46

2020

Are you curious about how societies work, develop and transform? Do you wonder about how societies can promote the welfare of individuals and families? Our Sociology and Social Policy joint honours programme offers you the opportunity to analyse these questions from a theoretical and practical perspective. 

2020

Overview

Kent’s School of Anthropology and Conservation has a range of experts working on social anthropology in regions as diverse as the Middle East, Europe, China and Amazonia.

Our academic in the School of Social Policy, Sociology and Social Research are internationally recognised for their expertise in social policy and their varied research gives you the opportunity to study diverse areas ranging from neglect and crime to education and employment.

You will learn to understand and address the challenges of our time and will be given skills to contribute to society in a wide range of exciting careers after you graduate.

Our degree programme

In your first year, you start by studying the fundamentals of social anthropology and social policy. You then continue to learn about different quantitative and qualitative research methods relevant for both disciplines. There is a special focus on ethnography, a method used by social anthropology to understand diverse social worlds.

During all stages of your studies you have the opportunity to choose specialist modules that suit your interests and include topics like South East Asian societies, ethnicity and nationalism, and understanding social care.

In your final year of study, there is an option to take a dissertation module on a subject of your choice, presenting your findings in writing or in the form of a visual or digital essay. This allows you to focus in detail on an area you are particularly passionate about.

In this video, Social Anthropology student Gabriele Zukauskaite talk about her course at Kent.


Study resources

Kent’s School of Anthropology and Conservation has a number of excellent subject-specific facilities to help your learning. These include:

  • a state-of-the-art visual anthropology room with a suite of computers equipped for editing film and cameras made available for student use
  • an ethnobiology lab for studying human-related plant material
  • a teaching laboratory with first-rate equipment
  • for students interested in Biological Anthropology we have an excellent fossil cast collection with hundreds of casts, including multiple entire skeletons of extant and extinct primates and hominins.

You also have access to a wide range of topical journals and books in hard copy and digital format through Kent’s Templeman Library.

Your designated academic advisor provides guidance for your studies and academic development. Our Student Learning Advisory Service also offers useful workshops on topics like essay writing and academic referencing.

Extra activities

There are a number of student-led societies which you may want to join such as:

  • Anthropology Society
  • Socrates Society
  • Feminist Society
  • Kent Amnesty International.

The School of Anthropology and Conservation puts on many events that you are welcome to attend. We host two public lectures a year for which we have been able to attract leading anthropological figures from around the world. In 2017 we hosted paleoanthropologist Professor Lee Berger, one of Time magazine's 100 most influential people.

There are also events available throughout the year in the School of Social Policy, Sociology and Social Research that focus on topical issues and may include:

  • research seminars
  • webcasts
  • career development workshops.

Independent rankings

In The Guardian University Guide 2020, over 89% of final-year Anthropology students were satisfied with the overall quality of their course.

Of final-year Anthropology students who completed the National Student Survey 2019, over 91% expressed satisfaction with the teaching on their course and 94% were satisfied with the overall quality of their course.

Social Policy at Kent was ranked 4th in The Guardian University Guide 2020 and 7th in The Times Good University Guide 2020.

Of final-year Social Policy students who completed the National Student Survey 2019, over 94% expressed satisfaction with the teaching on their course and over 96% were satisfied with the overall quality of their course.

Teaching Excellence Framework

All University of Kent courses are regulated by the Office for Students.

Based on the evidence available, the TEF Panel judged that the University of Kent delivers consistently outstanding teaching, learning and outcomes for its students. It is of the highest quality found in the UK.

Please see the University of Kent's Statement of Findings for more information.

TEF Gold logo

Course structure

The following modules are indicative of those offered on this programme. This listing is based on the current curriculum and may change year to year in response to new curriculum developments and innovation.  

On most programmes, you study a combination of compulsory and optional modules. You may also be able to take ‘elective’ modules from other programmes so you can customise your programme and explore other subjects that interest you.

Stage 1

Compulsory modules currently include Credits

Social Anthropology is a discipline which arose with other social sciences in the mid- to late-nineteenth century, social and cultural anthropology has made a speciality of studying 'other' peoples worlds and ways of life. With increasing frequency, however, anthropologists have turned towards 'home', using insights gained from studying other cultures to illuminate aspects of their own society. By studying people's lives both at 'home' and 'abroad', social and cultural anthropology attempt to both explain what may at first appear bizarre and alien about other peoples' ways of living whilst also questioning what goes without saying about our own society and beliefs. Or, to put it another way, social and cultural anthropology attempt, among other things, to challenge our ideas about what we take to be natural about 'human nature' and more generally force us to take a fresh look at what we take for granted.

View full module details
30

This module is an introduction to biological anthropology and human prehistory. It provides an exciting introduction to humans as the product of evolutionary processes. We will explore primates and primate behaviour, human growth and development, elementary genetics, the evolution of our species, origins of agriculture and cities, perceptions of race, and current research into human reproduction and sexuality. Students will develop skills in synthesising information from a range of sources and learn to critically evaluate various hypotheses about human evolution, culture, and behaviour. This module is required for all BSc and BA Anthropology students. The module is also suitable for students in other disciplines who want to understand human evolution, and the history and biology of our species. A background in science is not assumed or required, neither are there any preferred A-levels or other qualifications. The module is team-taught by the biological and medical anthropology staff.

View full module details
30

The module aims to develop the understanding of the policy making process and the role of the different actors within the wider context of the tools and limits of the ability of the UK national government to influence behaviour. It has a particular focus on processes of social control as they relate to social policy. Learning will be centred around two main tasks:

i. Understanding the links between social policy and the regulation of behaviour e.g. the uses and outcomes of incentives, sanctions and educative communication to promote behavioural changes sought by policy makers.

ii. Taking topical examples of policy issues, contextualised analysis of the policy making process, its 'stages', key actors and

institutions will be used to explore how and why particular policy options emerge and evolve. A central concern will be to help students understand the nature of support and opposition for particular policy proposals and the implications for developing alternative policies.

View full module details
15

Health ,care and wellbeing are central concerns in all our lives; and they raise questions of the interconnected roles of the state, the market and the individual in their creation and support. In

this module we explore how we understand and conceptualise these areas, and the potential role of policy interventions in support of them. The module examines the social determinants of

health, exploring the ways in which often replicate wider inequalities in society. It asks how we might best address changing health needs, particularly in relation to the growing proportion of

older people, exploring these in the context of the new politics of the NHS. What are the best structures to deliver health care? How should these best be funded? Life style is increasingly

implicated in health outcomes, and the module explores the dilemmas raised by rising levels of obesity and alcohol consumption. These are matters of personal choice, but they challenge the

health and wellbeing of the population, and raise questions of how choices are shaped in the context of market production. Governments increasingly declare that they are interested not simply in health or prosperity, but also of wellbeing. The module explores what this means, and why there is a new interest in this area. It also examines the interface between health and care, both institutionally and conceptually and in turn, how these relate to issues of wellbeing. The module's content covers a range of issues affecting adults and children/young people.

View full module details
15

This course is designed to provide students with an introduction to the ways sociologists attempt to document and explain the social experience of everyday life. Each week the category of 'social experience' is held up for analytical scrutiny in relation to a particular component of ‘everyday life’. The course aims to illustrate the value of sociology for helping individuals to better understand the contents and conditions of their social experience of the world. It also aims to document the ways in which sociological theories and methods have developed in correspondence with the evolution of modern societies. The curriculum will include topics such as: Sex, Gender and Sexuality, Racial and Ethnic Identities, Risk and Society, Crime and Deviance, Health, Media, Religion or Family.

View full module details
15

Sociology is the study of human societies. It is a discipline committed to the attempt to map out and explain the constitution of society. It also aims to attend to and explain the distinctive character of people's social experience of the world. Sociologists operate from the premise that, by working to explain human characteristics and behaviours in social terms and as relative products of society, they stand to offer insights into some of the major forces that determine our thoughts and behaviours. They work under the conviction that human beings are fundamentally social beings and are products of distinct forms of society. This course is designed to provide you with a basic introduction to Sociology. A particular focus is brought to how sociologists venture to understand the social structures and determinant social forces that shape our living conditions and life chances. It also outlines some of the ways in which such matters are addressed as problems for sociological theory and empirical sociological research.

The curriculum will include topics such as:

What is Sociology?

Theories and Theorizing

Methods and Research

Cities and Communities

The State, Social Policy and Control

Globalization

Work, Employment and Leisure

Inequality, Poverty and Wealth

Stratification, Class and Status

View full module details
15

Stage 2

Compulsory modules currently include Credits

The focus of this module is the intensive investigation of the canonical form in which research in social anthropology has been disseminated, the ethnography. The reading list for the module therefore consists exclusively of professional ethnographic monographs of varying thematic and regional focus.

Students will be expected to come to seminars with notes from their reading and will be encouraged to discuss that reading and to relate it to wider anthropological issues raised or implied by the authors of the ethnographies.

Considerable time will be spent, particularly in the earlier seminars, on instruction about how to read an ethnography and what goes into writing it. This might include how to examine its implicit (as opposed to explicit) theoretical assumptions; how to place it within the historical development of the discipline; how to evaluate its empirical investigation of particular theoretical problems; how to evaluate the relationship between description and analysis; how to evaluate its contribution to particular issues and topics within social anthropology; and the examination of its structure, presentation and ability to communicate an understanding of a social and cultural group through the written word.

View full module details
15

The module is a cross-cultural analysis of economic and political institutions, and the ways in which they transform over time. Throughout the term, we draw upon a range of ethnographic research and social theory, to investigate the political and conceptual questions raised by the study of power and economy. The module engages with the development and key debates of political and economic anthropology, and explores how people experience, and acquire power over social and economic resources. Students are asked to develop perspectives on the course material that are theoretically informed and empirically grounded, and to apply them to the political and economic questions of everyday life. The module covers the following topics: the relationship between power and authority; key concepts and theoretical debates in economic anthropology; sharing and egalitarianism; gift exchange; sexual inequality; violence; the nation state; money; social class; work; commodification; financialisation.

View full module details
15

This module is focused on a diverse range of approaches deployed by anthropologists to the study of religion, and belief and symbolic systems. It introduces a range of anthropological insights to the ongoing transformations of religious traditions and belief systems vis-à-vis colonial encounters, post-colonial settings, as well as globalisation. The aim of the module is to familiarize students with the complex interactions between lived religious practice, religious traditions, and the ways in which these are intertwined with other domains of social life, politics, economics and ideology. The key topics covered in this module focus on ritual and sacrifice; witchcraft and sorcery; secularisation and fundamentalism; millennialism and conversion; cosmology and ideology; human and non-human relationships; modes of religiosity, rationality and belief; mediation and ethics. This module will develop students' awareness of the strengths and limitations of anthropological insights compared to other disciplinary perspectives on religion such as theology, cognitive science or sociology.

View full module details
15

This module builds on Ethnographies I, and its focus is to further investigate the canonical form in which research in social anthropology has been disseminated, the ethnography. The reading list for the module therefore consists exclusively of professional ethnographic monographs of varying thematic and regional focus.

Students will be expected to come to seminars with notes from their reading and will be encouraged to discuss that reading and to relate it to wider anthropological issues raised or implied by the authors of the ethnographies.

Considerable time will be spent, particularly in the earlier seminars, on instruction about how to read an ethnography and what goes into writing it. This might include how to examine its implicit (as opposed to explicit) theoretical assumptions; how to place it within the historical development of the discipline; how to evaluate its empirical investigation of particular theoretical problems; how to evaluate the relationship between description and analysis; how to evaluate its contribution to particular issues and topics within social anthropology; and the examination of its structure, presentation and ability to communicate an understanding of a social and cultural group through the written word.

View full module details
15

This module provides a broad introduction to welfare services in modern Britain, with a focus on England. Successful students will improve their understanding of the recent history and current organisation of the following areas of social welfare provision. These include education, health, social care, and housing.

The module starts with a basic mapping and description of key institutions and issues. It then moves on to: The policy-making process: paying for welfare services; social policy implementation by government and professions; assessing the impact of social policies.

The teaching will emphasise debates, arguments and controversies. Students will learn how to put together an argument and persuade others.

View full module details
30

In this module you will begin to understand the process and debates surrounding how researchers learn more about the social world. What techniques and approaches do social researchers draw upon to organise, structure and interpret research evidence? How do we judge the quality of research? What are the strengths and weaknesses of the range of frameworks and methodologies? The first part of the module introduces you to the conceptual issues and debates around the ‘best’ way to explore social questions, forms and issues, and an overview of some popular methods for doing so. In the Spring Term, you will spend most of your time applying what you have learned in a group research project and an individual research design project.

View full module details
30

Stage 3

Compulsory modules currently include Credits

This module aims to develop the anthropological imagination of Stage 3 students, that is, to instill the ability to apprehend theoretical issues and apply them with a critical and informed sense of difference in the human experience. The module is not a 'history of theory' survey; rather, it will proceed by means of a set of topics through which different theoretical approaches to the same ethnographic problem or issue have been explored. The module may be organised around a single theme that has long dominated anthropological discussions (such as 'the gift', hierarchy and scale, structure and agency etc.) which will be used as a lens through which to view theoretical discussions within social anthropology as well as its appropriations from other disciplines.

View full module details
15

This module aims to aid Stage 3 students in making connections between theoretical issues and the ways in which they recur in the practices and debates of social anthropologists. The module teaches theoretical engagement by means of tracking the way that similar problems in ethnographic practice have been approached by different theoretical schools. The module engages a series of themes that illustrate how social anthropologists throughout the history of the discipline, and from different national traditions within the discipline, have engaged with the pressing political and social concerns of their day.

View full module details
15
Optional modules may include Credits

Law is often assumed to stand 'outside' of society, either because it is ‘above’ us or even ‘behind’ us, as in ‘society changes too fast for the law to keep up’. This module proposes law as an ethnographic subject, that is, a field of action governed by rather than governing social and cultural sensibilities. If, according to a classic cliché, anthropologists look for relationships while lawyers look for rules, the module will examine how social relationships can come to appear rule-like to legal and anthropological studies alike. Since lawyers in fact contributed to the early formation of the discipline of anthropology, anthropology itself may be seen as the product of a legalistic classification of human relations. The curriculum will therefore proceed through the history of the relationship between anthropology and law as disciplines and through ethnographic material from different legal environments. In doing so it will consider subjects such as language, gender, class, and religion and their effects upon the experiences of people involved in processes of dispute and its resolution. Finally the module will investigate how well law ‘travels’ between societies, and between different levels of the same society: for instance, how do concepts such as legal pluralism, the cultural defence, and universal human rights affect the theory and practice of law?

View full module details
15

This module offers Stage 3 students the opportunity to design, execute, and write up a dissertation project of their own devising. Students may pursue a module of library-based research under supervision on a particular topic and/or undertake limited ethnographic research on that topic. The topic, and the way it is researched, will be of the student's own choosing. All projects must be supervised by a member of staff in Social Anthropology, with whom the student has arranged to work before registering for the module. Students who wish to do a project on this module should collect the information sheet from the School Office during Stage 2 (this includes students on a Year Abroad programme) not later than then end of the online module registration period in the Spring Term.

View full module details
30

This module introduces visual anthropology via the encounter between media maker and subject and framed in relation to the concepts of reflexivity and intersubjectivity. Central concerns are the cross-cultural reception of media, the use of video and photography as and for research, the social history of film and photography relating to ethnographic subjects, the study of national and regional cinematic traditions (outside Europe and America) and the comparative ethnography of television and broader consideration of issues of social representation and political ideology in visual imagery. Indicative areas covered in the module include:

1) Collaborative Media and Intersubjectivity

2) Soundscapes and Sensory Ethnography

3) Photography and Sociality

4) Observational and Participatory Cinema

5) Ethno-fiction and Indigenous Media

6) Intersections of medical and visual anthropology

7) New Media and Activism

View full module details
15

This module explores the use of audio-visual media as research, reflexive and transformational ethnographic practice in tune with contemporary anthropological theorising of ethnographic and documentary film. The collaborative and feedback oriented process of using audio-visual media in the production of a short video film that is presented online delivers experiential insights and re-evaluation of the value of video, photography and audio to research, represent and influence aspects of people's lifeworlds. The practical instruction in how to develop a project is grounded in exercises that explore cultural and personal assumptions of what a camera does. Further training in cinematography, interviewing and sound, camera movement and improvisation, and the flexible uses of DSLR cameras present the key pre-production training. Editing theory and practice is taught with a view to efficient workflow and minimal post-production, facilitating knowledge of use in independent multi-media production. Web based interactive platforms are introduced with a view to facilitate wider communication and dissemination. The value of feedback is emphasised in creating media productions that have academic and personal integrity, resonance with and impact on particular audiences.

View full module details
15

This module seeks to engage directly with the central provocation of the Anthropocene: that the speed, scope and scale of human industrial activities are having unparalleled, unintended and poorly understood impacts on the earth as a system, thus contributing to and significantly expanding the scale and risks associated with the crisis of modernity and its multiple dimensions: environmental, social, political, and cultural. In response to this crisis, and especially in light of the fact that human activities are so profoundly entangled with biological, ecological, geographical and geological process, a number of academic disciplines are reconsidering many of their core categories, boundaries and approaches. The Anthropocene constitutes an important, novel and challenging problem and a unique case study to attempt a more careful and effective integration of the different intellectual traditions and methods as exemplified in SAC: social and biological anthropology, human ecology and conservation. Some of the main areas covered in the module include: 1) A review of the key problems and issues signalled by the Anthropocene, including the evidence and the debates and areas of disagreement 2) The Anthropocene in relation to earth system science and the planetary, with a particular emphasis in the relationship between the history of the earth, the history of life and the history of humans 3) Some of implications of the incoming period of heightened risk, uncertainty and cascading crises 4) To consider the consequences of the changes and challenges signalled by the Anthropocene upon core categories and assumptions underlying the humanities and sciences, with particular attention to such key binaries as human-nature, living-non-living, and technology-biology 5) The need and challenge of simultaneously considering multiple and apparently incommensurable scales, both in time and space 6) The Anthropocene dilemma: humans as agents or victims? 7) Considering some of the challenges the Anthropocene raises for the practice of science, politics, law, governance, etc. 8) What do these problems, questions and debates mean in terms of our own individual and collective futures, both professionally and personally?

View full module details
15

Ethnicity’ and ‘nationalism’ are matters of contemporary urgency (as we are daily reminded by the media), but while the meanings of these terms are taken for granted, what actually constitutes ethnicity and nationalism, and how they have been historically constituted, is neither clear nor self-evident. This module begins with a consideration of the major theories of nationalism and ethnicity, and then moves on to a series of case studies taken from various societies around the world., and then moves on to examine a number of other important concepts—indigeneity, ‘race’, hybridity, authenticity, ‘invention of tradition’, multiculturalism, globalization—that can help us appreciate the complexity and dynamics of ethnic identities. The general aim of the module is to enable and encourage students to think critically beyond established, homogenous and static ethnic categories.

View full module details
15

This module is an introduction to ethnopharmacology, a multidisciplinary field of study that employs chemistry, ecology, biology, pharmacology and anthropology to evaluate and understand the use of plants (and other substances) in non-western medical systems. While students will be introduced to all of the disciplines involved in ethnopharmacological research, this module will have a heavy anthropological focus. Lecture and reading materials will address questions related to the actions of natural products in the human body, the ecological and evolutionary basis of medicinal plants use, the epistemology of non-western medical systems, the efficacy of medicinal plants and the development of pharmaceuticals based on traditional medicines. Topics discussed in class will provide ideas and models for student research projects. This module should appeal to students with interests in anthropology and/or medical care/research.

View full module details
15

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 case-studies, 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 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.

View full module details
15

Primarily intended to offer a critical analysis of the concept of development, particularly as it is used to talk about economic and social change in the developing world, the module shows how anthropological knowledge and understanding can illuminate 'development issues' such as rural poverty, environmental degradation, international aid and humanitarian assistance, climate change and the globalization of trade. Topics discussed include the role of anthropology in development practice, by examining some of the methods being used to either study or participate in current development projects, whether at local, national or international levels of intervention.

View full module details
15

Welfare states face many challenges in the contemporary world. This course takes a comparative approach by systematically analysing key fields to show how a variety of countries have identified and tackled problems of social policy. It starts with a consideration of theoretical frameworks but most of the course is directed at consideration of welfare issues in different countries and to specific topics such as globalisation, migration, population ageing, disability and austerity measures.

View full module details
30

This course will provide students with a sociological understanding of the changing and central importance of individualization for contemporary society, situated both in historical and global comparative terms. The fracturing of collective bonds and assumptions and the casting of individuals into a 'life of their own making' is driven by a combination of economic, technological and cultural forces and is becoming apparent across the globe. This has provoked concern with the implications for social order, mental health and even the future of families and populations. The neglected theme of individualization allows us to examine changing social norms, the changing boundaries of private and public, the management of social order and cohesion in increasingly diverse societies and how anxieties concerning these developments may be overstated or misplaced. At the same time, this module will also emphasize the importance of attending to the ethical and practical implications of unchecked individualization in a variety of contexts and through different case studies

View full module details
15

This module introduces students to the sociological approach to understanding and critiquing mental health. It begins by outlining historical definitions of mental health and how policy and practice have changed over time from incarceration in large institutions to present-day community care. Sociological perspectives of mental illness (for example, labelling and social causations of mental ill-health) are considered alongside psychiatric and psychological approaches to treating people with mental illnesses. The module then looks at social inequalities in relation to opportunities to recover, including gender and race, as well as other 'actors' within the field such as carers).Mental health and the criminal justice system as well as religion/spirituality are also explored. Please note, as this is not a clinical module material covered will not include in-depth investigations of specific diagnoses of mental illnesses

View full module details
15

The key focus of this course is to provide students with a good understanding of issues surrounding gender and the labour market in a comparative sociological perspective. The course is designed around the core research questions in the gender inequality literature in relation to work-life balance in the context of family, company, the labour market and the welfare states. The module starts off examining the key questions of whether there is a gender wage gap and each week discusses the potential explanation of why there is a gender gap, starting with gender role attitudes, division of housework, choices in subject area, issues around masculine organisations, moving on to more structural problems restricting women's choices. We also examine some of the key methods which gender inequality research has used recently.

View full module details
15

This module will involve students undertaking social research in a placement setting, while simultaneously reflecting on the process of undertaking real-life social research, culminating in an assessed final output and reflection on their placement. Placements will involve students undertaking research projects identified by host charities or public sector organisations, with students delivering a final research report to the charity.

Aside from the ongoing support of the module convenor, students would also receive lectures covering:

- Turning an organisation's ideas into a viable research project (noting that the convenor will already have worked with placement organisations to ensure that all projects are viable);

- Good practice in undertaking social research projects (e.g. data security, data management);

- Ethics in applied social research (certainty/uncertainty, power, and 'usefulness’);

- Reflecting on research practice (linked to the second part of the assessment.

View full module details
30

The coalition government has argued that following the 2008 financial crisis and the subsequent double-drip recession adoption, the UK has no option but to pursue austerity policies. This has included a huge squeeze on spending on cash transfers often referred to as 'welfare'.

This module focuses on poverty and inequality and how such social security policies impact upon them. Students will analyse the nature, extent and causes of poverty and inequality, with reference to the UK. The module will make students aware of current issues in welfare reform as it relates to groups vulnerable to poverty including: people who are unemployed; people who are sick or disabled; older people; children; lone parents; people from Black or minority ethnic groups. The module also shows how social security policies encompass different principles of need, rights and entitlement for users of welfare services.

It is designed to be of interest to Sociology and Health and Social Care students as well as Social Policy students.

View full module details
15

Contraception, abortion, and teenage pregnancy are the subjects of public controversy in Britain. This module takes these aspects of ‘reproductive health’ as its main examples. We will consider why contraception, abortion and teenage pregnancy became the subject of policy-making, and look at how policy about them has changed over time. Attention will be drawn to areas of debate that are currently particularly controversial, to encourage students to consider the ways in which policy could develop.

View full module details
15

'This module provides an analysis of health policy primarily focusing on recent policy changes in the UK and identifying the major influences which have shaped these policies. There have been considerable changes in health service policy and public health policy in the UK over the last two decades involving changes to existing policies and the development of new policy themes. The latter have included the rise and fall of policies aimed at social inequalities and the decline in life expectancy in some areas; the increasing emphasis on 'nudging' lifestyle change and on wellbeing in public health policy; a continued focus on the views and/or the voice of the user and the public and increasing emphasis on democratizing the health service and co-production; the re-emergence of the importance of environmental health policy; the marketisation and privatisation of health care in the context of a reduction in public funding; the introduction of managerialism and the attempts to regulate the medical profession and the effectiveness of priority setting agencies such as NICE with their emphasis on evidence based decision making This module is theoretically informed and the approach taken lays emphasis on the interplay of powerful structural interests such as the influence of professional medicine and other occupational groups, the media (including the social media), the pharmaceutical industry, the food industry, commercial health care companies, the State and the socio-political values associated with the government in power, patient’s groups, the third sector and the wider global environment.'

View full module details
15

The module provides an overview of the contribution of the third sector to social, economic and political life. It includes analysis of definitions and categorisations, exploration of the theories which underpin the study of the third sector, an examination of theories and the current state of volunteering and charitable giving, examination of the historical and current public policy agenda in relation to the third sector in the UK, the EU and more generally and, an overview of current issues in the third sector and how social scientists go about studying them.

View full module details
15

This is a 15 credit course which will enhance your CV, particularly if you are hoping to work in the public or voluntary sector. You will be supported to undertake three placements in a variety of volunteering roles, both on and off campus; attend four lectures on the voluntary sector and complete a reflective learning log to help you think about your experiences and the transferable skills you are gaining.

The following 2 units are compulsory:

Active community volunteering

Project Leadership

Plus 1 unit selected from the following:

Active university volunteering

Training facilitator

Mentoring

Committee role

All students taking this module are expected to attend four sessions that provide the academic framework for understanding volunteering, as well as practitioner knowledge that will be helpful as you progress through your placements, and invaluable preparation for your essay. These sessions last one hour each and are spaced evenly throughout the academic year.

View full module details
15

Social care is of central significance in the support of a range of vulnerable adults. As such it is one of the key services of the welfare state, though one that often loses out to higher profile concern with medical care. In this module we trace the development of social care from its origins in nineteenth century philanthropy, through its consolidation as a key service within the post war welfare state, to its current state of flux as it becomes increasingly fragmented and subject to new models of provision. The module looks at the care experiences of people with physical disabilities whether acquired in childhood or as result of accident or illness later in life; with learning difficulties; and mental health problems; as well as frail older people, exploring user perspectives and questions of empowerment. It also addresses those who provide care and support in the form of family carers and paid workers, whether social workers or care assistants, addressing policy debates concerning the role of the state and family in provision. It analyses the key social and policy debates in this field: for example: can we afford the cost of the rising numbers of older people? What role does ageism play in recent scandals about the quality of care provision? How can we support family carers? How do we integrate people with learning disability into wider society? In doing so it raises issues of funding, affordability and the mixed economy of care, as well as addressing fundamental questions about how disability, age and care are experienced and understood.

View full module details
30

This module aims to enable students to design and conduct their own piece of research. This can be primary research where students collect and analyse their own data, or it can be library based, where students research existing literature or re-analyse data collected by others. The research can be about a particular policy or policy area, social problem, social development, or matter of sociological interest. The dissertation will usually be set out as a series of chapters. In order to assist students with designing and writing a dissertation a supervisor – a member of staff in SSPSSR - will have an initial meeting with students (during the summer term of Year 2 where possible) and then during the Autumn and Spring terms students will have at least six formal dissertation sessions with their supervisor. These may be held individually or with other students. In addition there will be two lectures by the module convenor which will also support students’ progress.

View full module details
30

This module is designed as an exploration of both the social history and historiography of 'the Enlightenment'. It draws a focus to the legacy of Enlightenment in contemporary sociological theory. It explores the bearing of Enlightenment ideas and interests upon the intellectual and political cultures of western modernity. It introduces students to ongoing debates concerned with the legacy of the Enlightenment in twenty-first century society. In this context, it explores the influence of the Enlightenment and its cultural portrayal in contemporary sociology in current disputes concerned with the legacy of colonialism, the gendering of the public sphere, the fate of religion and religious culture through modern times, the cultivation of our social and political democracy and the ‘tragic’ fate of modern rationality.

View full module details
15
You have the opportunity to select elective modules in this stage

Teaching and assessment

Social Anthropology

Anthropology at Kent uses a stimulating mix of teaching methods, including lectures, small seminar groups and laboratory sessions. For project work, you will be assigned to a supervisor with whom you meet regularly. 

Assessment ranges from 80:20 exam/coursework to 100% coursework. At Stages 2 and 3, most core modules are split 50% end-of-year examination and 50% coursework. Both Stage 2 and 3 marks count towards your final degree result.

Social Policy

Usually you have four lectures and four seminars a week; additional tutorial input is spread over the year. Many modules also offer additional ‘clinic’ hours to help with the preparation of coursework and for exams. Some modules involve workshops to develop key personal and study skills, or computing and project work, which you can do individually or in teams. 

Most modules in the School are assessed by 50% coursework and 50% end-of-year examination. A small number are assessed entirely by coursework. Marks from both Stages 2 and 3 count towards your final degree result. Stage 1 results do not count towards the final mark, but entry to Stage 2 depends on passing Stage 1 assessments.

Contact Hours

For a student studying full time, each academic year of the programme will comprise 1200 learning hours which include both direct contact hours and private study hours.  The precise breakdown of hours will be subject dependent and will vary according to modules.  Please refer to the individual module details under Course Structure.

Methods of assessment will vary according to subject specialism and individual modules.  Please refer to the individual module details under Course Structure.

Programme aims

For programme aims and learning outcomes please see the programmes specification for each subject below. Please note that outcomes will depend on your specific module selection:

Careers

Graduate destinations

As part of your degree, you develop critical thinking, transferable knowledge and skills that enable you to work in a variety of professions.

Our graduates have gone on to work in:

  • overseas development and aid work
  • national and local government
  • town and country planning
  • social and cultural policy
  • practical politics
  • international institutions and NGOs
  • social services
  • media, journalism, broadcasting
  • the organisation of social and community projects
  • social work. 

Help finding a job

The School offers an employability programme aimed at helping you develop the skills you'll need to look for a job. We offer:

  • workshops
  • mentoring
  • an online blog featuring tips
  • advice from employers
  • a selection of job adverts
  • internship information
  • volunteering opportunities.

The University also has a friendly Careers and Employability Service which can give you advice on how to:

  • apply for jobs
  • write a good CV
  • perform well in interviews.

Career-enhancing skills

As well as gaining skills and knowledge in your subject area, you acquire key transferable skills that are essential for all graduates.

These skills include:

  • analysing complex information and making it accessible to non-specialist readers
  • writing reports
  • thinking critically
  • working effectively and considerately in teams
  • an understanding of, and sensitivity to, the values and interests of others.

You can also gain additional skills by signing up for our Kent Extra activities, such as learning a language or volunteering

Entry requirements

Home/EU students

The University will consider applications from students offering a wide range of qualifications. Typical requirements are listed below. Students offering alternative qualifications should contact us for further advice. 

It is not possible to offer places to all students who meet this typical offer/minimum requirement.

New GCSE grades

If you’ve taken exams under the new GCSE grading system, please see our conversion table to convert your GCSE grades.

Qualification Typical offer/minimum requirement
A level

BBB

Access to HE Diploma

The University will not necessarily make conditional offers to all Access candidates but will continue to assess them on an individual basis. 

If we make you an offer, you will need to obtain/pass the overall Access to Higher Education Diploma and may also be required to obtain a proportion of the total level 3 credits and/or credits in particular subjects at merit grade or above.

BTEC Level 3 Extended Diploma (formerly BTEC National Diploma)

Distinction, Distinction, Merit in an academic based subject. Other subjects such as Hospitality, Catering, Art & Design, Music, Photography and Dance will be considered on a case-by-case basis

International Baccalaureate

34 points overall or 15 points at HL

International students

The University welcomes applications from international students. Our international recruitment team can guide you on entry requirements. See our International Student website for further information about entry requirements for your country. 

However, please note that international fee-paying students cannot undertake a part-time programme due to visa restrictions.

If you need to increase your level of qualification ready for undergraduate study, we offer a number of International Foundation Programmes.

Meet our staff in your country

For more advice about applying to Kent, you can meet our staff at a range of international events.

English Language Requirements

Please see our English language entry requirements web page.

Please note that if you are required to meet an English language condition, we offer a number of 'pre-sessional' courses in English for Academic Purposes. You attend these courses before starting your degree programme. 

General entry requirements

Please also see our general entry requirements.

Fees

The 2020/21 annual tuition fees for this programme are:

UK/EU Overseas
Full-time TBC £16200
Part-time TBC £8100

For details of when and how to pay fees and charges, please see our Student Finance Guide.

The 2020/21 annual tuition fees for UK undergraduate courses have not yet been set by the UK Government and are displayed as TBC. As a guide only full-time tuition fees for Home and EU undergraduates for 2019/20 entry are £9,250.

For students continuing on this programme, fees will increase year on year by no more than RPI + 3% in each academic year of study except where regulated.* 

Your fee status

The University will assess your fee status as part of the application process. If you are uncertain about your fee status you may wish to seek advice from UKCISA before applying.

General additional costs

Find out more about accommodation and living costs, plus general additional costs that you may pay when studying at Kent.

Funding

University funding

Kent offers generous financial support schemes to assist eligible undergraduate students during their studies. See our funding page for more details. 

Government funding

You may be eligible for government finance to help pay for the costs of studying. See the Government's student finance website.

Scholarships

General scholarships

Scholarships are available for excellence in academic performance, sport and music and are awarded on merit. For further information on the range of awards available and to make an application see our scholarships website.

The Kent Scholarship for Academic Excellence

At Kent we recognise, encourage and reward excellence. We have created the Kent Scholarship for Academic Excellence. 

The scholarship will be awarded to any applicant who achieves a minimum of AAA over three A levels, or the equivalent qualifications (including BTEC and IB) as specified on our scholarships pages

The scholarship is also extended to those who achieve AAB at A level (or specified equivalents) where one of the subjects is either mathematics or a modern foreign language. Please review the eligibility criteria.