Students preparing for their graduation ceremony at Canterbury Cathedral

Wildlife Conservation with a Year in Professional Practice - BSc (Hons)

UCAS code 1T16

2017

The BSc (Hons) in Wildlife Conservation provides comprehensive training in natural science aspects of conservation (including genetics, ecology, wildlife management and species reintroductions) together with training in the human dimensions of conservation (for example, environmental economics, international biodiversity regulation, the politics of climate change and work with rural communities).

Overview

The programme includes a significant lab-based and field-based component. Additionally, there is an opportunity to conduct a research project in the UK or abroad at the end of the second year. Recent locations include South Africa, Russia and the Peruvian Amazon.

Between stages 2 and 3 you will spend a minimum of 24 weeks working in professional practice through one or more placements, either in the UK or abroad.

This programme is taught by members of the Durrell Institute of Conservation and Ecology (DICE) research centre. DICE, in the School of Anthropology and Conservation at Kent, is a leading international research and training centre dedicated to the conservation of biodiversity and ecosystems around the world.

DICE was founded in 1989 with a clear mission: to conserve biodiversity and the ecological processes that support ecosystems and people, by developing capacity and improving conservation management and policy through high-impact research. That is why DICE is in a School that does research and teaching in anthropology alongside conservation.

One component of DICE’s work is to train a new, interdisciplinary generation of conservationists who think innovatively about the challenges that lie ahead. As undergraduates, you are part of a dynamic and growing community of conservationists whose work spans all major regions of the world.

Think Kent video series

In this talk, Dr Tatyana Humle, Senior lecturer in Primate Conservation at Kent, summarises some of the main challenges faced by people and chimpanzees in West Africa and highlights the key drivers putting at risk co-existence between them.

Independent rankings

In the National Student Survey 2016, Anthropology at Kent was ranked 7th for overall satisfaction.

Anthropology and Conservation students who graduated from Kent in 2015 were the most successful in the UK at finding work or further study opportunities (DLHE).

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 ‘wild’ modules from other programmes so you can customise your programme and explore other subjects that interest you.

Stage 1

Modules may include Credits

The broad aim of this module is to provide students with practical field experience in biodiversity monitoring and assessment methods. Specific aims are to introduce students to a range of basic field techniques and develop their skills in the collection, analysis and presentation of field data. The module provides an essential practical element of the Wildlife Conservation programme.

The module is spread over the latter half of the Spring Term, the Easter Vacation, plus the Summer Term. Spreading the course out in this way allows different groups of organisms to be examined as they become available for survey and the dates may vary slightly from year to year. Groups of students will each undertake survey or monitoring projects under the supervision of a member of staff. Each project will assess the biodiversity of an appropriate taxonomic group (eg.. invertebrates, birds, mammals, amphibians, reptiles, plants, etc.) in either a terrestrial or freshwater habitat. Students will be expected to arrive at an appropriate design for data collection in discussion with their supervisor, carry out the survey, analyse the data and present a short seminar on their results at the end of the week.

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15

Economic growth and consumerism are threatening our planet and the future of human kind. This module provides a comprehensive introduction to environmental sustainability, using a strongly interdisciplinary approach based on environmental science and economics. In Part 1, we define environmental sustainability and explain how environmental sustainability can be assessed in relation to renewable resources, non-renewable resources and pollution. We consider the main threats to environmental sustainability such as climate change, pollution and resource exploitation and how they arise from the economic-environmental system. In Part 2, we explore environmental threats and issues in more detail focusing on issues such as species extinction, deforestation, climate change, and fossil fuel burning. Throughout Part 2 we actively consider potential solutions to current global economic and environmental crises for example, through the development of green technology, renewable energy, resource efficiency, recycling of materials, and green infrastructure.

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15

This module will introduce a range of fundamental concepts that underpin our understanding of biodiversity and, therefore, the conservation of biodiversity and associated ecosystem services. The differences and similarities between the multiple definitions for the term 'biodiversity' will be considered, in addition to examining how scientists are trying to assess the magnitude of biodiversity on the planet. Spatial and temporal patterns of biodiversity will be investigated, along with the importance of biodiversity (both use and non-values). The module will then explore the contemporary threats to biodiversity and provision of associated ecosystem services, in conjunction with a broad overview of the methods conservationists employ to protect and maintain biodiversity.

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15

The aim of the module is to link theory and practice in wildlife conservation. A number of practical conservation problems will be used to introduce key theoretical concepts that underlie modern biodiversity management. Particular emphasis will be placed on the challenges of collecting and analyzing data for understanding threats, establishing conservation priorities (at the species and habitat levels) and informed decision-making. Students will develop an understanding of the practical skills and scientific principles that underlie conservation management goals and plans at different geographical and temporal scales.

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15

The module will begin with the question of what defines a plant and how they related to the other kingdoms. This will then lead on to a journey from the plant cell to vegetation communities and how they interact with, and are import to, other groups of organisms. The module will then finish with a discussion surrounding the Global Strategy for Plant Conservation (from the Convention on Biological Diversity) and the targets within this document

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15

This module is designed to introduce students to the range of basic practical and technical skills required across the School's BA and BSc programmes. The following areas will be covered:

Literary skills - different types of academic writing, and when and how to use them.

Reading skills - how to read an academic paper, how to precis an argument, how to make notes on a book chapter.

Bibliographical skills - how to construct a bibliography and the use of the library, online databases and full-text journals.

Correct referencing and the use of Endnote/Refworks.

Data collection and handling - the use of spreadsheets for simple statistics and graphs.

Planning projects and fieldwork.

The use of appropriate specialist software.

Photography and video skills.

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15
You have the opportunity to select wild modules in this stage

Stage 2

Modules may include Credits

The module will begin with an introduction to research. Students will be asked to think about what counts as research, how research validity can be assessed, and. Subsequent sessions will give training in the design and use of (a) qualitative interviews and (b) (quantitative) questionnaires. Sessions will also be devoted to processing and analysis of qualitative data, and also basic descriptive statistics to analyse quantitative data, but not inferential statistics, since this is covered in a separate core module on statistics in the BSc programme (DI508). Towards the end of the module we will look in more depth at the principles of research design in order to help students begin to plan their final year research projects

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15

The aim of the module is to cover major overarching and current issues, such as understanding biodiversity in the fossil record, extinction rates and how they are calculated, and how many species are there and why it matters. By looking at these "bigger picture" issues conceptual thinking will be brought in; for example how using basic biological knowledge, we can estimate the number of species on Earth. In addition, there will be guest lectures, and discussion of current global issues that are making the press such as the results of major international conferences; past examples included the outcomes of the Copenhagen conference on climate change and the concept of 'Planetary Boundaries'.

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15

This course is designed to introduce and re-affirm statistical concepts, and their correct use and relevance to field biologists. Introductory topics will include measures of central tendency, frequency distributions, the normal distribution, standard errors, and how sample parameters, and null hypotheses apply in real biological situations. Further topics will include one- and two-tailed tests, chi-squared test, regression analysis, and analysis of variance. The role of probability in field biology will be considered, and its application to biological questions. Throughout this taught course, emphasis will be placed on practical application of statistics as much as possible, and when and how they are applied. Since there is both a theoretical and practical component to this course, students should aim to link the theory presented in lectures with the practical sessions and field trip parts of the course. The field trips will be towards the end of the course, by which time students will have been exposed to sufficient statistical methods, and be ready to apply it. By the end of the module, students should have a knowledge of the underlying principles of biological statistics, be able to evaluate from a theoretical stand-point and in practise, statistical results, and have a sound appreciation of the benefits and limitations of different statistical techniques and their application to field biology.

The role of this module has been to provide students with the statistical knowledge to conduct their data analysis for their research project, and to reinforce the appreciation and knowledge of statistical methods within a biological framework. It is often the case that students in the second and third years of their degree are able to execute statistical analysis via computer programmes, but lack an appreciation of what the statistical results actually mean, and the ability to correctly interpret them in the context of their research. This module is designed to address these issues through a combination of lectures on statistical topics within a biological framework, and practical tasks and exercises.

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15

The overall aim of this module is to provide students with an outline of the principals of Spatial Analysis and to introduce a range of methods for collection and analysis of spatial data. Particular attention is paid to the development of students’ analysis skills through the use of remote sensing techniques and Geographic Information Systems (GIS). GIS are increasingly being used in wildlife conservation and environmental sciences in general to help solve a wide range of “real world” environmental and associated social problems. As the current trend in ecological studies moves towards the acquisition manipulation and analysis of large datasets with explicit geographic reference, employers often report shortages of relevant GIS skills to handle spatial data. Thus, this module will introduce the use of GIS as a means of solving spatial problems and the potential of GIS and remote sensing techniques for wildlife conservation providing the student with marketable skills relevant to research and commercial needs. Topics will include:

• understanding the major concepts in Spatial Analysis;

• introduction to the principles of GIS;

• introduction to remote sensing

• data structures in GIS;

• data sources and methods of data acquisition

• georeferencing, co-ordinate systems and projections

• working with raster and vector data

• mapping (how to create and transform maps),

• ArcGIS -overview of ArcGIS, ArcMap, ArcCatalog; ArcToolbox, Spatial Analyst.

• GIS operations (Calculating area, Intersection of polygons etc)

• manipulation, spatial data query and analysis of a wide range of environmental and socio-economic information relevant to wildlife conservation

These topics will be taught using a combination of lectures and practicals. The practical classes will provide hands-on experience using ArcGIS which is the most widely used GIS system. Students will be able to use knowledge and skills acquired in this module in practical project work.

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15

Human-wildlife conflicts and resource competition imply costs on human social, economic or cultural life and on the ecological, social or cultural life of wildlife concerned, often to the detriment of conservation objectives and socio-economic realities. This module aims to introduce students to the magnitude and multidisciplinary dimensions of human-wildlife conflicts (HWC) and resource competition, and current approaches and challenges in mitigating and preventing HWC. We will explore how theoretical frameworks for approaching HWC are most often confined within disciplinary boundaries and how more holistic approaches can better equip conservationists and other professionals in dealing with the issue. Using a variety of teaching and learning methods, students will learn about issues involved in determining and analysing HWC, and planning, implementing and evaluating conflict mitigation or prevention schemes.

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15

The driving causes of biodiversity loss are not just ecological, but also political, economic and cultural, and conservationists need to acquire the knowledge and skills to address broader social contexts. This module aims to introduce students to cutting-edge debates about the place of local people in biodiversity conservation, and provide them with an overview of the essential role that the social sciences play in the analysis of environmental issues. Objectives of the module are to provide students with a broad conceptual understanding of the social context of conservation, and particularly of the importance of politics and economics; knowledge of the history of conservation approaches towards local communities; familiarity with key issues in the implementation of community conservation; and a critical approach to analysis of the current conservation-preservation debate.

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15

Genetics forms the basis of the diversity of life on earth, and is fundamental to biodiversity, speciation, evolutionary ecology, and has become recognized to be vital to the successful restoration of endangered species. An understanding of the evolutionary processes that foster biodiversity and genetic diversity is essential for modern conservation biologists, across timescales ranging from a few generations to millions of years. Students will gain an understanding of the importance of genetic processes and evolutionary mechanisms within the context of conservation.

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15

Environmental Law I involves lectures covering the following topics:

• Introduction: basic concepts in Environmental Law

• Public health origins and statutory nuisances

• Regulatory approaches at national, European Community and international levels

• The legal protection of the aquatic environment

• Waste management and the legal protection of land quality

• The legal protection of air quality

• The integration of pollution control

• Enforcement at national and European Community levels

• Alternative approaches to environmental protection

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15

This module introduces students to the discipline of behavioural ecology, with particular reference to non-human primates. The module looks at the patterns and principles that can be generalised from the variation in behaviour and ecology across primate species. Set within an evolutionary behavioural-ecological framework, this module combines established findings with the latest research. It emphasises the importance of direct observations of primate behaviour and the use of theoretical models with which to make sense of these data. The module covers social and reproductive behaviour within primate groups, the nature and evolution of primate societies, and cognition and communication, as well as interactions between primates and their environments: primates as foragers, predators and prey. The module will make particular use of multi-media technology to allow students to see and hear primates in their natural habitats.

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15

Creative Conservation will engage students with a range of ways of thinking critically about conservation issues and their communication whilst developing their own creative practice and skills portfolio. The approach will seek to take a truly interdisciplinary approach, exploring these issues form a range of disciplinary perspectives and seeking syntheses and new imaginings in addressing them. Topics of focus will be chosen from amongst:

• History of place and the relationship with nature – esp. East Kent and the Blean

• Photography - and the use of the still image

• Video - as representation and a research tool

• Art and Conservation - craftwork, eco-regional design and natural resource utilisation

• The Wildlife Documentary - a critical deconstruction and analysis

• Conservation, Religion and Culture

• Campaigning for Conservation

• Conservation and Agriculture

• Literature and Storytelling

• Conservation and Cuisine - benefit or burden to the conservation mission?

• Performance Ethnography - a theoretical framework for action research in conservation

In each case the theoretical, as well as the applied practical aspects of the topic will form a core component of the learning and teaching.

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15

This module will provide the fundamental theoretical and comparative perspective that lies at heart of biology, with a particular focus on the order Primates. Particular attention will be paid to the evolutionary history of the primates and comparative primate (skeletal) anatomy, both placed in an evolutionary ecological context (e.g. a consideration of dentition in relation to diet and feeding; post-cranial anatomy in relation to locomotion and phylogenetic trends). Extensive use of casts of primate skeletal material will provide hands-on ‘experiential’ learning. The module will provide a detailed treatment of natural and sexual selection as key components of evolutionary theory that shape the adaptations of organisms, and the way adaptations are used to make sense of the diversity of organisms with particular reference to the primates. It complements, and is complemented by, SE580 Primate Behaviour and Ecology.

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15

The aim of this module is to introduce students to recent developments in natural resource management focused on the ideas of natural capital, ecosystem services and sustainable landscape management and thus a module set firmly with the socio-ecological tradition of human ecology. The module will trace the traditions of this gradual harmonisation of resource management discourse and how it plays out conceptually, empirically and at the interface of environmental science, policy and practice. The module will also set this tradition in a critical frame, drawing back to underlying assumptions about the idea of nature, and the relationship between nature, economy, human development and well-being. It will also have a practical edge by covering issues of environmental citizenship and the ethical, procedural and practical rationales that underpin different forms and levels of engagement in environmental decision making.

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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.

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15
You have the opportunity to select wild modules in this stage

Year in industry

The Year in Professional Practice involves a minimum of 24 weeks spent on placement at one or more organisations whose work is relevant to your degree programme. This contributes to 10% of your final degree classification.

It is your responsibility to find a placement, but the department offers help and support. If you cannot find a placement, your registration will change to the equivalent BSc (Hons) programme without the Year in Professional Practice option.

During your placement, you work under the direction of a line manager within the host organisation, with additional support via a member of academic staff from the University.

You  work on one or more tasks agreed in advance; for example, a management plan, a policy report, consultation process, a piece of applied research, or development of a set of educational materials.

Assessment is via an appraisal by your designated line manager (10%) and a written report (80%) and presentation (10%) which are assessed by a member of academic staff.

Modules may include Credits

The aim of the module is to provide students with the opportunity to spend a year (minimum 24 weeks) working in a professional environment, applying and enhancing the knowledge, skills and techniques that they have acquired in Stages 1 and 2 of their degree programme. This may be made up of a single placement of at least 24 weeks or of two or more shorter placements that together add up to at least 24 weeks. Individual placements will involve one or more defined roles or tasks; for example placements may involve contributing to, producing or carrying out (i) a piece of research; (ii) a management plan or other management tool; (iii) a policy report, a piece of law or policy or its implementation; (iv) an exercise related to the storage and systematisation of data sets; (v) facilitation, planning and coordination of a consultation process or an event (vi) development of educational, awareness-raising or advocacy materials or activities. The work they do is entirely under the direction of their line manager at each placement, but support is provided via a named member of academic staff within the School (the 'Placement coordinator' for each student). This support includes ensuring that the work they are being expected to do is such that they can meet the learning outcomes of the module.

Participation in this module is dependent on students obtaining an appropriate placement or placements. It is also normally dependent on maintaining a clean disciplinary record during their registration on the degree programme up to the time of their placement, although these requirements may be waived in individual cases at the discretion of the module and programme convenors where we judge that there is a strong case for allowing the placement to go ahead. Students who do not meet these conditions will normally be required to transfer to the appropriate programme without a Year in Professional Practice.

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120

Stage 3

Modules may include Credits

The module is considered as an important element of Wildlife Conservation undergraduate training. The opportunity to engage in personal research is seen as an essential element of academic training in all disciplines. The particular skills necessary to undertake research, whether practical fieldwork or laboratory work or a desk-based study, can only be taught through the medium of practically orientated investigative tasks. The principle objective in the research project is to assist students in gaining insight into the organisation, analysis and communication of research. The approved investigation may be novel i.e. one that has not previously been carried out, or it may repeat previously executed work for comparative or control purposes.

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30

Conservationists must continually analyse relevant and topical issues in a broad, real-world context. This includes understanding contemporary research, critically evaluating its ecological, evolutionary and interdisciplinary basis, and using this information to inform effective solutions to conservation problems that are embedded in social, political and economic reality. In this module, students will use and apply knowledge/skills gained throughout their degree programme during in-depth discussions of how current research programmes, as presented at the weekly DICE seminars, fit into the wider conservation context. In addition, they will write up these evaluations as a series of 'News and Views' style commentary articles, as published in the top international journal Nature.

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15

The aim of this module is to explore the evolutionary, ecological and biological concepts underlying biodiversity. Patterns of species richness, endemism and extinction risk will be examined at different spatial scales using recently available global datasets for mammals, birds and amphibians. We will consider the abiotic and biotic processes that explain these patterns including: - climatic, latitudinal and altitudinal gradients; topography; productivity; habitat heterogeneity and human population density. The main anthropogenic threats to biodiversity will also be examined including climate change, habitat loss, fragmentation, over-exploitation and invasive species. Finally, predictive models of future biodiversity loss will be appraised.

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15

The driving causes of biodiversity loss are not just ecological, but also political, economic and cultural, and conservationists need to acquire the knowledge and skills to address broader social contexts. This module aims to introduce students to cutting-edge debates about the place of local people in biodiversity conservation, and provide them with an overview of the essential role that the social sciences play in the analysis of environmental issues. Objectives of the module are to provide students with a broad conceptual understanding of the social context of conservation, and particularly of the importance of politics and economics; knowledge of the history of conservation approaches towards local communities; familiarity with key issues in the implementation of community conservation; and a critical approach to analysis of the current conservation-preservation debate.

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15

This module examines the methods required to recover small populations, and highlights case histories which have succeeded or failed for particular reasons. After an appraisal of the advantages and disadvantages of such a strategy, this module will address both the issues and the methodologies involved with species conservation programmes. This will lead on to a reappraisal of particular approaches to species conservation, including captive-breeding, reintroduction, translocation, control of predators, and the field infrastructures which need to be in place to carry out these activities.

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15

Human-wildlife conflicts and resource competition imply costs on human social, economic or cultural life and on the ecological, social or cultural life of wildlife concerned, often to the detriment of conservation objectives and socio-economic realities. This module aims to introduce students to the magnitude and multidisciplinary dimensions of human-wildlife conflicts (HWC) and resource competition, and current approaches and challenges in mitigating and preventing HWC. We will explore how theoretical frameworks for approaching HWC are most often confined within disciplinary boundaries and how more holistic approaches can better equip conservationists and other professionals in dealing with the issue. Using a variety of teaching and learning methods, students will learn about issues involved in determining and analysing HWC, and planning, implementing and evaluating conflict mitigation or prevention schemes.

Read more
15

This module will inform students how climate has influenced the diversity of life on Earth, from past to present, and its likely future impacts. We will begin with a summary of the physical science basis of contemporary climate change and the role that anthropogenic factors have played since the commencement of the industrial era. We will then explore the biological and ecological impacts of climate change on individual organisms, populations and communities, with particular emphasis given to understanding how species are responding. The module will then explore how conservation biologists are using particular interventions to ameliorate the most harmful and destabilising effects of climate change. From a more general perspective, the social, economic and political ways in which climate change can be mitigated will be assessed

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15

This residential module is designed to provide students with first-hand experience of ecological processes, biodiversity and conservation issues associated with humid tropical environments. Tropical rainforests are the most biologically diverse habitats on Earth and the loss of rainforest is of tremendous conservation concern, both due to loss of diversity as well as its consequences for global warming. Topics to be covered in the curriculum include:

• Ecological processes and services in tropical rainforests including nutrient cycling, decomposition, pollination and seed dispersal.

• Rainforest structure and defining characteristics of pristine and disturbed habitats.

• Rainforest community ecology and tropical forests as centres of ecological diversification and biodiversity.

• Practical training in ecological techniques and survey methods for a range of terrestrial taxonomic groups.

• Anthropogenic factors affecting rainforests including logging, fragmentation, global warming & agriculture.

The module will take place in a field studies centre at a rainforest location where there is an adequate infrastructure to ensure an acceptable standard of logistical support and health and safety conditions. Students will spend time working in forest and non-forest systems, and there will be an emphasis on practical training in ecological survey and assessment methods. Teaching on conservation will be integrated with short visits to surrounding sites to gain direct appreciation of the issues, problems and solutions surrounding rainforests and their wildlife.

Participation in the module will be dependent on maintaining a clean disciplinary record during registration on the degree programme prior to the module. These requirements may be waived in individual cases at the discretion of the module and programme convenors where we judge that there is a strong case for allowing the student onto the module.

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15

This module introduces students to the discipline of behavioural ecology, with particular reference to non-human primates. The module looks at the patterns and principles that can be generalised from the variation in behaviour and ecology across primate species. Set within an evolutionary behavioural-ecological framework, this module combines established findings with the latest research. It emphasises the importance of direct observations of primate behaviour and the use of theoretical models with which to make sense of these data. The module covers social and reproductive behaviour within primate groups, the nature and evolution of primate societies, and cognition and communication, as well as interactions between primates and their environments: primates as foragers, predators and prey. The module will make particular use of multi-media technology to allow students to see and hear primates in their natural habitats.

Read more
15

The aim of this module is to introduce students to recent developments in natural resource management focused on the ideas of natural capital, ecosystem services and sustainable landscape management and thus a module set firmly with the socio-ecological tradition of human ecology. The module will trace the traditions of this gradual harmonisation of resource management discourse and how it plays out conceptually, empirically and at the interface of environmental science, policy and practice. The module will also set this tradition in a critical frame, drawing back to underlying assumptions about the idea of nature, and the relationship between nature, economy, human development and well-being. It will also have a practical edge by covering issues of environmental citizenship and the ethical, procedural and practical rationales that underpin different forms and levels of engagement in environmental decision making.

Read more
15
You have the opportunity to select wild modules in this stage

Teaching and assessment

In addition to lectures and seminars, we run laboratory practicals and field trips. You also have an opportunity to conduct a field-based research thesis in your final year. This gives you practical experience of developing a research proposal and research questions, finding appropriate methods, conducting research, analysing and interpreting results, writing up a full research project and giving an oral presentation.

The year in professional practice consists of a minimum of 24 weeks working in a professional environment, either as a single placement or as two or more shorter placements. While on placement you will work on one or more specific tasks agreed in advance. Assessment is by means of a written report and a short presentation together with an appraisal by your manager.

We offer you the opportunity to conduct your research project either in the UK or abroad – for example, many students have taken part in the annual expedition to the Peruvian Amazon, one of the most biodiverse regions on earth. Most modules are assessed by 50% coursework and 50% unseen exam. Some modules are assessed only by coursework, which takes a variety of forms, including essays, short answer tests, oral presentations, laboratory reports, individual and team projects, field reports, commentaries, management plans and statistical analyses.

Programme aims

Our aims are to provide students with:

  • knowledge of the science and practicalities of wildlife conservation, including the biological, social and economic aspects of the subject
  • an understanding of theoretical issues, methods and practical tools
  • awareness of sustainability and wildlife exploitation
  • knowledge of wildlife conservation at local, national and international levels
  • the abilities necessary for professional development, such as analytical problem-solving, interpersonal skills, autonomous practice and team-working
  • the knowledge to play a leading role in the field of wildlife conservation
  • innovative opportunities for fieldwork
  • experience of work in a professional environment relevant to your degree programme, whether at home or abroad
  • employment-related skills, including an understanding of how to relate to the structures and functions in an organisation
  • the qualities needed for employment in situations requiring the exercise of professionalism, independent thought, personal responsibility and decision-making.

Learning outcomes

Knowledge and understanding

You gain knowledge and understanding of:

  • ecological and biodiversity-related concepts
  • species, habitat and landscape conservation
  • practical understanding of wildlife conservation
  • principles of sustainable use and wildlife management
  • the relationship between local communities and conservation
  • issues and practices when managing wildlife within or outside protected areas
  • the role of behavioural ecology in conservation
  • genetics in conservation issues
  • wildlife laws and legislative frameworks
  • the role that statistics has in conservation.

Intellectual skills

You develop intellectual abilities in the following:

  • learning and study
  • critical and analytical methods
  • expressing ideas in writing and orally
  • design, implementation, analysis and write-up of a research project
  • ability to interpret scholarly publications
  • how to formulate and test theories
  • presenting a structured and logical argument.

Subject-specific skills

You gain wildlife conservation skills in the following:

  • field biology (such as surveys and sampling)
  • social science (such as interviews and questionnaires)
  • research design, statistics
  • analysing case studies
  • environmental education
  • how to evaluate sustainability of resource use
  • management of protected areas
  • the ability to apply theoretical and technical knowledge to professional practice.

Transferable skills

You gain transferable skills in the following:

  • IT
  • presentations
  • writing reports and proposals
  • time management
  • using library resources
  • independent research
  • group work
  • professional teamwork
  • effective use of information sources.

Careers

The conservation and environmental sector is an expanding area for employment opportunities. Wildlife Conservation graduates go into many kinds of work, ranging from technical posts, involving ecological surveying, habitat management and species conservation; work with local people through environmental education and community extension; and jobs in planning and policy. 

Potential employers include local, regional and national UK government departments, voluntary organisations and the private sector, as well as international conservation and environmental organisations. Many students also go on to pursue postgraduate studies.

Entry requirements

Home/EU students

The University will consider applications from students offering a wide range of qualifications. 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.

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.

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 advise 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 2017/18 tuition fees for this programme are:

UK/EU Overseas
Full-time £9250 £16480
Part-time £4625 £8240

UK/EU fee paying students

The Government has announced changes to allow undergraduate tuition fees to rise in line with inflation from 2017/18.

In accordance with changes announced by the UK Government, we are increasing our 2017/18 regulated full-time tuition fees for new and returning UK/EU fee paying undergraduates from £9,000 to £9,250. The equivalent part-time fees for these courses will also rise from £4,500 to £4,625. This was subject to us satisfying the Government's Teaching Excellence Framework and the access regulator's requirements. This fee will ensure the continued provision of high-quality education.

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.* 

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.

Fees for Year Abroad/Industry

As a guide only, UK/EU/International students on an approved year abroad for the full 2017/18 academic year pay an annual fee of £1,350 to Kent for that year. Students studying abroad for less than one academic year will pay full fees according to their fee status. 

Please note that for 2017/18 entrants the University will increase the standard year in industry fee for home/EU/international students to £1,350.

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.

The Government has confirmed that EU students applying for university places in the 2017 to 2018 academic year will still have access to student funding support for the duration of their course.

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.

Full-time

Part-time

The Key Information Set (KIS) data is compiled by UNISTATS and draws from a variety of sources which includes the National Student Survey and the Higher Education Statistical Agency. The data for assessment and contact hours is compiled from the most populous modules (to the total of 120 credits for an academic session) for this particular degree programme. Depending on module selection, there may be some variation between the KIS data and an individual's experience. For further information on how the KIS data is compiled please see the UNISTATS website.

If you have any queries about a particular programme, please contact information@kent.ac.uk.