Address the ecological and social crises of the 21st century: sustainability and the climate crisis, the way human behaviour affects our environment, and the pressures we face managing scarce resources. Gain the practical skills to make a change.
Engage with environmental issues from a range of perspectives, drawing on subjects as varied as geography, ecology, anthropology, politics, economics, philosophy, law, history, literature and the creative arts. You will develop practical skills in geographic information systems (GIS) and biodiversity monitoring.
This course will be of particular interest if you have studied geography, environmental studies or biology.
Between the second and final years, you spend a minimum of 24 weeks and up to one year undertaking a work placement with an organisation relevant to your degree. Placements can be at home or abroad and give you the opportunity to apply your academic skills in a practical context.
Shape your degree outside of the classroom with field trips in the UK and continental Europe.
Geography and Environmental Studies at Kent was ranked 1st in the UK for research output in the Times Higher Education (REF 2021).
"The Year in Data Analytics completely changed my career prospects. I didn’t know what I wanted to do before or what hard skills I had to offer."
Join a supportive community engaged in ecological projects, including members of Kent Interdisciplinary Centre for Spatial Studies.
Boost your degree with a year in professional practice, data analytics, computing or more to expand your skills and apply your knowledge.
The University will consider applications from students offering a wide range of qualifications. Click below to find out more. Please also see our general entry requirements.
BBB
Distinction, Distinction, Merit
30 points overall or 15 points at HL
Pass all components of the University of Kent International Foundation Programme with a 60% overall average including 60% in LZ045 Life Sciences (1 & 2), 60% in LZ036 Academic Skills, and 50% in LZ013 Maths and Statistics (if you do not hold GCSE Maths at 4/C or equivalent).
The University will consider applicants holding T level qualifications in subjects closely aligned to the course.
The University welcomes applications from Access to Higher Education Diploma candidates for consideration. A typical offer may require you to obtain a proportion of Level 3 credits in relevant subjects at merit grade or above.
The following modules are offered to our current students. This listing is based on the current curriculum and may change year to year in response to new curriculum developments and innovation:
This module introduces students to the range of basic academic and research skills required across the range of the School's BA and BSc programmes. Students will learn to independently use library resources to conduct scholarly research in their field of study and related fields, how to appropriately analyse that literature, and incorporate it into their own academic writing. Beyond writing, student will learn how to effectively communicate scholarly topics in the format of oral and poster presentations. Students will then be introduced to the basic aspects of collecting and analysing qualitative data as relevant in their own field of study and related disciplines. Finally, the module will focus on the skills needed to organise, analyse, and present quantitative data for the purpose of hypothesis testing in these disciplines.
This module provides a comprehensive introduction to people, place and the environment. In the first half of the module we explore this relationship through the lens of contemporary environmentalism. We consider how environmental issues are framed and managed by different societal stakeholders (such as policy makers, scientists, the media, activists) and introduce a series of core concepts of relevance to contemporary environmental management, including sustainability, resilience and environmental economics. In the second half, we explore the broader social and spatial dynamics that govern how the relationship between people, place and the environment takes shape, including urbanisation and the rise of mega-cities, the changing role of regional blocs and nation states, and changing geographies of gender, class, and ethnicity.
We are living in the era of the Anthropocene (the era of humankind), when humans have become the key driver of planetary changes. This module provides a comprehensive introduction to environmental sustainability in the context of the Anthropocene, understanding human impacts on nature. Using a strongly interdisciplinary approach based on human and environmental geography, we discuss key environmental challenges including climate change, pollution, and biodiversity loss, among others. We explore contemporary debates around sustainable development and critically analyse these in relation to real world sustainability problems along with an understanding of the relevant policy context. You are introduced to a series of case studies that illustrate human-environment relations as connected to social, economic and political processes at different scales. The module introduces systems thinking, initiating the understanding of interconnectedness.
This module explores and evaluates geographical patterns and processes occurring within urban and rural systems. The module includes introductory lectures and seminars on conceptualising the dynamics of urban and rural change and the underlying economic, social, cultural and environmental processes that drive their geographical expression. Understanding is set within a broader consideration of how social-spatial processes in urban and rural environments can be interpreted and assessed with respect to different values and priorities, and in relation to wider questions of environmental sustainability, social justice and economic prosperity. The introductory lectures and seminars for each section of the module (urban and rural) provide the context in which these systems are investigated empirically through field-based observation, interpretation and analysis.
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, including how past geophysical processes have shaped biodiversity as we see it distributed across biomes today. The importance of biodiversity (both use and non-values) will be discussed – including a case study of the global carbon cycle, explaining how that links to biodiversity and ecosystem service provision. 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.
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 diversity, 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 primate and human evolution, culture, and behaviour. This module is required for all BSc Anthropology students. The module is also suitable for students in other disciplines who want to understand human evolution, and the history, biology, and behaviour 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 social anthropology staff.
This module is an introduction to human and primate evolution, and human prehistory. It provides an exciting introduction to humans as the product of evolutionary processes. We will explore primates and primate behaviour, elementary genetics, prehistoric archaeology, and the evolution of our species (and that of our ancestors such as Australopithecines and Neanderthals). Students will develop skills in synthesising information from a range of sources and learn to critically evaluate various hypotheses about primate and human evolution. The module is also suitable for students in other disciplines who want to understand human evolution, and the history of our planet and our species. A background in science is not assumed or required, neither are there any preferred A-levels or other qualifications.
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' people's 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' (family, gender, race and more) and more generally force us to take a fresh look at what we take for granted.
This module introduces students to economics in its two main components, microeconomics and macroeconomics. The module is designed to explain the main ways in which economists think about economic problems faced by individuals, firms, markets and governments. The first part of the module focuses on explaining a selection of microeconomic topics including, the behaviour of individuals and firms; demand and supply of goods and services and determination of prices; costs in the short and long term and market structures. The second part aims to introduce the core of macroeconomic topics; for instance, macroeconomic objectives and trade-offs; unemployment; inflation; international trade; balance of payments and exchange rates; and the main types of economic policies that are implemented by governments. Overall, the application of economics to contemporary issues illustrates how economic analysis can be used to understand the different parts of the economy and to inform and evaluate policy interventions that support a range of different economic outcomes.The module is self-contained to provide a basic understanding of economic concepts and debates. It is a suitable module for students interested in taking economics further, either as part of another degree programme or as part of a future professional qualification.
This module introduces students to economics in its two main components, microeconomics and macroeconomics. The module is designed to explain the main ways in which economists think about economic problems faced by individuals, firms, markets and governments. The module emphasises the use of basic economic concepts to business analysis.The first part of the module focuses on explaining a selection of basic microeconomic topics including, the behaviour of individuals and firms; demand and supply of goods and services and determination of prices; costs in the short and long term and market structures. The second part aims to introduce the core of macroeconomic topics; for instance, macroeconomic objectives and trade-offs; unemployment; inflation; international trade; balance of payments and exchange rates; and the main types of economic policies that are implemented by governments. The attention is to understand the relevance of macroeconomics topics (e.g. interest rates, exchange rates, etc.) to business.The module is self-contained to provide a basic understanding of simple economic concepts and debates. It is a suitable module for students interested in taking economics further, either as part of another degree programme or as part of a future professional qualification.
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 term, allowing 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. birds, amphibians, reptiles, plants, etc.) in either a terrestrial or freshwater habitat. Students will be expected carry out a range of surveys, analyse the data and write-up their results.
What should a democracy look like? Can an unequal society be just? When is it legitimate to resist governments? By introducing you to debates regarding foundational issues in political theory, this module develops your ability to understand and critically assess debates about ideas that have shaped today's political world, such as democracy, freedom, equality and justice. You will gain knowledge of foundational ideas and thinkers in political thought, and develop the ability to critically reflect upon, and construct arguments to defend, your own answers to crucial questions about the nature of politics.
This module aims to introduce students to some of the key political systems of the world. It will provide them with a broad overview of politics in selected countries including their institutional structures, elite politics and citizen perspectives. It will enable students to start developing an understanding of the cultural, historical, social and economic context which shape politics in these countries. In addition, it will enable students to start developing an understanding of the contemporary challenges faced by these countries.
This module introduces students to the key elements of the British political system. That system has undergone a number of important changes in recent years, and the module enhances students' understanding of what these changes consist of, why they have taken place and what their implications are. Focusing on changes in the power to shape and make policy decisions, the module explores the shifting role of key actors such as the legislature and media, and at the exercise of policy authority at the sub-national, national and international levels. The module also considers changes in the relationship between citizens and political authorities, and particularly on shifting patterns of individual engagement with politics. Throughout, the module is designed to enhance students' critical skills in being able to analyse changes in policy authority within a political system.
This module introduces students to the empirical study of the key structures, institutions, processes, outcomes and behaviours in political systems. It familiarises students with both the content and shape of political life and how academic scholars study it. It also introduces the data, methods and techniques that allow students to study it themselves. Students learn about political life by learning how to do basic political research. Students will be able to apply their methods skills to empirical evidence commonly found in policy and academic work.
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 useable data for understanding threats, establishing conservation priorities (at the species and habitat levels) and informing 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.
The module explores the geographic patterns of biological diversity around the world (biogeography), and the relationships between plants, animals and their environment (ecology). It begins with how the physiology and reproductive biology of plants has shaped the variety of habitats, ecosystems and biomes seen in the natural world today. Key concepts and theories concerning how these geographical patterns have been affected by complex historical and current factors will also be explored. The module continues with an introduction to ecological concepts that define how species are distributed within communities and across landscapes. It concludes with a discussion of how biogeographical and ecological principles inform global conservation strategies, and help us better understand how to manage threats to biodiversity from environmental change.
This module looks at the politics of the global climate crisis at the international, national and local level. Whether it is global climate change governance, national or local climate adaptation policy making and plans, or individual attitudes and behaviour, we need to understand what motivates actors and how a combination of motivations and structure translate into climate action in various contexts and societies. This module provides you with the tools to explain the politics of the global climate crisis at the international, national and local level. The module draws on a variety of debates from political science, international relations, human geography and urban studies. In addition to an overview of key policy documents driving the discourse, we will explore interdisciplinary theorisations across the social and natural sciences that help rethink the arguments in renewed ways. This includes the critical role of cities and an understanding of how key concepts such as the Anthropocene and adaptation and mitigation shape the global climate emergency agenda.
This module provides students with an introduction to the many and diverse qualitative methods and design issues that inform ethnographic research inquiry within the social sciences. Its purpose is to equip students with some of the skills and mindsets to approach independent qualitative research and thus become active participants in knowledge creation. The module explores what counts as ethnographic research, how it overlaps with and diverges from other qualitative approaches, and how its validity can be assessed from a social science perspective. Specific training in the design and use of a range of interpretive research techniques is provided, including: qualitative interviews; extensive questionnaires; focus groups, visual and other creative methods, and participant observation. We will consider the processing and analysis of qualitative data, as well as basic descriptive statistics to analyse quantitative data. We will also explore the integration of qualitative and quantitative data into ethnographic analysis and writing. 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.
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 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.
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; 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 debates.
Global institutions and regimes have become increasingly important in a world facing problems that cross borders and require multilateral action. This module examines the institutions, norms, processes, actors, and consequences of global and regional governance across a range of issue areas. It further addresses a number of questions, including the extent to which cooperation is possible and multilateral governance effective, while examining the roles played by states, international organisations (such as the United Nations, the World Trade Organization, or regional groupings such as the European Union or the Association of Southeast Asian Nations), international non-governmental organisations (NGOs) and other actors. The specific issue areas may include security, human rights, the environment, and regional integration, amongst others.
This module addresses a key question in the study of European politics and international organisations: why did a diverse group of states embark on a process that has led to the world's most extensive example of international integration? In this module you will learn and understand how the European Union has reached where it is today, how its political system works, how it makes policy, its strengths and weaknesses and how it has driven both the politics and economics of its member states and the global system at a time of both continuity and change. There has certainly never been a more challenging or interesting time to learn about the EU and its politics.
This module aims to develop your theoretical imagination by making you familiar with the central debates that have shaped anthropological theory from the early twentieth century to our contemporary debates. It aims to teach you to understand theoretical issues and apply them with a critical and informed sense of the role of difference in the human experience. The module is not a 'history of theory' survey; rather, it will lead you through the complex interrelations and cross references that have shaped anthropological theory over the past century. The module is organised around the theme of human society, which will be used as a lens through which to view theoretical discussions within social anthropology as well as its appropriations from other disciplines.
The module is of core relevance for students of anthropology, and a wide range of related disciplines preoccupied with the role of anthropologically-informed thought and cultural literacy in today's transnational and multicultural globe. It explores the relationship between social between social anthropology and the Contemporary World, and a series of themes that explore how anthropologists engage with the pressing political, social and environmental concerns and crises of their day. Through examination of 'hot topics' in the discipline, key debates in public anthropology, and anthropological and ethnographic theory, the module clarifies the relevance of anthropology for the world beyond the university, and educates you in how to adapt anthropological knowledge and skills to analysis of real world issues. It also advances core disciplinary understanding relevant to social anthropological modules in stages 2 and 3. Throughout, key objectives are to support you in developing and consolidating your understanding of contemporary anthropology and your own assessment of the wider utility of the social sciences, and to provide essential critical tools for understanding the changing world around us.
The aim of this module is to explore, assess and apply critical concepts and approaches to the sustainable planning of landscapes. Drawing on recent developments in the geography, conservation and environmental planning literatures, the module introduces students to key ideas intersecting with policy and practice agendas and initiatives for landscape, including natural capital, ecosystem services, environmental economics and participatory environmental management. Alongside critical reflection on the underlying assumptions that guide these developments, the module places students in real-world scenarios in which they must design and shape plans for rural and urban landscapes.
The overall aim of this module is to provide you with an outline of the principles of Geographic Information Systems (GIS) and to introduce a range of methods for collection and analysis of spatial data. Particular attention is paid to developing your analysis skills through the use of remote sensing techniques and Geographic Information Systems (GIS). GIS are increasingly being used in many disciplines, including geography, wildlife conservation, animal behaviour and environmental sciences to help solve a wide range of real world" problems."
This interdisciplinary module introduces to a range of key concepts and discourses in the field of development geography with a specific focus on the global South. The module begins by conceptualising 'development' as well as introducing contemporary development theories to build the foundation. The module then applies this understanding in examining a selection of contemporary development issues and debates in the global South context including poverty, inequality, impacts of climate change, nature of disasters, gendered vulnerabilities, and the challenges of sustainable development. Here context and place matters, as well as the differences and links between places and peoples. Students are introduced to a series of global South case studies that illustrate development processes as connected to social, economic and political processes at different scales. Although development approaches are equally applicable to urban and rural environments, the focus in this module is predominantly on the urban context and the contestations within them. The module is divided into several sections, each of which introduces students to a set of issues, concepts, key vocabularies and approaches in relevance to Development Geography. The sections of the modules are complementary to each other and as a whole they will provide a strong understanding of the development context and processes in the global South.Students are strongly encouraged to think of the module as a whole and to explore the connections between the different issues and theoretical approaches addressed in this module.
This module aims to provide students with a critical introduction and review of China's political development from 1949 to today. This module is designed around two core blocks of study:
The first block looks at China's principal political institutions. They include the Communist Party, the government (State Council), the legislature (the National People's Congress) and the military (the People's Liberation Army). The second block examines the socio-political issues and challenges the country is facing in its ongoing development. They range from the prospect of democratisation, the growth of civil society, environmental degradation and public health policy, corruption, tensions with ethnic minorities nationalism and national reunification with Taiwan, irredentism and territorial disputes with neighbouring countries,. China's Belt and Road Initiative (BRI) and the 'new Cold War’ between China and the United States. A theme running through various lectures of this module is to ask why post-Mao China has performed better than many other authoritarian regimes in achieving both economic growth and political stability and acquiring international influence, even though China faces numerous mounting development challenges and remains authoritarian.
Gender is one of the main ways in which power is distributed in human society. Taking as a starting point that all politics is gendered, this module examines the relationship between power and gender and how it impacts on the political processes at the local, national, and international level. We will interrogate practices of the representation of women in political discourse and practice and further explore the cultural, political, economic and social challenges to achieving gender equality within the family, community, state and global society. Students will gain a critical understanding of the situation of women around the world; the ways in which gender affects social, political, and economic status; the evolving study of gender in politics and international relations; the political implications of scholarship; and the links between gender, feminism, and activism. We will use a variety of research methods from quantitative statistical analysis to an analysis of the narratives and discourses surrounding gender and politics.
This module is designed to introduce and re-affirm statistical concepts, and their correct use. This module is delivered through combined lecture/practicals using computer software. Introductory topics will include types of data, descriptive statistics such as measures of central tendency, frequency distributions, the normal distribution, variance (standard error, standard deviation), and how sample parameters and null hypotheses apply in real data. Inferential statistics include analysis of differences between two groups (e.g. t-tests and non-parametric equivalents), differences between multiple groups (ANOVA and non-parametric equivalents), variable relationships (correlation and regression), and variable associations (e.g. chi-squared test). The role of probability in data analysis will also be considered, as will its application to scientific questions. Throughout, emphasis will be placed on practical application of statistics, and when and how they are applied. Students will be able link the theory presented with the practical sessions and data collection components. As such, students will collect and analyse their own data. By the end of the module, students will have a knowledge of the underlying principles of statistics, be able to conduct statistical tests in statistical software, critically evaluate the results, and have a sound appreciation of the benefits and limitations of different statistical techniques. This module provides students with the statistical knowledge to conduct in-depth data analysis for their final year research project.
If you want to stand out from other graduates in today’s highly competitive global job market, spending time in the workplace as part of your degree can be invaluable. Many students find that prospective employers are very interested in their professional practice experience.
Participation in the placement year is normally dependent on maintaining a clean disciplinary record during your registration on the degree programme up to the time of your placement. It is your responsibility to find a placement, but the School offers help and support. You must achieve a minimum of 60% across your compulsory and optional modules in Stage 1 to qualify for the Year in Professional Practice. Students who do not meet these conditions or are unable to find a placement will normally be advised to transfer to the standard three-year degree programme without the Year in Professional Practice.
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.
You are required to pay 15% of the normal annual tuition fee to Kent. Placements are primarily internships and vary significantly. Some employers will offer a salary, some offer subsistence whilst others offer no financial support.
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.
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.
The module is considered as an important element of undergraduate training in human geography and / or environmental studies. 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 a desk-based study, can only be taught through the medium of practically orientated investigative tasks. The principal 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.
This module is a one-term placement opportunity that allows you to teach aspects of your degree subject in a local school. Launched to coincide with Kent's 50th anniversary in 2015, it highlights the longstanding excellence of human and social science research and teaching at the University, and the important role the institution has in contributing to the local community. If selected for this module you will spend approximately 6 hours in a Kent secondary school in the Spring term (this session excludes time to travel to and from the School, and preparation and debrief time with the teacher). Generally, you will begin by observing lessons taught by your designated teacher and possibly other teachers. Later you will act somewhat in the role of a teaching assistant by working with individual pupils or with a small group. You may take 'hotspots': brief sessions with the whole class where you explain a topic or talk about aspects of university life. Finally, you will progress to the role of teacher" and will be expected to lead an entire lesson. Throughout the module you will be given guidance and support by a local convenor based in your academic school as well as the overall module convenor. You will be required to keep a log of your activities and experiences at each session. You will also create resources to aid in the delivery of your subject area within the curriculum. Finally you will devise a special final taught lesson in consultation with the teacher and with your local module convener. You must then implement and reflect on the lesson."
This module aims to develop your theoretical imagination by making you familiar with the central debates that have shaped anthropological theory from the early twentieth century to our contemporary debates. It aims to teach you to understand theoretical issues and apply them with a critical and informed sense of the role of difference in the human experience. The module is not a 'history of theory' survey; rather, it will lead you through the complex interrelations and cross references that have shaped anthropological theory over the past century. The module is organised around the theme of human society, which will be used as a lens through which to view theoretical discussions within social anthropology as well as its appropriations from other disciplines.
The module is of core relevance for students of anthropology, and a wide range of related disciplines preoccupied with the role of anthropologically-informed thought and cultural literacy in today's transnational and multicultural globe. It explores the relationship between social between social anthropology and the Contemporary World, and a series of themes that explore how anthropologists engage with the pressing political, social and environmental concerns and crises of their day. Through examination of 'hot topics' in the discipline, key debates in public anthropology, and anthropological and ethnographic theory, the module clarifies the relevance of anthropology for the world beyond the university, and educates you in how to adapt anthropological knowledge and skills to analysis of real world issues. It also advances core disciplinary understanding relevant to social anthropological modules in stages 2 and 3. Throughout, key objectives are to support you in developing and consolidating your understanding of contemporary anthropology and your own assessment of the wider utility of the social sciences, and to provide essential critical tools for understanding the changing world around us.
This interdisciplinary module introduces to a range of key concepts and discourses in the field of development geography with a specific focus on the global South. The module begins by conceptualising 'development' as well as introducing contemporary development theories to build the foundation. The module then applies this understanding in examining a selection of contemporary development issues and debates in the global South context including poverty, inequality, impacts of climate change, nature of disasters, gendered vulnerabilities, and the challenges of sustainable development. Here context and place matters, as well as the differences and links between places and peoples. Students are introduced to a series of global South case studies that illustrate development processes as connected to social, economic and political processes at different scales. Although development approaches are equally applicable to urban and rural environments, the focus in this module is predominantly on the urban context and the contestations within them. The module is divided into several sections, each of which introduces students to a set of issues, concepts, key vocabularies and approaches in relevance to Development Geography. The sections of the modules are complementary to each other and as a whole they will provide a strong understanding of the development context and processes in the global South. Students are strongly encouraged to think of the module as a whole and to explore the connections between the different issues and theoretical approaches addressed in this module.
Human geographers and environmental social scientists must continually analyse relevant and topical issues in a broad, real-world context. This includes understanding research at the forefront of their discipline, critically evaluating its spatial, environmental and interdisciplinary basis, and using this information to inform effective solutions to contemporary problems that are embedded in social, political and economic reality. In this module, you will use knowledge and skills gained throughout your course, and apply them in in-depth discussions of how current research topics fit into the wider theoretical or applied disciplinary context. The research topics will be presented at seminar and reading group events organised by the Geography and Environmental Social Science research theme in collaboration with the Research Centres at the School of Anthropology and Conservation. You will also write up essays as a series of critical reflections on three topics covered at the seminar and reading group events.
How can we understand the Middle East? Why have states in the region experienced conflict and instability? Should the solution to violence come from outside the region, or can problems only be resolved from the inside? This module aims to answer these questions by introducing students to the societies, cultures, spaces and political systems of the Middle East and North Africa (MENA), with their diversity, histories and complexities. As such, the module will explore different themes related to MENA politics, using different states and societies from the region as case studies. It will provide students with insights into the root causes of conflicts; the persistence of authoritarian regimes; the rise of youth protest movements; tradition versus modernity; and urbanism versus periphery. The module will apply an interdisciplinary approach to the study of the region, bringing in insights and methods from politics, geography and anthropology. Furthermore, the module will take a comparative approach, placing the MENA region in a broader context and applying lessons from other parts of the world to better understand the region.
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.
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.
This module examines today's cutting-edge techniques that are available to wildlife biologists attempting to save some of the world's most critically endangered species from extinction. The module exposes students directly to world experts in this field through a two-day residential field trip to the Durrell Conservation Academy on Jersey where formal presentations and group activities together with behind-the-scenes tours of state-of-the-art captive-breeding facilities provide a first-hand experience of species conservation on a global scale. The module then examines a number of cross-cutting themes relevant to recovering endangered species, including the management of invasive species, leadership of species recovery programmes, island endemic species, species of extreme rarity, reintroduction biology and managing infectious disease in conservation programmes. Throughout the module iconic case histories are examined and used as a way to consider the reasons why some programmes are successful whilst others fail. The consideration of topics and case studies leads to a reappraisal of particular approaches to species conservation such as institutional priority-setting, field infrastructures and leadership styles which tomorrow's wildlife biologists will need in order to restore endangered species in the future.
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.
The module will examine the way in which biodiversity conservation activities are widely implemented in practice and on the ground, particularly by organisations for which conservation is not the primary focus. As such, relevant regulatory and voluntary principles that govern the conservation actions of businesses and governments will be explored, alongside some of the more influential multilateral conservation policies. The pathways by which scientific evidence is integrated into policy and practice will be illustrated using some case studies. Consultation processes, as well as the role of government and non-government organisations in formulating and implementing policy and practice will be explored. Ultimately, the goal of the module is to better equip students to practice conservation in a non-conservation organisational setting once they have completed their courses.
Our teaching is research-led as all our staff are active in their fields. In addition to lectures and seminars, we run laboratory-based 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, all with the support of a dedicated project supervisor.
The year in professional practice is assessed by means of a written report and a short presentation, together with an appraisal from your manager.
We offer you the opportunity to conduct your research project either in the UK or abroad. The type of approach may differ depending on the student’s preferred discipline. For most, it will mean using advanced methods to explore literature and other documents and, in some cases, there may also be opportunities for field research using the skills taught during the course. Some students use this opportunity to take part in our annual expedition to the Peruvian Amazon, one of the most biodiverse regions on Earth.
Most modules are assessed by a combination of coursework and unseen exam. Some modules are assessed only by coursework, which takes a variety of forms, including essays, short answer tests, presentations, advocacy, individual and team projects, and research reports.
Assessment is by means of a manager appraisal (10%), a written report by the student (80%) and a presentation by the student (10%); the manager appraisal is carried out by the manager within the placement host organisation whereas the report and presentation are assessed by SAC academic staff.
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.
For programme aims and learning outcomes please see the programme specification.
This course gives you the skills to be a future environmental leader.
The conservation and environmental sector is an expanding area for employment opportunities. Potential employers include local, regional and national UK government departments, voluntary organisations and the private sector, as well as international conservation and environmental organisations.
Our recent graduates have found work in:
The 2023/24 annual tuition fees for this course are:
For details of when and how to pay fees and charges, please see our Student Finance Guide.
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 undergraduate students are £1,385.
Fees for undergraduate students are £1,385.
Students studying abroad for less than one academic year will pay full fees according to their fee status.
One day trips that are compulsory to a module are financially funded by the School. Optional or longer trips may require support funding from attendees.
Find out more about accommodation and living costs, plus general additional costs that you may pay when studying at Kent.
Kent offers generous financial support schemes to assist eligible undergraduate students during their studies. See our funding page for more details.
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 A*AA over three A levels, or the equivalent qualifications (including BTEC and IB) as specified on our scholarships pages.
We have a range of subject-specific awards and scholarships for academic, sporting and musical achievement.
Next steps
We are no longer taking applications for the 2023/24 academic year. Please visit the 2024 online prospectus for a list of current undergraduate courses.
We welcome applications from students all around the world with a wide range of international qualifications.
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